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Contents contributed and discussions participated by Janel Brennan

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Janel Brennan

Examining the Roles of Blended Learning Approaches in ComputerSupported Collaborative ... - 0 views

www.ifets.info/...17.pdf

blendedlearning onlineteaching

shared by Janel Brennan on 08 Mar 13 - No Cached
  • Janel Brennan on 08 Mar 13
     
    ABSTRACT In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended learning approaches in CSCL; (b) blended learning for collaboration in various contexts including the narrative accounts of blended learning approaches in CSCL given by the Delphi panelist; and (c) the future of blended learning in CSCL, via three-phases of online survey questions. Implications for design issues and future research into blended learning and CSCL are also included. Keywords Blended learning, Computer-supported collaborative learning, e-learning, Delphi study
Janel Brennan

Creating effective student engagement in online courses: What do students find engaging? - 0 views

www.iupui.edu/...v10n2dixson.pdf

onlineteaching article

shared by Janel Brennan on 08 Mar 13 - No Cached
  • Janel Brennan on 08 Mar 13
     
    Keywords: active learning, online teaching, social presence, student engagement
Janel Brennan

Brownbag: Strategies for Creating Technology-Based Assignments and Assessments | Learni... - 0 views

otal.umd.edu/assessment

assessments

shared by Janel Brennan on 04 Mar 13 - No Cached
  • How can you engage your students during their in-class meetings with out-of-class assignments and assessments? Come to join this brown bag for a discussion on innovative technology- based assessment strategies. Dr. Scott Roberts, Director of Undergraduate Studies, will discuss some of the strategies for developing technology-supported learning assessments that ensure students come to class prepared to participate in discussions, demonstrations and activities.
  • Janel Brennan on 04 Mar 13
     
    recording of LT brownbag on assignments and assessments
Janel Brennan

Moving Online: Practical Strategies and Tips for the Journey to Teaching Online! | Lear... - 0 views

otal.umd.edu/movingonline

online

shared by Janel Brennan on 04 Mar 13 - No Cached
  • Janel Brennan on 04 Mar 13
     
    A recording of the LT Brown Bag about practical strategies and tips for moving to an online teaching environment
Janel Brennan

COERLL - 0 views

www.coerll.utexas.edu

resources

shared by Janel Brennan on 04 Mar 13 - No Cached
  • Janel Brennan on 04 Mar 13
     
    COERLL's mission is to produce and disseminate Open Educational Resources (OERs) for the Internet public (e.g., online language courses, reference grammars, assessment tools, corpora, etc.). The term OER refers to any educational material offered freely for anyone to use, typically involving some permission to re-mix, improve, and redistribute.
Janel Brennan

Online Learning in Higher Education : Education Next - 0 views

educationnext.org/e-learning-in-higher-education

online learning higher education

shared by Janel Brennan on 25 Feb 13 - No Cached
  • Randomized trial compares hybrid learning to traditional course
  • In the case of online learning, where millions of dollars are being invested by a wide variety of entities, we should perhaps expect that there will be inflated claims of spectacular successes. The findings in this study warn against too much hype. To the best of our knowledge, there is no compelling evidence that online learning systems available today—not even highly interactive systems, which are very few in number—can in fact deliver improved educational outcomes across the board, at scale, on campuses other than the one where the system was born, and on a sustainable basis.
  • Despite the apparent potential of online learning to deliver high-quality instruction at reduced costs, there is very little rigorous evidence on learning outcomes for students receiving instruction online.
  • ...3 more annotations...
  • These simulations confirm that hybrid learning offers opportunities for significant savings, but that the degree of cost reduction depends (of course) on exactly how hybrid learning is implemented, especially the rate at which instructors are compensated and section size. A large share of cost savings is derived from shifting away from time spent by expensive professors toward both computer-guided instruction that saves on staffing costs overall and time spent by less-expensive staff in Q and A sessions.
  • using hybrid models for some large introductory courses would allow institutions to expand enrollment without a commensurate increase in space costs, a major savings relative to what institutions would have to spend to serve the same number of students with a traditional model of instruction
  • This flexibility may be especially important for students who have to balance family and work responsibilities with course completion, as well as for students who live far from campus.
Janel Brennan

Friday Institute for Educational Innovation - FIZZ - 0 views

www.fi.ncsu.edu/fizz

flippedclassroom training

shared by Janel Brennan on 10 Feb 13 - No Cached
  • Janel Brennan on 10 Feb 13
     
    A great low tech video lecture method for flipping your classroom
Janel Brennan

ELI7081.pdf (application/pdf Object) - 0 views

net.educause.edu/...ELI7081.pdf

flipped flipped_classroom 7things

shared by Janel Brennan on 10 Feb 13 - No Cached
  • Janel Brennan on 10 Feb 13
     
    7 things you should know about flipped classrooms
Janel Brennan

A Bill of Rights and Principles for Learning in the Digital Age - 0 views

www.hackeducation.com/...or-learning-in-the-digital-age

onlinelearning digital

shared by Janel Brennan on 09 Feb 13 - No Cached
  • Students should have many options for online learning, not simply a digitized replication of the majors, minors, requirements, courses, schedules and institutional arrangements of conventional universities. The best online learning programs will not simply mirror existing forms of university teaching but offer students a range of flexible learning opportunities that take advantage of new digital tools and pedagogies to widen these traditional horizons, thereby better addressing 21st-century learner interests, styles and lifelong learning needs.
  • Freed from time and place, online learning should nonetheless be connected back to multiple locations around the world and not tethered exclusively to the digital realm. This can happen by building in apprenticeships, internships and real-world applications of online problem sets. Problem sets might be rooted in real-world dilemmas or comparative historical and cultural perspectives.
  • Online learning should be flexible, dynamic, and individualized rather than canned or standardized. One size or approach does not fit all.
  • ...1 more annotation...
  • Online learning programs or initiatives should strive to transform assessment into a rich, learner-oriented feedback system where students are constantly receiving information aimed at guiding their learning paths. In pedagogical terms, this means emphasizing individualized and timely (formative) rather than end-of-learning (summative) assessment
  • Janel Brennan on 09 Feb 13
     
    Post re: Bill of Rights for Digital Learners by Audrey Watters
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