Neumeier (2005) more broadly defines a hybrid learning environment as “a combination of face-to-face (FtF) and computer assisted learning” used in a single course delivery context (p. 164).
Group items matching
in title, tags, annotations or url
2More
1More
Blog - Unique Resources That Will Improve Your Academic Writing Skills - 0 views
esl.com/...e-your-academic-writing-skills
blog resources academic writing skills learning education tools technology teaching online
shared by Ninja Essays on 07 Nov 14
- No Cached
1More
Designing for Learning: Ten Best Practices for Teaching Online: Quick Guide for New Onl... - 21 views
www.designingforlearning.info/...tenbest.html
activities communities discussions education feedback faculty groups hints learning online personalization practices social presence support teachers teaching universities
shared by Paul Beaufait on 03 Feb 13
- Cached
-
On this page, Boettcher explains, "ten best practices for anyone just getting started in the online environment. Research and experience suggest that these practices contribute to an effective, efficient and satisfying teaching and learning experience for both faculty and students" (para. 2, retrieved 2012.02.03 ["Minor revisions May 2011"]).
2More
John M. Swales and Christine B. Feak: Academic Writing for Graduate Students, Second Ed... - 0 views
www.press.umich.edu/titleDetailDesc.do
writing academic writing professional writing University of Michigan Press
shared by Paul Beaufait on 25 Jan 09
- Cached
-
in the Michigan Series in English for Academic & Professional Purposes http://www.press.umich.edu/series.do;jsessionid=DE23DDC4C02A2FFCF24D02484BAF601B?id=UM75
-
"contains many practical tips for simplifying and clarifying concepts while maintaining the appropriate register for professional audiences" (LinkedIn: TESOL Group: News Discussion, Times Topics: Who Says?, comment 3, c. 2009.01.24) http://www.linkedin.com/newsArticle?viewDiscussion=&articleID=24075972&gid=122431&split_page=1#comment_3
9More
ESP for Busy College Students: Is the Blend of In-Class, Online & Mobile Learning the A... - 4 views
www.iallt.org/...nline_mobile_learning_the_answ
adult learners advantages barriers blended learning CALL English English language learners ESP hybrid learning learning MALL mobile mobile learning online
shared by Paul Beaufait on 22 Nov 11
- No Cached
-
hybrid language learning courses are “only going to foster successful language learning if they are carefully designed on the basis of an analysis of the participants’ needs and abilities” (p. 176).
-
Learning English for Special Purposes requires a high degree of interaction with peers, teachers, and content. Effective interaction with content was built into the instructional design, however increased levels of communication with peers and teachers are essential and these can be achieved only through the Internet.
- ...5 more annotations...
-
writing practice and communication were conducted mainly through the computer not the mobile devices
-
students were in agreement that the blend of in-class, online and mobile delivery was an optimal solution for internationally trained immigrants learning English in a post-secondary context. They found the combination of 1) speaking taught primarily face-to-face, 2) listening taught on the mobile devices and 3) writing taught mainly online to be an effective approach.
-
the in-class component seemed to maintain the integrity of the hybrid course overall as it fostered a sense of community amongst the learners. As noted by participants, it was the design of the materials and the way in which they were presented, not the technology used, that impacted the effectiveness of the course the most.
-
The traditional classroom meetings though, were found most beneficial in promoting face-to-face interaction, ad-hoc speaking, pronunciation practice and the development of other communication competencies supported by visual cues.
-
the findings indicate that students’ progress was enabled by effective instructional design integrating goals and content relevant to the specific group of learners, together with the appropriate methods and media which enabled and enhanced interaction within the content.
-
Palalas, Agnieszka. (2010). ESP for busy college students: It the blend of in-class, online & mobile learning the answer? IALLT Journal, 41(1). Retrieved November 22, 2011, from http://www.iallt.org/iallt_journal/esp_for_busy_college_students_is_the_blend_of_in_class_online_mobile_learning_the_answ
1More
Teacher Resources - 15 views
-
Did you know Spelling City offers more than just spelling practice? There's vocabulary and writing, too. Check us out http://bit.ly/c3xqWy
43More
How should we use the tagging system to b... | Diigo - 0 views
-
-
It's very to do if you use the Diigo toolbar. Just selelct the text you want to highlight and then click on the arrow beside the "Comment" button on the Diigo toolbar. There choose "Add a floating sticky note to this page." Then you'll get a pop-up window where you can choose to make your note private (only you can see it) or public or share it with a specific group. I am sharing this sticky note with the Learningwithcomputers group.
-
Thanks for sharing this!!! This is wonderful and we can continue discussing tags, categories or lists with the floating sticky notes. Jennifer
-
Isn't it nice, Jen, this feature? Can you envision pedagogical uses of it in the classroom?
-
Yes, these floating sticky notes are really cool. Maybe we could encourage students to use them to make comments on texts they read on the Net. Who knows they would enjoy this way of reading and writing. Well, it's just a thought, maybe a too optimistic one.
-
We are all optimistic, aren't we, João? Maybe if we started not expecting that the students would write the sticky notes, but, at least, read ours, they could be encouraged to go further. For example, we could have them read a text and use the sticky notes for comprehension, reflection. What do you think?
-
Hi Carla, I like your idea of letting students read our sticky notes first. That would certainly be a good start. We wouldn't ask them to do anything in the beginning except looking at and reading our sticky notes. Maybe they (at least some of them) might also want to try using the sticky notes the same way. And we teachers mustn't show a too great enthusiasm for it, just behave the normal way or even show a kind of uninterested interest. :-) That's a lesson I learned. :-)
-
Exactly, Joao. That's the way I tend to do it, casually! I guess that if we just give the students a link with our annotation, like asking questions, then some of them would be. at least, curious to learn how we did that!
-
- ...29 more annotations...
-
we should agree on a special tag for the group like "LWC" that we would always add to every bookmark we tagged.
-
Take, for instance, collaborat, a tag I tend to favor in de.licio.us to capture the essence of collaborate, collaboration, collaborative, and collaborators
-
wondering if there're any shortcut suggestions to 'attacking' the project of revisiting and tagging them?
-
I've been tagging many things both ESOL and ESL (because I don't know if diigo would automatically search for both. Is there a way to find out ?
-
we're moving from just collecting resources to a more engaged collective way of making the best out of the resources we share with the group.
-
the power of folksonomies is exactly having everybody tagging as much as possible, with as much key-words as you can think of. We won't ever be able to create a true "system"
-
Tagging will always be ambiguous because our very personal ways of classifying things and making them useful for us. Even so, with folksonomies, we're able to see the latest trends in a determined group or about a certain topic, we can go to places never imagined before.
-
e-learninge-learninge-teachingedtechnetworkingprof. developmentprofessional_developmenttechnologyweb2.0web2.0wikiworkshop
-
I tend to use underscores and plurals, as well as one word tags, like professionaldevelopment, though I agree with Paul that ProfDev would make sense
-
The] "Lists" [function] provides another great way to organize bookmarks, a way that is complementary to tagging
-
So, how could we organize our tagging system after this week's discussion? Give some practical hints here. I'll start with: - try to keep a single word tag - add as many tags as you can think of - think of individual uses of the tags you're using, as well as the collective needs of easy retrieval of resources - tag, tag, tag - pay attention to mispelled words - use the groups' recommended tags in addition to the ones you've already used -
-
Week 2 Discussion in the LearningwithComputers group about ways to improve our collective tagging experience.
1More