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Jenni Swanson Voorhees

Colleges looking beyond the lecture - The Washington Post - 3 views

www.washingtonpost.com/...gIQA7iUaGR_story.html

colleges lecture onlinelearning

shared by Jenni Swanson Voorhees on 16 Feb 12 - No Cached
  • Jenni Swanson Voorhees on 16 Feb 12
     
    The lecture hall is under attack...
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.
Demetri Orlando

Wide Web of diversions gets laptops evicted from lecture halls - 0 views

www.washingtonpost.com/...AR2010030804915_pf.html

banning

shared by Demetri Orlando on 13 Mar 10 - Cached
  • Demetri Orlando on 13 Mar 10
     
    Georgetown professor bans laptops from his lectures. 
Demetri Orlando

Edutopia - Kids bored at school - 0 views

www.edutopia.org/igital-learner-technology-2008

bored digital_learners student_voices

shared by Demetri Orlando on 11 Jun 08 - Cached
  • Demetri Orlando on 11 Jun 08
     
    Excellent analysis and insight into kids thoughts on schooling, lecture-based teaching, presenting with students on panels.
Demetri Orlando

UVA Med School Embraces Innovative Teaching - 5 views

uvamagazine.org/...adjusting_the_prescription

pbl innovation

shared by Demetri Orlando on 04 Mar 11 - No Cached
  • they are expected to graduate with the habits of mind—curiosity, skepticism, compassion, wonder—that will prepare them to be better physicians
  • About half of all medical knowledge becomes obsolete every five years. Every 15 years, the world’s body of scientific literature doubles.
  • better integration of formal knowledge and clinical experience and a learning process that is individualized, not one-size-fits-all
  • ...8 more annotations...
  • One of the goals of this whole model—of having students do a lot of the learning themselves rather than passively listening—is that they need to be lifelong learners
  • Gone is the traditional 50-minute lecture. (Also gone is paper, for the most part.) The students have completed the assigned reading beforehand and, because they’ve absorbed the facts on their own, class time serves another purpose. Self-assessment tests at the start of class measure how well they understand the material. Then it’s time to do a test case, to reinforce their critical thinking and push their knowledge and skills to another level.
  • The room’s interactive technology allows her to link to students’ laptops; it also enables their work to be broadcast onto the big screens. Instead of a blackboard, she can use a document camera, which is like an overhead projector, allowing her to write or draw a diagram that will project on the screens. Absentees can view a podcast of the session.
  • We’re trying to create a situation in which they are thinking as a physician working with a patient, not as a professional test taker,
  • Immediately following the exercise, students move to a separate room where, still highly energized, they watch the video and reflect on their decision making as physicians in that particular situation.
  • studies in modern learning theory indicate that hour-long lectures are not the best way to teach students because the average attention span for listening to one is about 12 minutes.
  • The circular learning studio, Pollart notes, is designed for learning, not teaching.
  • There was some initial resistance. Some faculty felt a little offended
  • Demetri Orlando on 04 Mar 11
     
    a lot of these ideas are applicable to k-12
susan carter morgan

The Nuts & Bolts of 21st Century Teaching | Powerful Learning Practice - 0 views

plpnetwork.com/...bolts-of-21st-century-teaching

dublin-dallasplp

shared by susan carter morgan on 22 Mar 11 - No Cached
  • susan carter morgan on 22 Mar 11
     
    his is the sixth time I've taught a unit on the Holocaust, each one slightly different than the last. In the past, my students learned most of the information via lecture, notes and videos. Because I was responsible for distilling the information, I learned much more than they did. This semester they're doing it all themselves. And the end result will be a classroom Holocaust museum curated by my grade 10 English students. The unit involves inquiry, collaborative, and project-based learning all in one.
Demetri Orlando

Fluid Learning | the human network - 0 views

blog.futurestreetconsulting.com/?p=94

crowdsourcing education

shared by Demetri Orlando on 06 Dec 08 - Cached
  • #1: Capture Everything
    • Demetri Orlando
      Demetri Orlando on 06 Dec 08
       
      recording is cheap lecture is expensive
  • #2: Share Everything
    • Demetri Orlando
      Demetri Orlando on 06 Dec 08
       
      the more it's shared, the more valuable it is
  • #3: Open Everything
    • Demetri Orlando
      Demetri Orlando on 06 Dec 08
       
      open-source is more flexible. embrace smart phones. web filtering is lazy
  • ...4 more annotations...
  • #4: Only Connect
    • Demetri Orlando
      Demetri Orlando on 06 Dec 08
       
      connected all the time. students mentor students. expensive not in $ but in time.
  • It simply makes no sense to waste my words – literally, pouring them away – when with very little infrastructure an audio recording can be made
    • Sarah Hanawald
      Sarah Hanawald on 07 Dec 08
       
      Except that if you record everything, you end up with a new "administrative" issue-sorting, classifying, rating. . .
  • Many students will never be very computer literate,
  • the more something is shared, the more valuable it becomes.
  • Demetri Orlando on 06 Dec 08
     
    This blog post takes ratemyprofessor.com as the starting premise of a radical shift in education based on crowd-sourcing. Identifies 4 trends shifting the landscape:: connection, openness, share everything, record everything.
Demetri Orlando

Experiencing the Snow Day Flip - NAIS AC 2011 - 6 views

naisac11.wordpress.com/...experiencing-the-snow-day-flip

flip reverse lecture

shared by Demetri Orlando on 06 Feb 11 - No Cached
  • Demetri Orlando on 06 Feb 11
     
    "flippped" instruction places responsibility for content-viewing onto the student... they listen (or interact) with content outside of class and then class time is used for more personalized activity. Nice list of bullet points and links to resources
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