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Seven misconceptions about how students learn - The Answer Sheet - The Washington Post - 7 views

www.washingtonpost.com/...gIQAenfFCR_blog.html learning

shared by Dolores Gende on 17 Feb 12 - No Cached

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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

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Here Are The 17 Radical Ideas From Google's Top Genius Conference That Could Change The... - 6 views

www.businessinsider.com/-could-change-the-world-2012-2 open_testing

shared by Demetri Orlando on 13 Feb 12 - No Cached

Demetri Orlando on 13 Feb 12

this might be another arrow in the quiver supporting open testing

<div class="cArrow"> </div><div class="cContentInner">this might be another arrow in the quiver supporting open testing</div>

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Jack Hardcastle on 14 Feb 12

If we have wireless everywhere, the ability to project onto the mind's eye, the ability to control a computer with our thoughts, and the ability to implant that computer in our body, how far away are we from having a bio-chip that gives us always-on access to the web? What will education do when children can recall facts they have never learned merely by thinking about the question? What skills do we teach then?

<div class="cArrow"> </div><div class="cContentInner">If we have wireless everywhere, the ability to project onto the mind's eye, the ability to control a computer with our thoughts, and the ability to implant that computer in our body, how far away are we from having a bio-chip that gives us always-on access to the web? What will education do when children can recall facts they have never learned merely by thinking about the question? What skills do we teach then?</div>

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The "Twilight" of the Lecture - New Interactive Teaching Techniques - 2 views

harvardmagazine.com/...twilight-of-the-lecture lecture pedagogy flipped

shared by Jack Hardcastle on 13 Feb 12 - No Cached

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Launching an iPad 1-to-1 Program: A Primer| The Committed Sardine - 3 views

www.21stcenturyfluency.com/blogpost.cfm ipads 1:1 pedagogy teaching

shared by Jenni Swanson Voorhees on 11 Feb 12 - No Cached

Will · "Open Network" Tests - 3 views

willrichardson.com/...open-network-tests open_testing

shared by Demetri Orlando on 11 Feb 12 - No Cached

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Power of Strategy Instruction - 3 views

nichcy.org/...learning-strategies writing

shared by susan carter morgan on 10 Feb 12 - No Cached

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Should I buy my kid a smart phone? - TODAY Tech - TODAY.com - 2 views

today.msnbc.msn.com/...hould-i-buy-my-kid-smart-phone phone parenting android

shared by Bill Campbell on 08 Feb 12 - No Cached

A Post-LMS World (EDUCAUSE Review) | EDUCAUSE - 3 views

www.educause.edu/...244412 LMS CMS

shared by Demetri Orlando on 07 Feb 12 - No Cached

Culture Eats Strategy For Lunch | Fast Company - 1 views

www.fastcompany.com/...ulture-eats-strategy-for-lunch culture leadership

shared by Demetri Orlando on 02 Feb 12 - No Cached

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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
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Lesson #1: There is no standard approach to a hybrid course.
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Lesson #2: Redesigning a traditional course into a hybrid takes time.
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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- 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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Hybrid instructors should allow six months lead time for course development.
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Lesson #3: Start small and keep it simple.
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"Integrate online with face-to-face, so there aren't two separate courses."
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"The emphasis is on pedagogy, not technology. Ask yourself what isn't working in your course that can be done differently or better online."
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Lesson #4: Redesign is the key to effective hybrid courses to integrate the face-to-face and online learning.
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, instructors need to make certain that the time and resources required to create a hybrid course are available before they commit to the process.
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Students need to have strong time management skills in hybrid courses, and many need assistance developing this skill.
- 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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Contrary to many instructors' initial concerns, the hybrid approach invariably increases student engagement and interactivity in a course.
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Lesson #6: Students don't grasp the hybrid concept readily.
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Lesson #5: Hybrid courses facilitate interaction among students, and between students and their instructor.
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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.
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Lesson #7: Time flexibility in hybrid courses is universally popular.
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Lesson #8: Technology was not a significant obstacle.
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Lesson #9: Developing a hybrid course is a collegial process.
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Lesson #10: Both the instructors and the students liked the hybrid course model.
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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.
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Bill Campbell on 31 Jan 12

Teaching with Technology Today: Volume 8, Number 6: March 20, 2002

<div class="cArrow"> </div><div class="cContentInner">Teaching with Technology Today: Volume 8, Number 6: March 20, 2002</div>

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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.

<div class="cArrow"> </div><div class="cContentInner">This article about the lessons learned during a higher-ed blended learning project is a decade old but still interesting and relevant.</div>

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