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Barbara Lindsey

News: Hybrid Education 2.0 - Inside Higher Ed - 0 views

www.insidehighered.com/...carnegie

blendedlearning UCONN hybrid

shared by Barbara Lindsey on 31 Dec 09 - Cached
  • he researchers seem more excited by a hybrid application of the open-learning program that, instead of replacing professors, tries to use them more effectively. By combining the open-learning software with two weekly 50-minute class sessions in an intro-level statistics course, they found that they could get students to learn the same amount of material in half the time.
  • “At the most selective tier of colleges and universities, they have some significant interest in the existing model of residential education,” says Roger C. Schonfeld, manager of research at Ithaka S+R, the strategy arm of Ithaka, a non-profit higher-ed technology group. “And I think there’s a lot more at risk in terms of the reputation they have built up over the course of decades or centuries, that even for the many advantages that might come from new models, there may be obvious or unforeseen disadvantages they need to guard against.”
  • So what exactly is the pedagogical model Carnegie Mellon has discovered, that has inspired such faith? Essentially, it’s an online program that teaches students itself, rather than just being the medium a professor uses to teach. Furthermore, it leverages the opportunity to interact directly with a unique student -- an opportunity a professor addressing dozens of students in a lecture hall does not have.
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  • The virtual tutor takes care of the basic concepts that typically dominate lectures, leaving professors open to plan the face-to-face component of the course according to what parts of the curriculum the software tells him students are picking up more slowly, and what concepts could bear reinforcement. For example, if a statistics professor notices in the data he receives from activity in the open-learning program that a great number of students struggled with the assessments the program gave while teaching conditional probability, the professor could use the class periods to hold a discussion with his students about that concept until he is confident they get it -- a preferable alternative, Thille says, to rolling through concepts didactically and hoping they stick.
  • Lectures and the classroom spaces built to accommodate them, she explains, represent academe’s first attempt to do higher education at scale after new waves of students started flooding into America’s universities following World War II. With technology having evolved to its current state, such a method is primitive, she says. “You have this poor faculty member,” Thille says, “who’s sitting there as an expert in their area trying to figure out how to transfer their expertise to this large number of students, who are all variable. And it’s a horrible task. The affordances of the technology and also the learning sciences… for the first time enable us to really think about how to scale in a much more effective way, so we truly can serve many many many more students."
  • Barbara Lindsey on 31 Dec 09
     
    Carnegie Mellon research on blended learning results
Barbara Lindsey

Technology in the Middle » Blog Archive » In the Classroom: Global Collaboration - 0 views

pwoessner.com/...classroom-global-collaboration

globallyconnectedproj global collaboration students education2.0

shared by Barbara Lindsey on 07 May 09 - Cached
  • Technology also determined how the project would end. Considering I was using the internet for overseas contact, I decided to look domestically for the conclusion. As a result of just a few minutes effort using emails I found three US museums (see below) who agreed to take our class interview projects for safe keeping in their archives. I was overwhelmed by the interest in our work and was amazed when the US National WWII Museum in New Orleans asked to have us provide links and information for their website. In conclusion, some simple email and wiki-site contact with a handful of schools brought the WWII period to life for Midwestern students in the US like nothing else could have.
  • Poland offered vivid stories and images of invasion, concentration camps, and families torn apart, and my students were able examine perspectives that were not to be found in our text book.
  • After blanketing the world with polite requests for collaboration things began shaping up. My 6th graders were set to work with schools in Turkey, Lebanon, and Morocco. My 7th graders were set to work with schools in Germany, Denmark, Japan, the Philippines, and most importantly Junior High #4 in Poland.
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  • My students were involved in two projects. One was collecting and discussing input from around the world on WWII, and the other was interviewing someone in their own life who had a connection to the war. The combination of the two projects proved powerful. The process connected them with friends and family who told amazing stories of their youth, they were able to social network with other students on the other side of the world, and we managed to slip in a good deal of history when they were not looking.
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