BlendKit Course: BlendKit Reader: Chapter 1. Course Home | Schedule | Learning Activities | DIY Tasks | Readings | Blogging | Badges | Real Time Sessions/Archive | Stories Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 Third Edition BlendKit Reader Third Edition edited by Linda Futch and Baiyun Chen. The Review Team included Gerald Bergtrom. BlendKit Reader Second Edition Review Team included Linda Futch, Wendy Clark, Loretta Driskel, Wilma Hodges, Cub Kahn, Apostolos Koutropoulos, Denise Landrum-Geyer, and John Okewole. Originally edited by Kelvin Thompson, Ed.D.
Portions of the following chapter are adapted from the Blended Learning Toolkit under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported license and “Design of Blended Learning in K-12” in Blended Learning in K-12 under the terms of a Creative Commons Attribution-ShareAlike 3.0 Unported license. Questions to Ponder What is Blended Learning? Benefits of Blended Learning As cited in the U.S. Designing Blended Learning Courses Conclusion. Blended Learning. Transform your training: practical approaches to interactive Information Literacy teaching | Jones.
Using Video - Medical Education. With the large number of video production tools available today, it is increasingly easy to get students to create short videos that demonstrate learning points. Examples A student created video about the history of public health in Britain Diagnosis Wenckebach video created by a group of 2nd year med students at U of Alberta. College of Medicine professor turns med students into filmmakers, patients into teachers Assessment Here is a rubric from the University of Wisconsin that could be used to evaluate student created video This rubric may also be used for self-assessment and peer feedback.
Return to Classroom Teaching Techniques or use the back arrow to return to a previous page or use the left hand menu to pick another topic. Tips for Successful Virtual Class Sessions - 4/10/2012. Student Online Readiness Tool. Wp-content/uploads/2011/09/InsightBrief42.pdf.
Online vs. Face-to-Face Throwdown. October 11, 2010 By: Mary Bart in Online Education In the 2009 report, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, the Department of Education reported that “on average, students in online learning conditions performed better than those receiving face-to-face instruction.” While this was a welcome validation for proponents of online learning, the report cautioned “that interpretations of this result, however, should take into consideration the fact that online and face-to-face conditions generally differed on multiple dimensions, including the amount of time that learners spent on task.” In some ways, because online learning often carries greater expectations and opportunities for interacting with course material and fellow students, an increase in time on task is a natural benefit.
In the recent online video seminar, Teaching Online vs. Some of the 15 differences he discussed involve: