Asynchronous and Synchronous E-Learning (EDUCAUSE Quarterly © 2008 Stefan Hrastinski EDUCAUSE Quarterly, vol. 31, no. 4 (October–December 2008) Asynchronous and Synchronous E-Learning A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes By Stefan Hrastinski Today’s workforce is expected to be highly educated and to continually improve skills and acquire new ones by engaging in lifelong learning. For e-learning initiatives to succeed, organizations and educational institutions must understand the benefits and limitations of different e-learning techniques and methods. My work has focused on the benefits and limitations of asynchronous and synchronous e-learning and addresses questions such as when, why, and how to use these two modes of delivery. Defining Asynchronous and Synchronous E-Learning An ongoing debate addresses the usefulness of asynchronous versus synchronous e-learning. Three Types of Communication * Adapted from Haythornthwaite. Research Background Figure 1 Click image for larger view.
MOOCs: Top 10 Sites for Free Education MOOC stands for Massive Open Online Courses. Although there has been access to free online courses on the Internet for years, the quality and quantity of courses has changed. Access to free courses has allowed students to obtain a level of education that many only could dream of in the past. This has changed the face of education. In The New York Times article Instruction for Masses Knocked Down Campus Walls, author Tamar Lewin stated, “in the past few months hundreds of thousands of motivated students around the world who lack access to elite universities have been embracing them as a path toward sophisticated skills and high-paying jobs, without paying tuition or collecting a college degree.” Although MOOCs are the latest trend, not everyone agrees that schools should offer them. There may also be some issues for students who lack motivation. For those who desire a free education and have the motivation, the following includes the: Top 10 Sites for Information about MOOCs:
37 Blended Learning Resources You Can Use Tomorrow 37 Blended Learning Resources You Can Use Tomorrow by Dr. Justin Marquis Remixing the curriculum – compiling resources from a variety of sources such as free online texts, proprietary information from publishers, and self-created media such as podcasts – is starting to push its way into K-12 and higher education. Gathering the Ingredients Before Remixing Like any course development process, there is a good deal of research that goes into remixing the contents of a new or existing class curriculum. Consider including a small selection of remixed materials at first and expand each time you teach the class. Free Courseware Free Online Texts Video Resources Remember, as will all sources from the Internet, you will want to confirm the validity of each one that you choose to include in a class. 37 Blended Learning Resources You Can Use Tomorrow is a cross-post from onlineuniversities.com and Dr.
50 Top Sources Of Free eLearning Courses - Getting Smart by Guest Author - EdTech, elearning, IOLchat Email Share September 30, 2012 - by Guest Author 194 Email Share “50 Top Sources Of Free eLearning Courses” by Julie DeNeen first appeared on informED. Whether you are looking for a master’s degree program, computer science classes, a K-12 curriculum, or GED study program, this list gives you a look at 50 websites that promise education for free. From databases that organize over 1,000,000 students throughout 16 universities, to a small library of documents for those interested in history, the opportunities for free online learning continue to expand as the Internet becomes a crucial component in education. 1. The UMass courseware offers a broad range of classes in areas like psychology, biology, early education, political science, history, mathematics, and others. There are no slides, videos, or lecture notes, which makes this open courseware inferior to other universities that offer extensive resources. 2. This website has a variety of video lessons for free. 3. 4. 5. 6. 7. 8. 9. 10. 11.
BlendKit Course: BlendKit Reader: Chapter 4 Course Home | Schedule | Learning Activities | DIY Tasks | Readings | Blogging | Real Time Sessions/Archive Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 Edited by Kelvin Thompson, Ed.D. Portions of the following chapter are adapted from “Teaching Blended Learning Courses” in Best Practices in Online Teaching by Larry Ragan under the terms of a Creative Commons Attribution 2.0 license and “New Learners? Questions to Ponder In what experiences (direct or vicarious) will you have students participate during your blended learning course? Content + Assignments = Modules Having given due attention to articulating learning outcomes (Chapter 1) and designing assessments of learning (Chapter 3), it behooves us now to turn to the direct means of facilitating student learning: content and assignments (learning activities). Online materials are central to a blended course’s success, and the students’ work online must be relevant to the in-class activities. Table 1. Technology Affordances
L’annuaire des MOOC Francophones... Késako ? Le site web « Mooc Francophone » est un portail destiné aux cours en ligne ouverts à tous, en langue française. Il a pour vocation d’informer les visiteurs des offres disponibles et de leur proposer un ensemble de critères pour faciliter le choix d’un cours. L’annuaire des MOOC Francophones est né de quelques observations très simples : - Il est difficile de trouver le MOOC sur le web dont on a besoin… - Il n’existe pas d’espace où les offres de cours sont mutualisées… - Il n’existe pas d’espace permettant d’évaluer la qualité des cours en ligne… - Il n’existe pas d’espace pour les retours d’expériences des participants… L’ambition est de contribuer activement à la construction d’un écosystème avec l’ensemble des concepteurs de MOOC (universités, grandes écoles et entreprises) par la diffusion d’un retour d’expérience des participants et des « bonnes pratiques ». Mooc Francophone est totalement indépendant de quelque organisme que ce soit.
PBL Made Easy With Blended Learning What is Project Based Learning? “Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they’re studying.” Common Characteristics of PBL: Hands onInquiry drivenCollaborativeStudent centeredRelevantTackles real world challengesShared with larger community or audience How is PBL aligned with Common Core? Emphasizes communication Stresses real world relevance Encourages higher-order thinking skills – analysis, synthesis, evaluation & creation! Goals of PBL: Develop flexible knowledge & adaptive expertiseMotivate self-directed learningTeach effective problem solvingDrive inquiryLearn how to communicate & collaborateImprove intrinsic motivationShift to active learning Web 2.o Tools to Support a Blended Approach to PBL: Project based learning by nature takes time. Google search - search engine for finding great information.
untitled The Right Mix: How One Los Angeles School is Blending a Curriculum for Personalized Learning Patty Berganza is a chatty 16-year-old with a mouthful of braces, a thick mane of black hair, and a lightning fast brain. The last of these left her so bored at her previous Los Angeles high school that she racked up more than 49 unexcused absences in one year and earned a reputation as a slacker. Despite her dismal grade point average and enormous gaps in knowledge, she was continually promoted to the next grade. She never thought about college, because nobody ever talked about it. Where Patty once routinely slumped at the back of the classroom texting her friends about her disregard for her teachers and her courses, she now perches front and center, attentive and engaged. That’s right—here at the Alliance Tennenbaum Family Technology High School, a charter school on L.A.’s eastside, every teacher is responsible for at least a third more students than any sound educator would recommend. To understand how innovative this approach is, it is helpful to consider the status quo.
The best free cultural & educational media on the web - Open Culture TwoDevelop - course-builder - Before you bog down writing code, flesh out all the details of what you want to create. - Course Builder After you have taken a few minutes to plan , it’s time to start developing. It’s extremely tempting to just dive in and start recording videos and writing assessments and so on. But if you do that, you can create a course that doesn’t make sense and that doesn’t satisfy your primary goal or any of the supplementary objectives you planned. That said, even though we recommend you do initial development without using the technology, there are aspects of the final delivery method that should influence your development strategy. In the first parts of development you expand on the information you determined during the planning phase. Clarify your goals and non-goals for the course. This is an expansion of what you did in the planning step, but at a more detailed level. The primary goal is to teach beginning knitters how to knit a pullover sweater in a single color. Clarify your assumptions about your students. Again, this is an expansion of what you did in the planning step.
Events in Instruction- Event #5 Get me outta here! About these ads Share this: Share Like this: 2 thoughts on “ Events in Instruction- Event #5 ” Your graphics are awesome! Leave a Reply Follow Get every new post delivered to your Inbox. Join 325 other followers Powered by WordPress.com %d bloggers like this: K-12 Online and Blended Learning Clearinghouse Watson, J. (2008). Blended learning: The convergence of online and face-to-face education. Vienna, VA: North American Council for Online Learning. Retrieved from Abstract: In the past decade online learning has become an increasingly important component of K-12 education. The growth of online education has been driven primarily by state-led online programs (such as the Florida Virtual School, Michigan Virtual School, Idaho Digital Learning Academy, and Virtual Virginia) and full-time online schools (such as the charter and contract schools affiliated with K12 Inc., Connections Academy, and Insight Schools) that were started specifically to provide online learning opportunities at a distance. During the same period, teachers in physical schools have increased their use of Internet-based< content and resources in their classrooms.