Getting Started with Blended Learning Course Design November 21, 2011 By: Mary Bart in Instructional Design, Online Education Blended learning is often described as the best of both worlds because it combines elements of face-to-face and online learning. “That’s one of the major pitfalls we see, but you really shouldn’t do that,” said Veronica Diaz, PhD associate director of the EDUCAUSE Learning Initiative. In the recent online seminar Best Practices for Designing Successful Blended Courses, Diaz outlined a model for blended learning course design. The process of modularization begins with mapping a course that you want to design or redesign into a blended format to ensure alignment across course objectives, activities, technology used, feedback mechanisms, assessments, and other key components. Diaz noted that, unlike in most face-to-face courses, blended courses often have a better balance between what the instructor does to support learning objectives and what the student is asked to do in terms of interacting with the course content.
Using Prezi in the Classroom Everyone’s talking about Prezi – the new online presentation tool that’s set to rival Powerpoint. Perhaps few would mourn Powerpoint’s demise, but is Prezi really all that different, and what are the benefits of using it in the classroom? The first is that it’s really pretty. Prezi calls itself the ‘zooming presentation editor’ and when you see one in action you’ll see it’s a very slick process zooming into and out of different text and embedded media. The zooming is also useful from a teaching perspective as well. Secondly is its structure. Thirdly, it’s very whiteboard friendly. But why am I wittering on? Want to get started? Looking for inspiration? MFL – Household Tasks A simple vocab learning exercise made more engaging with the use of imagery and a bit of zoom! The Poetry of Wilfred Owen Interesting because the author of this Prezi has imbedded videos of himself discussing the poetry and providing information to the students. Special Journeys
The Little Assignment with the Big Impact: Reading, Writing, Critical Reflection May 6, 2013 By: Geraldine Van Gyn, PhD in Instructional Design Several years ago, I came across the Purposeful Reading Assignment that was reported to encourage students to read, reflect, and write about readings assigned for class. Research (Roberts and Roberts, 2008) and experience tell us that supporting students’ reading, writing, and reflective practices is one of the most challenging aspects of learning and teaching. Although this assignment appeared to be simple, it has proven to be an influential tool for learning and has increased engagement and participation among my students. The basic assignment, also called the 3-2-1, has three requirements: Requirement 1: Students read what is assigned, then choose and describe the three most important aspects (concepts, issues, factual information, etc.) of the reading, justifying their choices. The completed assignment is submitted on an electronic template before the class when the reading will be discussed. References Novak, G. Dr.
Donald Clark Plan B Pedagogy - one of those words that’s used when people want to sound all academic. So let’s just call it learning practice. Of one thing we can be sure; teaching does not seem to have changed much in the last 100 years. In our Universities, given the stubborn addiction to lectures, it has barely changed in 1000 years. So what’s the real source of pedagogic change? It’s not education departments who peddle the same old traditional, teacher training courses or train the trainer courses. Suddenly we had Google, then in the last ten years Facebook, Twitter, BBM, MSN Messenger, Wikipedia, YouTube, iTunes, Nintendo, Playstation, Xbox. 1. Education and training have been tied to the tyranny of time and location. 2. The simple hyperlink encourages curiosity and is a leap to more learning. 3. Google aren’t kidding when they state their mission is to organize the world's information and make it universally accessible and useful. 4. Jimmy Wales should get the Nobel Prize. 5. 6. 7. 8. 9. 10.
Active and Cooperative Learning The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures. "Active Learning" is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. Exercises for Individual Students Because these techniques are aimed at individual students, they can very easily be used without interrupting the flow of the class.
Effective Online Teaching As I venture through my online teaching and course development I have been drawn to the question, what does an effective online teacher look like? If I am to develop a good online course then I will need to know what aspect I need to include in the course that would facilitate good online teaching practices. 1. Provide helpful resources on the course site: their summary indicated that “guiding questions helped students focus and develop their projects” (pg. 21) 2. 3. 4. 5. 6. 7. 1. 2. 3. 4. Cole and Kritzer (2006) expressed the need to create each unit as a module where all of their objectives, readings, presentations, questions, and activity were presented in one complete block. As I reflect on these practices and suggestions I am encouraged that I do implement a lot of these strategies but I also struggle with the schools that just want the old correspondence courses where there is no interaction and community and the student learns in isolation.
Publishers Launch First Digital-Only Textbook for K-12 McGraw-Hill launched its first all-digital, cloud-based textbook for the K-12 market on Monday at the International Society for Technology in Education (ISTE) conference. Unlike the company’s previous digital efforts for this age group, the books are intended to be used as primary texts (other McGraw-Hill digital texts have been sold as a companion of physical textbooks). This is the first time a major publisher has launched such a platform. Grade schools and high schools have been slower to adopt digital textbooks than universities, at least partly because K-12 textbooks are traditionally provided by schools — many of which lack hardware to ensure that all of their students can access them. But textbook makers have good reason to innovate in this area. Polly Stansell, director of product development for McGraw-Hill, acknowledges “it’s a pretty small market if you rely on one-to-one” sales. McGraw-Hill’s new format, CINCH, is a cloud-based curriculum for K-12 math and 7-12 science.
Why Don't They Apply What They've Learned, Part I - Do Your Job Better By James M. Lang For two years I taught in a special program in which the same cohort of students took two consecutive courses with me: freshman composition in the fall and introduction to literature in the spring. In both years that I taught the two-course sequence, I was startled to see many students come back from winter break and—on their very first papers in the spring class—revert directly back to those tired strategies that I had worked so hard to help them unlearn in the fall. One such student came into my office early in the spring semester to show me a draft of her paper, and it included a lame reverse-pyramid (i.e., general to specific) introduction. She looked up at me in genuine puzzlement: "You mean that the stuff we learned last semester applies in this course, too?" D'oh! "Far transfer is, arguably," they point out, "the central goal of education: We want our students to be able to apply what they learn beyond the classroom." Many of us state that outright in our courses.
Two Software Tools for Creating Simulations CSU Resources Here are some resources you may find helpful from the workshop. When you are in the classroom or teaching online, you may want to find new and interesting ways to engage students. Here is a course titled How to Increase Learner Engagement which provides ten great ideas for breaking away from the lecture and working toward engaging […] Continue Reading → A conversation with GamEffective The other day I had a chance to have a conversation with Roni Floman of GamEffective. Continue Reading → Screening of an Innovative Film Locally If you are in or around the Bloomsburg area….You might be interested in what is below: I’m happy to announce our screening of a new documentary that takes audiences into three innovative public schools where students are taught HOW to think rather than WHAT to think. Continue Reading → A Conversation with Brandon Carson The other day I had a chance to catch up with Brandon Carson who contributes to our industry in so many ways. Continue Reading →
Metacognition and Student Learning - Do Your Job Better By James M. Lang This evening, my family will sit down on the couch together to enjoy the opening episode of America's favorite spectacle of poor metacognition. I'm talking, of course, about the season premiere of American Idol, where lousy metacognition will join lousy singing for two cringeworthy hours tonight and another hour tomorrow night, as amateur musicians audition for the opportunity to win fame, fortune, and a recording contract. What makes so many of those atrocious singers laughable to us—excepting the ones who put on deliberately bad performances in order to get on camera—turns out to be a problem that plagues many undergraduates, especially the weakest among them: an inability to judge accurately their own level of skill or knowledge in a specific area. Poor metacognition means that some terrible yet hopeful singers on American Idol are unable to assess their own weak vocal talents. "Poor metacognition is a big part of incompetence," he explained. James M.
Blended Learning Toolkit | How to structure content into modules: Clive Shepherd's universal design principles, no.1 | Digital learning materials work best when they are constructed on a modular basis. This has a number of significant advantages: The learner can more easily access the content that they want and ignore material that is less relevant for them. Some more advanced learning management systems may even be able to selectively filter out those modules which are not appropriate to a learner’s role or current level of competency.Assuming the modules are kept small, the learner is less likely to be overloaded by an excess of material. Remember that if the learner wants more, they can always open another module. Clive Shepherd is a consultant with an interest in all aspects of technology-assisted learning and communication.
Active Learning By Diane Starke, El Paso Community College Purpose: Learning is not a spectator sport. Research has demonstrated that students learn more if they are actively engaged with the material they are studying. Key Concepts: Section 1: What is Active Learning? Active Learning is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This website from Stoutland Elementary School in Missouri, provides an extensive list of the various definitions of active learning originally posted by the Teaching Resource Center at UC Davis. Powerful Partnerships: A Shared Responsibility for Learning (1998 Joint Report, American Association for Higher Education, et. al.) describes learning as an inherently active process: Learning in an active search for meaning by the learner--constructive knowledge rather than passively receiving it, shaping as well as being shaped by experience....To stimulate an active search for meaning, faculty [must]: D.C.