Group items tagged

Great example of a course syllabus (with excellent list of readings - Want!) about creativity, design, and "hacking". What would a class like this look like in a hybrid format?

This article offers broad predictions (and demands) for the future of education (sorry). Butttttt : I enjoyed several of the specific examples they tossed out (of how different schools are rethinking education). ... and they mentioned at least one higher ed example, so i don't feel too bad for foisting it on yall.

Lessons from a Texas A&M professor who flipped a 400-student "Introduction to Ancient Rome" course.

I'd love to hear some real world examples that address one point in the article: "Content delivery is the easy part. The hard part is figuring out what to do in class that keeps students engaged, and motivated to prepare for class." If anyone in our group knows of some specific tricks teachers usually employ for this, please let me know. (lil' quizzes? Q&A discussions? or something more interesting?) I'm wondering if there are other sorts of multimedia activities I could make that would serve similar function.

Warren, good question! The peer instruction approach of Eric Mazur et al. (see http://mazur.harvard.edu/research/detailspage.php?rowid=8) is a popular in-class technique. Here are some of other methods OSU hybrid faculty use to link online and face-to-face spheres: 1 - A low-stakes weekly quiz online prior to each class meeting. 2 - A discussion that flows from online to face-to-face and back again. 3 - A very short online essay turned in before each class meeting that builds on the online content, and is tied directly to in-class discussion or group work that follows. 4 - An interactive multimedia lesson online that provides a foundation for or extends in-class learning. (Examples: I recommend looking at Simon Driver and Megan McDonald's hybrid EXSS 444--I can connect you.) 5 - Group work online (e.g., formulating a debate position or a solution to real-world problem) that feeds into the next f2f class activity. 6 - A quiz at the start of each class meeting based on the online content. Whatever the method, a key is that the learning activities online channel rather directly into the in-class activities and vice versa. Think of it as a long ping-pong volley between learning activities in the online and f2f spheres from the first day of the term until the final exam or project.

Example of a rubric that helps IDs or course developers assess the quality of learning objectives in a course

wb: Thought this a very useful (+short!) discussion of the new learning that is emerging thanks to computers. Filled with tons of great links to online resources and teaching game examples I hadn't heard of before.

Something to check in on later as they develop ... "The OSP's mission is to build a large-scale online collection of syllabi and to build foundational tools for analyzing it in order to advance scholarly inquiry, promote institutional cooperation, and foster pedagogical diversity. We believe that this critical mass of syllabi will stimulate new research tools, drive policy change, foster best practices, provide new metrics, and aid in the search, discovery, and the development of new course materials."

This is a heady rant about motivating your user. (7 min). While some of the big words might be off putting, the simple game examples should be inviting. ? It serves as advice on making someone feel glad they performed a task you setup for them. The speaker is talking about video games, and behavioral engineering, but I think it relates to motivating online students. _________________________ tl;dr? the core takeaway is: points ain't rewards. Just because you gave someone points, doesn't mean they received them as a reward. Points only work as rewards when they are a "token" of whatever currency the player values. I think this is fascinating to keep in mind when trying to motivate students. (you might think of grades and degrees as tokens in different currencies) + I'm curious to learn how much the field of "instructional design" leverages behavioral engineering.

Great description of using twitter in an English literature / history class in order to help students make the connections and see the bigger picture.

I like Central Michigan's online instructor self-check for course development. Easy to complete with simple radio buttons. I also like Michigan Comm. College's rubric style so that you can show level of progress at achieving certain standards. Great examples -- maybe something we can apply to our processes here.

Alternative modes to delivery offer examples which provide learners with greater control over the content and meaning of what they are learning and over the processes by which they learn.

This site gives examples for each of the "Seven Principles for Good Practice in Undergraduate Education" from Chickering and Gamson (1987) and also references Chickering and Ehrmann's (1996) "Implementing the Seven Principles: Technology as Lever."

The "Application to All Courses" section and the "Example" section both note applications of Gagne's 9 Events that fit online and hybrid courses.

Interesting article with real examples of project-based approaches to typical 'solve this' problems in a variety of disciplines.

Example of moving a Math course online and creating community by getting students to record themselves explaining solutions to problems

Though this piece uses the example of moving away from traditional lecture to learner-centered approaches, the behavioral change model is applicable to faculty development across all modalities.