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Bill Campbell

Lessons Learned from the Hybrid Course Project at University of Wisconsin-Milwaukee - 0 views

www.wisconsin.edu/...garnham2.htm

vhsnotes1-5 vhs-bp-oet blendedlearning education onlinelearning

shared by Bill Campbell on 31 Jan 12 - No Cached
  • Lessons Learned from the Hybrid Course Project
  • Lesson #1: There is no standard approach to a hybrid course.
  • Lesson #2: Redesigning a traditional course into a hybrid takes time.
  • ...17 more annotations...
  • he broke his content presentations into less than ten minute streaming video clips, and he interspersed his mini-lectures with student-centered problem-solving activities.
    • Bill Campbell
      Bill Campbell on 31 Jan 12
       
      As I was reviewing information from Brain Rules to confirm my recollection about the 10 minute rule, I found the following quote from Medina that also seems signficant with regard to a possible hybrid course advantage. He says the most common communication mistake is "relating too much information with not enough time devoted to connecdting the dots. Lots of force feeding, very little digestion." Might this be an advantage of presenting information online in a content-heavy course? Maybe the logistics of breaking up a 45 minute period that don't work well face-to-face might work better by presenting some content online. My gut says yet, but I'd like to see real examples of this.
    • Bill Campbell
      Bill Campbell on 31 Jan 12
       
      This is interesting because it is consistent with the research report in the book Brain Rules by John Medina. Brain Rules reported that students attention in a class drops a significant amount after 10 minutes and that you need to change gears to get another 10 minutes. So breaking up a video lecture into 10 minutes segments seperated by releveant problem sovling fits right in with that.
  • Hybrid instructors should allow six months lead time for course development.
  • Lesson #3: Start small and keep it simple.
  • "Integrate online with face-to-face, so there aren't two separate courses."
  • "The emphasis is on pedagogy, not technology. Ask yourself what isn't working in your course that can be done differently or better online."
  • Lesson #4: Redesign is the key to effective hybrid courses to integrate the face-to-face and online learning.
  • , instructors need to make certain that the time and resources required to create a hybrid course are available before they commit to the process.
  • Students need to have strong time management skills in hybrid courses, and many need assistance developing this skill.
    • Bill Campbell
      Bill Campbell on 31 Jan 12
       
      Participation in an online course might be an authentic way to provide high-school (and maybe older middle-school) students the opportunity to practice time management skills in an authentic way. However, this would need to be handled carfully so students who are not successful at first are not completey lost or so far behind that they can't be successful later after learning from their mistakes.
  • Contrary to many instructors' initial concerns, the hybrid approach invariably increases student engagement and interactivity in a course.
  • Lesson #6: Students don't grasp the hybrid concept readily.
  • Lesson #5: Hybrid courses facilitate interaction among students, and between students and their instructor.
  • Surprisingly, many of the students don't perceive time spent in lectures as "work", but they definitely see time spent online as work, even if it is time they would have spent in class in a traditional course.
  • Lesson #7: Time flexibility in hybrid courses is universally popular.
  • Lesson #8: Technology was not a significant obstacle.
  • Lesson #9: Developing a hybrid course is a collegial process.
  • Lesson #10: Both the instructors and the students liked the hybrid course model.
  • They stated that the hybrid model improved their courses because Student interactivity increased, Student performance improved, and They could accomplish course goals that hadn't been possible in their traditional course.
  • Bill Campbell on 31 Jan 12
     
    Teaching with Technology Today: Volume 8, Number 6: March 20, 2002
  • Bill Campbell on 31 Jan 12
     
    This article about the lessons learned during a higher-ed blended learning project is a decade old but still interesting and relevant.
Marti Weston

Stanford's latest iPhone and iPad apps course now free on iTunes U - 3 views

news.stanford.edu/...itunes-apps-class-111511.html

stanford iphone ipad apps course free itunes

shared by Marti Weston on 18 Nov 11 - No Cached
  • Marti Weston on 18 Nov 11
     
    iphone ipad apps course from Stanford
susan carter morgan

21st Century Learning: Learning2.0 - 0 views

21stcenturylearning.typepad.com/...index.html

learning2 sherylnussbaumbeach

shared by susan carter morgan on 05 May 08 - Cached
  • Independent school culture is such that teachers need to make certain they build on the rich heritage of what works and yet make room to rethink delivery of AP courses and such so that these kids not only get into some of the most prestigious colleges around, but they are fluent in the new literacies when they arrive.
  • Web 2.0 – and ultimately School 2.0 -- is all about this two-way or group communication. The Web is no longer just a place to search for resources. It’s a place to find people, to exchange ideas, to demonstrate our creativity before an audience. The Internet has become not only a great curriculum resource but a great learning resource. The second generation Web is in fact, laying the foundation for ideas such as Classroom 2.0, Teacher 2.0 and Learning 2.0.
  • susan carter morgan on 05 May 08
     
    Independent school culture is such that teachers need to make certain they build on the rich heritage of what works and yet make room to rethink delivery of AP courses and such so that these kids not only get into some of the most prestigious colleges around, but they are fluent in the new literacies when they arrive.
Demetri Orlando

http://www.cet.uct.ac.za/files/file/FacilitationOnlineWeb.pdf - 1 views

www.cet.uct.ac.za/...FacilitationOnlineWeb.pdf

onlinelearning

shared by Demetri Orlando on 27 Jun 13 - No Cached
  • Demetri Orlando on 27 Jun 13
     
    PDF course manual for teaching teachers about facilitating online classes
Demetri Orlando

ALISON ABC IT - Computer Training Suite Online Course - 2 views

alison.com/ABC-IT

CDL

shared by Demetri Orlando on 13 Jul 12 - Cached
  • Demetri Orlando on 13 Jul 12
     
    Free alternative to the computer drivers license
Demetri Orlando

Introduction to K-12 ePortfolios - 4 views

sites.google.com/...home

portfolio

shared by Demetri Orlando on 30 Dec 11 - No Cached
  • Demetri Orlando on 30 Dec 11
     
    Helen Barrett's new online course for digital portfolios
petergow

Teaching Matters: Rethinking the Hybrid Course - Commentary - The Chronicle of Higher E... - 4 views

chronicle.com/...63788

online online learning web2.0 blended courses Chronicle

shared by petergow on 04 Feb 10 - Cached
  • Demetri Orlando on 12 Mar 10
     
    I tried to find this article through our library connection to the Chronicle, but couldn't locate it.
Demetri Orlando

CS193P - Cocoa Programming | Announcements - 0 views

www.stanford.edu/...index.php

programming iphone

shared by Demetri Orlando on 09 Apr 09 - Cached
  • Demetri Orlando on 09 Apr 09
     
    free iPhone programming course online
Demetri Orlando

Virtual High School Global Consortium - 3 views

www.govhs.org/Welcome-Home

elearning onlinelearning

shared by Demetri Orlando on 07 Apr 11 - Cached
  • Demetri Orlando on 07 Apr 11
     
    Another organization offering online courses, used by public schools
susan carter morgan

A New Type of University Writing Course - 0 views

news.duke.edu/...hammer_oped.html

university writing

shared by susan carter morgan on 10 Sep 08 - Cached
  • susan carter morgan on 10 Sep 08
     
    When I tell people I'm a writing professor, I see first-hand how their anxieties about grammar instruction and the "red pen" live on years after their experiences with freshman composition have ended. When talking about what I do, people start clarifying their diction, altering their grammar, even avoiding eye contact.
Sarah Hanawald

The LoTi Connection - LoTi Services - 0 views

www.loticonnection.com/onlineloticlassroom.html

21stcentury professional development teaching

shared by Sarah Hanawald on 20 Apr 08 - Cached
  • The LoTi Classroom Teacher represents a series of online courses designed for classroom educators, mentors, and building administrators to improve and refine the manner in which learning technologies are used to promote student engagement and achievement. The LoTi Classroom Teacher series explores the concepts of higher order thinking skills, differentiation, collaboration, and the use of technology to build effective communities of inquiry that help students develop 21st Century Skills as articulated by The Partnership for 21st Century Skills.
susan carter morgan

Creating Passionate Users: Crash course in learning theory - 0 views

headrush.typepad.com/...crash_course_in.html

education learning teaching theory

shared by susan carter morgan on 04 Apr 08 - Cached
  • the learner's brain will do everything possible to look for something more interesting.
  • The most compelling and motivating reason/benefit is almost always the thing you say only after you've answered at least three "Yeah, but WHY do I care?" questions.
  • Those who have taught a topic have a big advantage writing about it--they've fielded the questions and watched people struggle.
  • ...1 more annotation...
  • Remember, it's never about you. It's about how the learner feels about himself as a result of the learning experience
Demetri Orlando

Information-rich and attention-poor - The Globe and Mail - 0 views

www.theglobeandmail.com/...article1285001

attention innovation intellect

shared by Demetri Orlando on 17 Sep 09 - Cached
  • hundreds of thousands of Web-empowered volunteers are able to very efficiently dedicate small slices of their discretionary time, the traditional experts – professors, journalists, authors and filmmakers – need to be compensated for their effort, since expertise is what they have to sell.
  • With almost all of the world's codified knowledge at your fingertips, why should you spend increasingly scarce attention loading up your own mind just in case you may some day need this particular fact or concept? Far better, one might argue, to access efficiently what you need, when you need it. This depends, of course, on building up a sufficient internalized structure of concepts to be able to link with the online store of knowledge. How to teach this is perhaps the greatest challenge and opportunity facing educators in the 21st century.
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