BlendKit

The standards comprise three documents: 1. UHI blended learning standards checklist, 2. UHI IT essentials and 3. Accessibility checklist.

Another checklist for online/blended courses (University of Wisconsin-Milwaukee). I liked the straight-forward language.

Key Takeaways Social presence remains the key to a successful learning experience, and understanding social presence, with its critical connection to learning and community building, allows us to better support faculty and students. Understanding a wide selection of tools, media, and reflective activities helps faculty assist students in taking responsibility for their own learning.

We've collected resources from Edutopia and the Web to help you navigate the possibilities of blended learning, an approach that combines face-to-face and technology-mediated learning, with some student control over time, path, place, or pace.

Site dedicated to the use of technology to implement Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education

A peer review guide for the teaching of an already existing hybrid course. Based upon Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Education"

Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.

Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.

Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit.

"Using Blooms Taxonomy to Design E-learning"

This is a thorough application of Bloom's Taxonomy to the digital learning world. This site provides extensive resources in the form of downloadable PDF files.

"Would you ever say that to me in class?": Exploring the Implications of Disinhibition for Relationality in Online Teaching and Learning by Ellen Rose

This is an international consortium about quality blended learning.

We've been using Quality Matters for several years and although it might appear that the focus is "quality in online courses", the rubric and process works well for blended learning as well. https://www.qualitymatters.org/

Educause's ELI was mentioned in the week 5 webinar. Here are materials from one of their webinars covering evaluation of the course from the assignments perspective. This can lead back to student value of the class.

Nice article on the basics of blended learning and the how to get started. Particularly liked the tip on technology frills. It is so important that the interaction we use in a blended learning environment is meaningful and not just to keep the user busy. So many times engagement is just repetitive activity and not meaningful. It is important that each interaction is focused and helps drive home the objective.

by TeachThought Staff Blended education. The article differentiates hybrid and blended learning.

Great article - thanks for sharing. In health sciences education, especially in the professional degree programs at my institution, true blended learning is in it's infancy.

This is a great article that I will use in my work creating my class for my BlendKit Certificate. Thanks for posting!