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Introduction The BlendKit Course is a set of subject matter neutral, open educational resources related to blended learning developed by Dr. Kelvin Thompson and available for self-study or for group use. Periodically, these materials will also be used as the basis for a facilitated open, online course. When available, information on such cohorts will be posted on this page. The goal of the BlendKit Course is to provide assistance in designing and developing your blended learning course via a consideration of key issues related to blended learning and practical step-by-step guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institution). Course Components/Navigation Course Home | Schedule | Learning Activities | DIY Tasks | Readings | Blogging | Badges | Recordings | Stories Your BlendKit Stories Map of User Access to BlendKit Course Materials (2018) Mailing List

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How to Grow a Classroom Culture That Supports Blended Learning CHAPTER The excerpt below is from the book “Moonshots in Education: Launching Blended Learning in the Classroom,” by Esther Wojcicki, Lance Izumi and Alicia Chang. This excerpt is from the chapter entitled “Trick in the Blended Classroom,” written by Wojcicki. It all started in 1987, when I got a grant from the State of California. Best Practices « SHSUOnline Blog Welcome to the Best Practices for Teaching online or as we like to call it: Strategies for Success in your Online Course page. No matter what tool you use or technological journey you embark upon, is the method and not the medium that will help you ensure success in the online, face-to-face and hybrid courses you are teaching. These best practices/strategies will help you with organization, communication, time saving, assessment as well as many other areas. Just looking at this list of best practices, it is easy to understand how you might feel overwhelmed. In some cases, try adopting one or two of these strategies at a time and then include more the next time you teach this course (following semester). We would rather you be very successful in key areas in your course than not successful at all because you were spread too thin.

The 7Cs of Learning Design Toolkit This section contains an integrated set of resources for technology-enhanced learning design across discplines. The resources have all been tried and tested by participants on the University of Leicester's Carpe Diem workshops and the Open University's OULDI (OU Learning Design Initiative) project, and are organised under the headings of seven Cs: conceptualise, capture, create, communicate, collaborate, consider and consolidate. How to use the 7Cs toolkit for designing technology-enhanced learning A brief guide to using the resources in this toolkit The 7Cs e-tivities map This document contains links to all the e-tivities in the 7Cs learning design toolkit, along with a short purpose statement for each one.

Creating blended learning content GUIDE What is blended learning? Blended learning provides a combination of face-to-face learning and dynamic digital activities and content that facilitate anytime/anyplace learning. With so many digital technologies available on both proprietary and free-to-use platforms, developing blended learning approaches can seem like a daunting task. Finding the right approach that meets the needs of your learners is challenging at a time when practitioners are increasingly being asked to do more with less.

A Letter to Students and Parents I began writing my course audit for AP Biology this week, which is always a fun thing to do. Part of my course description includes a short letter to parents and students at the beginning, so they have glimpse of my philosophy on the class and school. I also looked back at a course audit I had written for AP Chemistry my first year of teaching. The dissonance shocked me. This is from 2009: 5 Teaching Strategies of Award-Winning Online Instructors The spring of 2020 has brought a sudden shift for many classrooms into an online setting. Teachers are trying to adjust their instruction rapidly, and many are doing remote teaching for the first time. Experience matters, and it can be frustrating trying to help our students in this new way with everything else happening right now. Fortunately, a recent study by Swapna Kumar, Florence Martin, Albert Ritzhaupt, and Kiran Budhrani in the open-access journal Online Learning shares the stories of a group of eight award-winning online instructors with a combined 109 years of experience teaching online courses.

5 Effective Blended Learning Strategies BLOG POST Blended learning, the practice of integrating online instructional components into traditional teaching methods, first became popular in the late 1990s when web-based content became available in households and classrooms. This teaching method combines teacher-led instruction with digital technology and allows students some degree of control over the pace, time, and location of their learning. In addition to keeping technology-hungry students engaged, blended learning also helps teachers address the diverse learning needs of students who come from a variety of backgrounds including English learners and students with learning challenges. By integrating a blended learning approach, teachers can offer differentiated and individualized instruction for students based on their unique capabilities and learning levels. Following are a few examples of these models:

Example 4: Online Journal Rubric - ELC Support One use of an online journal is to facilitate the documentation of knowledge you are constructing throughout the course. It will help you take control of and direct your own learning experience, identify what you have learned, what questions you have, and what you would like to know more about. You should not only reflect on knowledge gained through materials and discussion, but also new ideas to explore feedback from others. In the modules that have journal items, you will be prompted to write reflections in response to one or two specific questions. These questions will encourage you to use the course content, your prior knowledge, and your experience to craft your responses.

Gibbs' Reflective Cycle One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan. Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages: Description of the experience Feelings and thoughts about the experience Evaluation of the experience, both good and bad Analysis to make sense of the situation Conclusion about what you learned and what you could have done differently Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

Tips For Implementing Blended Learning INFOGRAPHIC Blended learning is one of the most popular training solutions in organizations today. And for many reasons. But how you do know what should go where? After all, both are highly effective. So how do you come up with the perfect blend? Are there any time-tested proportions for deciding on the blend? A Rubric for Evaluating Student Blogs The pedagogical value and the challenges of integrating student blogging into your teaching is a recurring topic on ProfHacker. Some of our earliest posts dealt with student blogging, and we have revisited the issue frequently. Most recently, Jeff and Julie wrote about that age-old question—How are you going to grade this?—when it comes to evaluating classroom blogs. Jeff and Julie offer a number of fantastic pointers, and they also refer to a blogging rubric that I use in my own teaching. I’ve never directly described how I grade student blog posts on ProfHacker, but I think it’s about time to share what has been a valuable tool, and to encourage professors to adopt and modify it to fit their own needs.

Bottlenecks to Learning Most instructors notice places in their courses where students find it difficult to learn. Decoding the Disciplines holds that these stuck places, or “bottlenecks” to learning, mark the important ways of knowing in a field. By “Decoding” what an expert does so that they do not get stuck at the bottleneck, we can spell out the expert’s mental process, the “critical thinking” of a discipline. Decoding the Disciplines is a theory of pedagogy with principles for identifying bottlenecks and decoding tacit disciplinary knowledge. With expert tacit knowledge “Decoded,” we can make it available to students.