Blended Learning in Higher Education ... - D. Randy Garrison, Norman D. Vaughan This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines. In this much-needed book, authors D. Blended Learning in Higher Education Outlines seven blended learning redesign principlesExplains the professional development issues essential to the implementation of blended learning designsPresents six illustrative scenarios of blended learning designContains practical guidelines to blended learning redesignDescribes techniques and tools for engaging students
Cooperative Learning Strategies and Children ERIC Identifier: ED306003 Publication Date: 1988-00-00 Author: Lyman, Lawrence - Foyle, Harvey C. Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. Cooperative learning is a teaching strategy involving children's participation in small group learning activities that promote positive interaction. Cooperative learning promotes academic achievement, is relatively easy to implement, and is not expensive. Although much of the research on cooperative learning has been done with older students, cooperative learning strategies are effective with younger children in preschool centers and primary classrooms. When a child first comes to a structured educational setting, one of the teacher's goals is to help the child move from being aware only of himself or herself to becoming aware of other children. According to Glasser (1986), children's motivation to work in elementary school is dependent on the extent to which their basic psychological needs are met. 1. 2. 3.
Digitally excluded households miss out on 1bn savings a year Blog » It’s Not About the Tools. It’s About the Skills Many times, I see eyes glazing over, when I excitedly speak with parents or administrators about blogging, skyping or podcasting with students. Many of them, unfamiliar with the tools, will immediately feel uncomfortable. Some will automatically and immediately steer the conversation back to what they know: What about learning the basics, like reading, writing, math and science? I usually try to explain and emphasize, that these skills are precisely what are being taught. Parents and administrators, unfamiliar with the tools, also seem worried that “important” academic time is being lost and wasted! In an attempt to explain that there is so much more involved when using technology tools, I blogged a few months ago, We Podcasted Today So, did you learn anything? Take a look at the visuals below: Podcasting Skill Video Conferencing Skills Blogging Skills Wiki Skills Digital Storytelling What are some other technology tools you are using in the classroom? Disclaimer: Podcasting Skills
Are We Wired For Mobile Learning? Because of the proliferation of new technologies, the younger generation today is outgrowing traditional forms of education – remember pencils, chalkboards, textbooks and graphing calculators? Whether we are in the car, on the train, at work, or in a classroom, mobile technology in particular is giving us the ability to learn on-the-go. See the infographic below to learn why we are wired for mobile learning, and how we can use mobile technologies to educate ourselves. Note to teachers, bloggers and all those interested: Want to use this infographic in your class or share it on your blog? No problem! Embed this image on your site <a href=" src=" <a href=" Blog</a> (Click Image To Enlarge) Use This Infographic In Your Class Warm-Up Activity What is “mobile learning”? Writing Challenge
Chapter 7 Chapter 7 The Development of Online Courses Dean Caplan Bow Valley College In the ideal world, instructional media developers—those who will actually create the planned instructional materials with which the student will interact—are included in the course development process from the beginning, to consult with and advise course team members on development-related topics as they arise. • the instructional designs of the learning materials are stable because they have been based firmly on sound, proven learning theories; • these instructional designs will meet the institution's identified and articulated internal and external standards for quality, usability, and interoperability; • appropriate media have been selected to meet these standards; • the designs are practical and can be developed in a cost-effective and timely way. Of course, most of us do not have the luxury of working in an ideal world. top Definition of an Online Course What does it mean for a course to be considered “online”? 1.
old.primedu.uoa.gr/sciedu/old/books/book_proseg/kef2.htm 2.3 Ôé åßíáé ï êïíóôñïõêôéâéóìüò; Ç áðÜíôçóç óôçí åñþôçóç «Ôé åßíáé ï êïíóôñïõêôéâéóìüò» äåí åßíáé åýêïëï íá äéáôõðùèåß, üðùò åðßóçò ìðïñåß íá áìöéóâçôçèåß áêüìá êáé ç äõíáôüôçôá íá ôåèåß ìéá ôÝôïéá åñþôçóç (ÂëÜ÷ïò, 1998). Ç ðñïâëçìáôéêÞ ãéá ôï áí åðéôñÝðåôáé íá ôåèåß ç åñþôçóç, ó÷åôßæåôáé ìå ôç öéëïóïöéêÞ ôçò êáôáãùãÞ êáé áêüìá ðåñéóóüôåñï ìå ôçí ðïëõðëïêüôçôá ôùí öéëïóïöéêþí èÝóåùí êáé ôùí ìåôáîý ôïõò äéáóõíäÝóåùí êáé áíôéèÝóåùí ðïõ äåí åðéôñÝðåé ôç ìïíïóÞìáíôç áðÜíôçóç, êÜôé ðïõ áêõñþíåé ôç óêïðéìüôçôá ôçò ßäéáò ôçò åñþôçóçò. Ç äõóêïëßá íá áðáíôçèåß ç ðáñáðÜíù åñþôçóç ïöåßëåôáé óôï üôé ïé äéáöïñÝò ìåôáîý áõôþí ðïõ õðïóôçñßæïõí ôïí êïíóôñïõêôéâéóìü êáé åêåßíùí ðïõ ôïí áñíïýíôáé Þ ôïí êñßíïõí áñíçôéêÜ, ðáñïõóéÜæïõí ìåãÜëç ðïéêéëßá, üðùò åðßóçò ðáñïõóéÜæïõí ìåãÜëç ðïéêéëßá ïé äéáöïñåôéêÝò áöåôçñßåò êáé ôá ðëáßóéá ìå ôá ïðïßá ðñïóåããßæïõí ôï èÝìá. Ïé êáôáâïëÝò ôïõ êïíóôñïõêôéâéóìïý, óýìöùíá ìå ôï Matthews (1994), õðÜñ÷ïõí óå äýï óçìáíôéêÝò ðáñáäüóåéò áðü ôéò ïðïßåò áõôüò ðñïÝñ÷åôáé. 1.
Technology - Why $50bn may not be much between friends Even by the standards of the dotcom bubble, when billionaire twenty-somethings seemed to be minted daily, the news that 26-year-old Facebook founder Mark Zuckerberg is worth $12bn – at least on paper – has turned heads. If a new bubble is inflating in Silicon Valley, Facebook looks like proof. The social networking site was, until recently, seen as little more than a time-sink for teenagers. Mr Zuckerberg is best known as the preternaturally smart (but socially awkward) Harvard dropout from the film The Social Network, a strong contender for this year’s best picture Oscar. There is a more tantalising possibility, however: Facebook may actually be undervalued, even at these lofty levels. Not long ago, it was fashionable in internet circles to talk about Google as the “operating system for the web”. This has set up a fascinating tussle over the future of the web. But Facebook sees no need to use magical mathematics to distil the wisdom of crowds.