Redesigned Course Structure
15-week term
7 sections of 125 students each per year
1.25 contact hours per week (1 lecture)
Four full-time faculty teach all sections of the course. They present one
lecture per week, select from publisher-produced materials to design assignments
and tests, evaluate assignments, respond to students’ individual needs, and rely
primarily on machine-scored tests for grading.
Undergraduate teaching assistants (TAs) assist in the computer lab as
needed.
Summary
In summary, the redesigned course will implement the following changes:
Treat multiple sections as one course using common materials
Reduce lecture time by 50%
Provide for students’ interaction with online resources and with each other
Add undergraduate TAs for student help
Enable faculty to select course materials more appropriate for their
students
Make faculty and TAs available to students via the computer classroom
Allow faculty to interact more directly and individually with their students
online
Institute computer-based testing, which allows for retesting and
self-directed learning,
Increase section size from 75 to 125; reduce section numbers
Contents contributed and discussions participated by paula lebre
European Forum of Psychomotricity - 0 views
OpenLearn - The Open University - 0 views
dgCommunities - 0 views
Home - Blended Learning: Research Perspectives | Sloan-C Blended Learning - 0 views
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Diversos recursos e boas práticas descritas sobre blended learning. Contém ainda forum de discussão
Round 1 Grant Awards - University of Southern Maine - 0 views
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O desenho do curso remodelado inclui as seguintes alterações: tratar as secções como um curso único usando materiais comuns reduzir tempo de leccionação em 50% providenciar alunos com suporte / interacção recursos online e entre alunos adiconar ??? TAS não graduados para ajuda alunos ( não sei exactamento o que significa permitir faculdade seleccionar materiais do curso mais apropriados para os seus alunos disponibilizar materiais na sala computadores permitir faculdade interagir mais directa e individualmente com os alunos via online instituir teste baseados no computador que permitem o teste e reteste , e ensino auto-dirigido aumentar dimensão das secções de 75 para 125 alunos reduzir o número das secções
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Traditional Course Structure 15-week term 12 lecture sections (~70 students) per year plus one summer section (~30) 2.5 contact hours per week (2 lectures) Four full-time faculty teach all sections of the course. They present two lectures per week and design and evaluate assignments and tests.
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Curso tradicional duração 15 semanas 12 secções de aulas ( 70 alunos cada ) por ano mais uma secção de verão ( 30 alunos) 2,5 contacto por semana ( duas aulas) Professor tempo inteiro lecciona todas as secções do curso. Apresentação aulas ( duas por semana) definição e avaliação dos trabalhos e testes.
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What Is Distance Learning and Why Has it Become So Popular? - um knol por Vicky Phillips - 0 views
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Conteúdo do artigo What Is Distance Learning and Why Has It Become So Popular? Definitions & Synonyms Distance Learning History - Nothing So New Evolving Delivery Mechanisms Student Demographics & Rising Popularity Distance Learning - The Future The Instant Education Generation Not Always So Distant - The Rise of Blended and Hybrid Learning Concluding Remarks Websites & Online Resources
Computer-Supported Collaborative Learning: - um knol por Pirkko Hyvönen - 0 views
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Conteúdo Introduction 1. State of the Art in CSCL 1.1 The emergence of Computer Supported Collaborative Learning 1.2 Main theoretical ideas behind CSCL 1.3 Conclusions 2. Motivation in CSCL Cognitive processes Self-regulation Co-Regulation and socially shared regulation 2.3 Challenges in CSCL Challenges of self-regulation in CSCL Challenges of sociocultural differences in CSCL 2.4 Guidance and support - to join the forces 2.5 Future challenges in CSCL? 3. Motivational and Emotional Challenges in CSCL 3.1 Introduction 3.2 Central concepts 3.3 Challenges 3.4 Improving CSCL and supporting actors involved 3.5 Conclusions 4. Socially Shared Regulation of CSCwriting 4.1 Introduction 4.3 Challenges in CSCWriting 4.4 Scaffolfding students' in writing and collaboration 4.5 Conclusions 5. The Roles of Note-Taking in CSCW Processes 5.1 Introduction 5.2 Roles of note-taking in CSCW processes 5.3 Conclusion 6. Theoretical and Practical Viewpoints for Designing CSCL 6.1 Central concepts 6.2 Important considerations when designing CSCL 6.3 Conclusion 7. Designing Teaching in CSCL 7. 1 Introduction 7. 2 The rules of pedagogical thinking in CSCL 7.3 Conclusions Conclusions and Discussions Editor's words REFERENCES
e-JUMP 2.0 - e-Jump 2.0 - 0 views
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Projecto programa transversal do programa aprendizagem ao longo da vida-UE, que visa ligar várias instituições de ensino superior e de formação profissional na Europa e promover o e-learning. Tem vários exemplos de aplições de e-learning no ensino superior "case studies".
ZaidLearn: A Free Learning Tool for Every Learning Problem? - 0 views
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Lista de programas que podem ser utilizados para ambientes de e learning
The Learning Object Context Profiling Model - 0 views
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Conteúdo 1.7 The Learning Object Context Profiling Model 1.8 From Model to Tool 1.8.1 Description of the tool 1.8.2 Descriptive task 1.8.3 Explanatory task 1.8.4 Prescriptive task · Guideline 1 · Guideline 2 · Guideline 3 · Guideline 4 · Guideline 5 · Guideline 6 1.9 Reflections on the Model · Standards and metadata · Packaging · Runtime orientation · Granularity · Lifecycle of a learning object · 3-Space Design Strategy · 4-E Model · Combining the issues 1.10 Reflections on the Research Methodology 1.10.1 How well have the three tasks set out for the research been carried out? 1.10.2 Limitations of the research methodology 1.11 Where Next?
Technology, Teaching, and Learning - Emerging Technologies for Learning - 0 views
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Estudo com dados de 2004 nos EUA sobre a implantação de cursos blended, online nos diversos níveis de ensino superior. Vem referenciado no excelente documento partilhado pelo colega Luis Handbook of Emerging Technologies for Learning
Defining blended learning in the GDLN Context - 0 views
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Definição de blended learning
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Artigo que apresenta definição e-learning , blended learning.
Effectiveness Of Traditional And Blended Learning Environments - 0 views
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To provide learners with the best experience, many educators are opting for a blended approach: a traditional classroom with face-to-face interaction supplemented by online resources.
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Aponta um impacto reduzido da introdução do blended learning num curso sobre terapia respiratória (grupo de controle e grupo experimental). Benefícios podem ser relacionados com: maior número de alunos, acesibilidade do material, flexibilidade, motivação e habilidades tecnológicas são factor que influencia sucesso do aluno.
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Conceito de blended learning
TeacherTube - Why Let our Students Blog? - 0 views
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dedicado aos alunos mais pequenos... porquê o blog
TeacherTube - How NOT To Use PowerPoint - 0 views
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Muito divertido
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Um video muito divertido- o que não devemos fazer numa apresentação de power point.
paula lebre