Group items tagged

Full article: Merrill, M. David. "First Principles of Instruction." Educational Technology Research & Development, 50. 2002. Retrieved from https://csapoer.pbworks.com/f/First+Principles+of+Instruction+(Merrill,+2002).pdf

designing self learning materials

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.

a look at different apps that can be used to support Bloom's Cognitive Taxonomy

This resource wiki has a lot of information on using Bloom's Taxonomy in a digital context

As school districts look for ways to give their students a personalized learning experience without expanding their budgets, blended learning can be an effective option. This approach to schooling combines face-to-face instruction with online learning and has yielded strong results since officially being researched as an education strategy. In fact, according to a 2010 study from the U.S. Department of Education, blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents. This may be partly due to the fact that this rapidly growing model not only increases the flexibility and individualization of student learning experiences, but also allows teachers to expand the time they spend as facilitators of learning. Schools make the switch to blended learning for a variety of reasons. In addition to considering the age of the students, the reasons for choosing a blended model generally dictate which of the six models they choose to implement:

""For teachers, and schools, and classroom learning, there's an incredibly important role to play which is about giving kids access across the board to a baseline of standards, literacies, expectations, about what they need to participate in contemporary society…to be reflective, and to also take opportunity of the fact that you really have kids and adults in a shared space that's safe, that's sanctioned, that gives an opportunity to reflect in every day life….What we're saying by valuing informal learning is not that we should abandon formal learning, but that we should get those working together in a much more coordinated way." Mimi Ito, Associate Researcher, UC Irvine"

Process of Designing Curriculum

universal design for learning

Educause Artivle - Designing Online Courses to Discourage Dishonesty section on syllabus design

web 2.0

Objectives builder tool

"Blended learning course design In designing a blended course, a simple way to start is to imagine a discrete unit of learning, for example, a particular topic or a chapter of the textbook. Here is a three-step process: Establish clear learning goals for the topic. Design activities to help students meet the learning goals. Sort the activities into two categories: online and face-to-face. None of these steps is particularly easy. Writing effective learning goals is a skill that teachers must constantly hone. Designing activities requires a creative mind that is pedagogically grounded. Addressing the third step could be the easiest of the required actions but requires much pedagogical savvy. In considering each step, the following questions might help: What do I really want students to learn? How can I ensure that students read the book prior to class? What lower-level activities can student complete online prior to class? What higher-level activities can be accomplished during class? What higher-level activities can students complete after a topic has been discussed face-to-face? Which activities require a grade and which activities will students do because they can immediately see the link to other graded activities?"