OSCQR Annotations OSCQR 3.0 Annotations 1. Course includes Welcome and Getting Started content. Review These Explanations: By welcoming learners to the course and providing context for what they will be learning, the instructor sets a tone for success from the start of the course. Learners benefit from an overview of the course, with general information about the nature and purpose of the course, the course activities, grading structure, and where to find the specific information on each. Refresh Your Course with These Ideas Course introduction can be done via text or an instructor introductory video with accompanying script for ADA compliance. Explore More Refreshing Ideas from the TOPR at UCF Explore Related References 2. Adult learners benefit from knowing what they are about to learn, as well as the scope of work and time commitment expected from them. These "advance organizers" will help students plan around conflicting priorities (school, family, children, work) and better manage their time. References:
Teaching Head & Neck Anatomy in a Blended Learning Environment - Teaching with Technology by Robert W. Hasel, D.D.S., Associate Dean, College of Dental Medicine. The need for change in education has been an ongoing discussion for many years. For more than three centuries the pedagogical model of delivering education has been the traditional lecture based approach, placing large groups of students in a room and reciting lectures to them. Vision Western University College of Dental Medicine is taking a new approach to the need for change by designing a curriculum that will prepare graduates for the society they will face when they enter the 21st Century workplace. To help achieve this goal, the traditional approach to delivering content for memorization is being changed with blended learning environments and flipped classrooms. Implementation The online delivery of the course content is much more than downloading a PowerPoint or a video of the classroom lecture. Realize-It accumulates evidence from every interaction that a student has with the system. Results  J.  M.
Generic Template Structure Over the years, a number of institutions have identified features to be included in every online course. The following model originated at Utah State University. Start Here Start Here may be a link from the home page of the blended course or announcement. It serves to provide students with initial information to get started in the online portion of your course. Instructor or Course Introduction The introduction may be delivered in a text, audio, or video format. Technical Resources How do students get help? Help deskTechnical tutorialsWritten instructions Syllabus Provide your course syllabus and schedule. Put your class schedule on a separate page, include all assignments and due dates, and make it printer-friendly. Course Content Use whatever name fits this section of your course. Organization is a key success factor for students. BlendKit Course Please see the BlendKit Course materials for templates and interdisciplinary examples of blended learning course materials and design documents.
How Western University of Health Sciences is using VR to teach Western University of Health Sciences in Pomona, Calif., has opened a first-of-its-kind virtual reality learning center that’s been designed to allow students from every program — dentistry, osteopathic medicine, veterinary medicine, physical therapy, and nursing — to learn through VR. The Virtual Reality Learning Center currently houses four different VR technologies: the two zSpace displays, the Anatomage Virtual Dissection Table, the Oculus Rift, and Stanford anatomical models on iPad. Robert W. According to Hasel, the core curriculum is built into the RealizeIT Adaptive Learning platform and the students study the material in a self learning, online environment. “All of these activities are engaging, pulling the learner in, consuming their attention, allowing them to interact, and allowing them to take responsibility for their own education,” Hasel says. A video game was actually the inspiration for this virtual reality learning center.
Best Practices for Teaching Online January 29 Designing Effective Team Projects in Online Courses By: Stephanie Smith Budhai PhD Participating in team projects offers students the chance to develop interpersonal communication skills (Figueira & Leal, 2013), build relationships with classmates, and increase the level of collective competencies as each group member brings something different to the group. Blended and Flipped Learning Archives - Faculty Focus | Higher Ed Teaching & Learning June 15, 2015 Flipping Assessment: Making Assessment a Learning Experience By: Susan Spangler PhD If you’re a regular reader of this blog, you’re already aware that flipped instruction has become the latest trend in higher education classrooms. And for good reason.
Lecture Capture: A New Way to Think about Hybrid Courses - Faculty Focus | Higher Ed Teaching & Learning “Hybrid education” has become a hot catchphrase recently as faculty blend face-to-face learning with online technology. But the growth of hybrid education has been steered by the unstated assumption that hybrid technology should be used to facilitate discussion outside of the classroom, while classroom time should be spent lecturing. Now José Bowen, dean of the Meadows School of the Arts at Southern Methodist University, challenges this assumption by asking his faculty to put their lectures online and devote face-to-face classes to discussion. His logic is impeccable. Lecturing is simply delivering delivery, and not much different from reading a textbook in this regard. If so, then why must lectures be held in class? In fact, why should faculty create their own lectures at all? I tell faculty that their real value is not the information stored in their head. Give it a try, and let me know how it works. Lecture sites
Using Blended Learning to Transform the Classroom Experience - Faculty Focus | Higher Ed Teaching & Learning When we maintain our focus on learning, the means used to help students learn dominates our thinking. Too often teachers can fall into the trap of testing students only on lower-level material (knowledge and comprehension questions). When exams become the only means to assess learning, a teacher becomes a carpenter with only a hammer: all problems start to seem like nails. Blended courses offer a way to move beyond a midterm and a final. I often hear teachers lament that there is so much content in a course that they never have time to do any critical-thinking activities in class. When I recently taught nutrition, I was able to guide students through the reading material in the textbook prior to class so that critical-thinking activities could be done in class. When designing a blended learning course, the instructor should remember to use the online portion as an opportunity to create more exciting face-to-face interactions. From Putting the Learning in Blended Learning.
Blended Learning Course Design Mistakes to Avoid Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality. In an interview with Online Classroom, Veronica Diaz, associate director of the EDUCAUSE Learning Initiative, talked about how to avoid common mistakes in blended course design. Blended Learning Course Design Mistake #1: Adopting an add-on model. Blended Learning Course Design Mistake #2: Lack of coherence between online and face-to-face modes. Blended Learning Course Design Mistake #3: attempting direct conversion from one mode to the other.
Private Journal Replaces Discussion Forum in Blended Course The discussion board in Kathleen Lowney’s large blended (or hybrid) section of introduction to sociology at Valdosta State University wasn’t serving its intended purpose of engaging learners with the content and preparing them for face-to-face class sessions. She tried dividing the students into smaller discussion groups of 50 and then 20, and the results were the same: the weaker students waited until the last minute and essentially repeated what the better students had posted previously. When she replaced the public discussions with private journals, the quality of students’ posts improved, as did their grades. Lowney’s course is a “supersection” hybrid that has an enrollment of 150 to 300 students and meets Tuesdays and Thursdays with a significant online component. She had one discussion per week that required students to read 50 percent of their classmates’ posts and contribute to the discussion to prepare them for the next class session.