How can an instructional designer (ID) leverage social interaction online to engage learners, increase exchange and dialogue, and get better results, without losing the purposeful focus provided by an instructor or traditional course content and structure? Here is an approach that you can adapt to your requirements.
How can an instructional designer (ID) leverage social interaction online to engage learners, increase exchange and dialogue, and get better results, without losing the purposeful focus provided by an instructor or traditional course content and structure? Here is an approach that you can adapt to your requirements.
When Kristine Riley looks back on how she used to teach her students, she sees order and control. Her third, fourth and fifth grade gifted-and-talented classes had been structured and orderly, and students sat in designated seats. She had assigned the same tasks to every student and had hoped for roughly the same answers from all of them.
This blog and podcast focus on issues related to distance education at the K-12 level, specifically the use of virtual and cyber schools. (by Michael Barbour)
In other words, course goals and objectives should guide the design of your course rather than technology (Aycock, Garnham, & Kaleta, 2002). Sands’ first principle for developing a blended course is to “work backward from the final course goal…to avoid a counterproductive focus on technology.”
This blog entry describes the efforts of a pilot group of Baltimore Public Schools to use tech to individualize learning in a blended environment. A focus of the entry is their decision to publicly share their journey, step by step, in the broader community.
Often when a school puts together a technology plan and introduces it, the tools and hardware are the highlight of the implementation. This short article introduces the idea that the tools should be "invisible" and the focus should be on the learner outcomes of incorporating technology.