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.
Measuring all-time greatest hits with Google Analytics Connectedness Helping people link to results. Friday, November 25, 2005 Measuring all-time greatest hits with Google Analytics Google released its web analytics as a free service about a week ago. Posted by Bruce Hoppe at 10:12 AM No comments: Post a Comment Newer PostOlder PostHome Subscribe to: Post Comments (Atom) Useful Links Popular archives SNA search engine <font size="-1">check out the <a href=" href=" at <a href=" Connectedness Tag-o-meter bookmark this on Delicious Related blogs SNA Publications Other resources Online SNA Textbooks SNA Software Blog Archive ► 2012(1) ► June(1) ► 2010(3) ► June(2) ► May(1)
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.
Social Interaction Design by Adrian Chan: SXD: The construction This piece has been adapted from a white paper I have in progress on the social web and social media. The paper concerns the deep relationality of social media. This is an excerpt on the construction of relations. ConnectionsThe world of the web is built on data that has neither fixed position nor place in terms of physical reality, but which exists by dint of its accessibility. All relations are constructed and subject to modification as those relations themselves develop (or lose) connections. In social media, participation in this world is always a construction of the world at the same time as it is a mode of consumption. Operations capture relationsSocial media systems, like any computer-based application, perform a variety of functions. These operations indeed make use of calculations and algorithms, but in the social web they usually appear quite socially meaningful. Sometimes a pair remains just a pair. But there are more operational orders available in the real world world.
IDKB - Models/Theories Learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus Learning can be detected by observing an organism over a period of time Emphasis is on observable and measurable behaviors Uses a "black box" metaphor - the learner is a black box, what happens inside is unknown Emphasis is on relationships between environmental variables and behavior Instruction utilizes consequences and reinforcement of learned behaviors Believes behavior is guided by purpose Cues are antecedents to behavior and set the conditions for its occurence Learning is a change of knowledge state Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner Learner is viewed as an active participant in the learning process Emphasis is on the building blocks of knowledge (e.g. identifying prerequisite relationships of content) Focus is on how learners remember, retrieve, and store information in memory
Social Development Theory (Vygotsky Summary: Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Originator: Lev Vygotsky (1896-1934). Key terms: Zone of Proximal Development (ZPD), More Knowledgeable Other (MKO) Vygotsky’s Social Development Theory Vygotsky’s Social Development Theory is the work of Russian psychologist Lev Vygotsky (1896-1934), who lived during Russian Revolution. Vygotsky’s work was largely unkown to the West until it was published in 1962. Vygotsky’s theory is one of the foundations of constructivism. Major themes: Social interaction plays a fundamental role in the process of cognitive development. Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). Applications of the Vygotsky’s Social Development Theory For more information, see: Luis C.