BlendKit

Online course/modules following Dee Fink's Significant Learning Experience

I have been using Fink for the past two years. My favorite are the charts---it helps the faculty I work with organize their thoughts.

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

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.

Good food for thought (and flashback to Blendkit2014 week 2) from Justin Reich's blog this week. Let's keep this blended learning design process focused on meaningful interaction.

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.

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.

A backchannel -- a digital conversation that runs concurrently with a face-to-face activity -- provides students with an outlet to engage in conversation. Every time I think about this tool, I remember my student, Charlie (not his real name). Given his learning challenges, he struggled to keep up during class discussions.

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

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"

A lot of Videos about Blende Learning

Since we are talking about content during week 4, I want to share some OER sites. SLCC is moving toward open textbook and other open resources.

this is an amazing treasure trove!

Analytics will help you determine course design, level of engagement from the student, etc. Here is one of many articles about Analytics.