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Demetri Orlando

http://www.ithaka.org/about-ithaka/announcements/barriers-to-adoption-of-online-learnin... - 0 views

www.ithaka.org/...ems-in-us-higher-education.pdf

shared by Demetri Orlando on 03 May 12 - No Cached
  • Demetri Orlando on 03 May 12
     
    Barriers to Adoption of Online Learning in US Higher Ed. Nice comprehensive report.
Dolores Gende

Flipped Classroom: The Full Picture for Higher Education « User Generated Edu... - 2 views

usergeneratededucation.wordpress.com/...l-picture-for-higher-education

flippedclassroom

shared by Dolores Gende on 16 May 12 - No Cached
  • Dolores Gende on 16 May 12
     
    Outstanding posting
Demetri Orlando

The Window: Thinking in the Disciplines - 0 views

clerestorylearning.blogspot.com/...s-and-pencils-thinking-in.html

hots

shared by Demetri Orlando on 01 Aug 09 - Cached
  • Though they knew their facts, the students could not form interpretations or reach conclusions when given historical material
  • Demetri Orlando on 01 Aug 09
     
    Nice blog post delving into the topic of higher order thinking skills, and the lack thereof as educational outcomes.
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.
Sarah Hanawald

Why Every Professor Needs Linguistics 101 - Commentary - The Chronicle of Higher Education - 1 views

chronicle.com/...130855

shared by Sarah Hanawald on 23 Feb 12 - No Cached
  • By sophomore year, they say, college students have gained little ground in any of these areas. What do these three measures have in common? They ask students to think about language less intuitively and instead as a system with rules.
    • Sarah Hanawald
      Sarah Hanawald on 23 Feb 12
       
      That's a huge leap in one sentence. How so? What's the evidence that weaknesses in these three areas are language-based?
Sarah Hanawald

Techlearning > > Bloom's Taxonomy Blooms Digitally > April 1, 2008 - 0 views

www.techlearning.com/showArticle.php

21stcentury blooms

shared by Sarah Hanawald on 27 Apr 08 - Cached
  • Bloom's Taxonomy Blooms Digitally
  • This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund.
  • Sarah Hanawald on 27 Apr 08
     
    How does Bloom's Taxonomy translate in the digital realm?
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.
Sarah Hanawald

The LoTi Connection - About LoTi - 0 views

www.loticonnection.com/whatisloti.html

shared by Sarah Hanawald on 20 Apr 08 - Cached
  • esigned to accurately measure authentic classroom technology use. The LoTi Framework focuses on the use of technology as a tool within the context of student based instruction with a constant emphasis on higher order thinking.
  • Sarah Hanawald on 20 Apr 08
     
    This is the "about Loti" page, probably a better bookmark than the other.
  • Sarah Hanawald on 20 Apr 08
     
    I should have bookmarked this one instead of the other one.
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

The Invisible Computer Lab - Inside Higher Ed - 2 views

www.insidehighered.com/...rim_costs_and_grow_enrollments

virtualization

shared by Demetri Orlando on 04 Feb 11 - No Cached
  • several colleges that have recently deployed “virtual computing labs” — Web-based hubs where students can go to use sophisticated programs from their personal computers without having to buy and install expensive software
  • Demetri Orlando on 04 Feb 11
     
    desktop virtualization lets students use expensive software without needing to install it on their own computers. 
Jenni Swanson Voorhees

Using Twitter and QR Codes at Conferences - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...33334

social media education pln twitter digital

shared by Jenni Swanson Voorhees on 13 May 11 - No Cached
  • Jenni Swanson Voorhees on 13 May 11
     
    PLNs - conferences are changing with the use of tools like Twitter
Jenni Swanson Voorhees

Twitter Meets the Breakfast Club - The Digital Campus - The Chronicle of Higher Education - 1 views

chronicle.com/...127379

social media education twitter digital pln

shared by Jenni Swanson Voorhees on 13 May 11 - No Cached
  • Jenni Swanson Voorhees on 13 May 11
     
    PLNs and how to develop them.
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