While trying to write an intro activity for functions for my elementary algebra class, I came across this activity that would be great for practicing domain and range with my college algebra kiddos:
http://thescamdog.wordpress.com/2012/10/26/domain-and-range-lesson/
Friday, September 12, 2014
Wednesday, May 14, 2014
SA1421: TedEd Assessment Example
Assessment: http://ed.ted.com/on/q5eU4KuY
I created an assessment using TedEd (http://ed.ted.com/) which allows you to build a video assessment around any TedEd original, Ted Talk, or YouTube video. The purpose of this particular assessment would be used as an introduction to matrices and matrix operations in an online finite math class. A link to the assessment would be posted on the discussion board. Students would follow the link to watch a TedEd original video (just under five minutes long) and then answer five multiple choice and two short answer questions. Students log-in to the TedEd site so that the instructor can track student activity, scores, and offer feedback.
The TedEd original videos come with some pre-written questions, but instructors can modify these questions or write their own in either a free response or multiple choice format (15 question limit). There are also links to additional resources for students to dig deeper into the topics mentioned. While there are some great Ted videos available, another way to use this would be to create your own video using a free program like Screencast-o-matic, upload to YouTube, and then create a TedEd lesson using your own video and creating assessment questions. I first heard about TedEd in another ION course, but this is my first time actually trying it out.
I created an assessment using TedEd (http://ed.ted.com/) which allows you to build a video assessment around any TedEd original, Ted Talk, or YouTube video. The purpose of this particular assessment would be used as an introduction to matrices and matrix operations in an online finite math class. A link to the assessment would be posted on the discussion board. Students would follow the link to watch a TedEd original video (just under five minutes long) and then answer five multiple choice and two short answer questions. Students log-in to the TedEd site so that the instructor can track student activity, scores, and offer feedback.
The TedEd original videos come with some pre-written questions, but instructors can modify these questions or write their own in either a free response or multiple choice format (15 question limit). There are also links to additional resources for students to dig deeper into the topics mentioned. While there are some great Ted videos available, another way to use this would be to create your own video using a free program like Screencast-o-matic, upload to YouTube, and then create a TedEd lesson using your own video and creating assessment questions. I first heard about TedEd in another ION course, but this is my first time actually trying it out.
SA1421: Discussion Posts
Develop one short online assessment on one aspect of a) this course OR b) from your own online, web-enhanced, or blended course, using one
CAT technique. Briefly justify why you
think the techniques you used are appropriate means of assessment. What
purpose(s) for assessment does your CATs serve in an online or blended
course? When would it be appropriate to introduce (before, during, or
after instruction)? How (if any) are the purpose(s) different than in
face-to-face classrooms? How will you use the results? What kind of
feedback, if any, will you provide the students? How difficult will the
CATs be to administer?
I chose a CAT from the category of Assessing Skill in Problem Solving called What's the Principle where student's identify the principle to solve problems of various types. I am continuing with the course that I used for the assignment in the first module, a new online course that I am teaching for the first time this fall.
Course: Finite Mathematics (fully online)
CAT: "What's the Principle?" Students will be given four different problems from the chapter on the mathematics of finance. For each problem the student will first identify if the problem is involving a single payment or a sequence of payments. If they chose single payment, they will identify if it is simple interest or compound interest. If they choose a sequence of payments, they will identify if the problem is looking for future value of an ordinary annuity or present value of an ordinary annuity. Last, they will select the formula that corresponds to that type of problem. (For example if they selected single payment and simple interest, then they will select A=P(1+rt) as the appropriate formula). The student will not be asked to solve any of the problems, just identify the problem type and correct formula. The four problems will include one of each of the four problem types.
When: I would use this CAT after each of the four problem types had been introduced, before we got to a chapter test.
Results: I would like to set this up as a multiple choice assignment in the LMS so that students get instant feedback when they submit their results. Then, after all have submitted I would post a link on the discussion board for a video explanation (created using Screencast-o-matic) detailing what about each problem helps us to determine the problem type, and then solve the problem using the appropriate formula. Using the discussion board allows students to ask further questions if anything is still unclear. If there is one problem type that students are missing with more frequency, I would adjust instruction for the next semester to emphasize what in the problem statement helps us to identify that problem type.
F2F vs online: I think that this assessment would work well for either an online or f2f course. In a f2f, I would probably do it on paper in class rather than in the LMS.
Provide real-life examples of instructor feedback on formative versus summative assessment activities. How do they differ? Please use online examples. Look the Feedback: The Flip Side of Assessment presentation and the Seven Principles for Good Feedback for ideas.
University of London’s Good Practice Guide on Assessment and Feedback to Students states: “Feedback should encourage students to think about their work and how it might be improved. For feedback to be most effective, students need to be encouraged to act upon it.” This applies to both formative and summative feedback.
In “Focus on Formative Feedback”, Shute defines formative feedback as “information communicated to the learner that is intended to modify the learners thinking or behavior for the purpose of improving learning”. This is feedback that is happening throughout the learning process. Examples of this could include informing the learner about the correctness of his or her response, guiding the learner with hints, giving the learner the correct response, or flagging where in a problem an error was made. (See p. 30-32 for a list of 31 guidelines for formative feedback.) “Feedback: The Flip Side of Assessment” describes using formative feedback as “glow and grow comments”. Examples could include praising their contributions to the discussion forum that week and making suggestions for how they could improve as the module moves forward by working ahead of deadlines and allowing for more time for others to comment. Summative feedback then occurs at the end of the module or unit and is more driven by the grade or score for the unit and the final appraisal of performance. This could include letting students know their grade for a final project or test over the module and explaining why they received this score. Even at this point in the learning process, learners should be encouraged to act on the feedback they receive whether it is in the form of a reflection or through test corrections to rework missed problems.
In my own online classroom, some formative feedback takes place through the interactive homework system. When students enter an answer to a worked problem they are immediately given feedback. If the answer is correct they are given praise such as "good job" or "fantastic". If the answer is incorrect, they are first given a hint as to why the problem is incorrect and allowed to attempt the problem again. If they answer incorrectly three times they are then shown their answer and the correct answer. Formative feedback also takes place on the discussion board through my response to their posts, either offering correction, providing links to additional online resources, or praise for sharing a great thought/solution/resource. Summative feedback is given after each major test in the form of an email. Students are told their grade on the test, their current grade in the course, and suggestions of improvements for the next phase of the course either in terms of content that is not yet mastered or study skills.
Question C - Cheating: Many educators are concerned about students cheating on online quizzes and tests. How can instructors minimize or eliminate cheating through test preparation and administration and selection of assessment methods? Address issues of how students can cheat and what instructors can do when cheating occurs. Examples of issues to consider include the following. When are secure and/or proctoring systems appropriate to use? How are these issues addressed at your respective institutions? What about the use of mobile devices to cheat on web-enhanced tests? How can an online instructor address plagiarism issues before they happen? Is cheating an issue in your online courses? Why or why not? The Cheating in the Digital Age paper is a good place to start researching this topic. The Promoting Online Academic Integrity in Online Education report, ION's Strategies to Minimize Cheating Online webpage, and Foothill's Prevent Cheating webpage are also good resources to review.
An article in The Chronicle titled "The Shadow Scholar" started an interesting discussion on cheating in online courses at my school a few years ago. This story was written by someone who makes $60,000 a year writing custom papers for students in online classes. A more recent article "Cheating Goes High-Tech" discusses how students use technology to cheat as well as how technology is being used to work to stop cheating, including those like The Shadow Scholar. One consultant in the article was quoted as saying "There is no shortage of weak assessments". And I think that this is our best defense to cheating, for classes in all formats - a good offense. Creating assessments that do not lend themselves well to cheating and creating an environment where there is a high quantity and variety of quality assessments. Course where the grades are based on just a a few test grades or a small number of papers, leave more opportunity for students to hire a "Shadow Scholar" or get someone to take an exam for them or help them take an exam.
These are some of the strategies that I use in my online college algebra class. Their final grade is based on 14 discussion forums, 29 online homework assignments, 10 online quizzes, 4 online tests, and 2 proctored exams. These assignments are released at set times throughout four different modules so that it is not possible to work way ahead or complete large numbers of the assignments in one sitting. The quizzes and tests are timed, created from large pools of algorithmically changed problems that are given to the students in a random order, and must be completed in one sitting. Students cannot see the questions missed or review the quiz/test until after the due date. Proctored exams are given on campus or at a college/university testing center where photo ids can be checked and compared to course roster photos. These proctored exams also count for 50% of the overall course grade and are written, show-your-work exams. All of these strategies help to minimize, though probably not eliminate, cheating. For me, the biggest deterrent to cheating is the use of a proctored exam, especially in my subject area of mathematics. While you may be able to find someone to do your online work or use an app or website such as WolframAlpha, those tools will not help you when you sit down to take the high stakes midterm and final exam. At my school, the math department is unique in its use of proctored exams for online courses, but it is one thing that gives me peace of mind that the student getting credit can truly meet the course outcomes.
SA1421: Module 4 - Designing an Assessment Report
Honesty in Online Education
http://www.ion.uillinois.edu/resources/pointersclickers/2005_01/index.asp
Additional Resources on Cheating:
The Cheating in the Digital Age paper is a good place to start researching this topic. The Promoting Online Academic Integrity in Online Education report, ION's Strategies to Minimize Cheating Online webpage, and Foothill's Prevent Cheating webpage are also good resources to review.
9 Principles of Good Practice for Assessing Student Learning (revisited)
http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice.pdf
Critical Friends Feedback Form and Tips
Questions for peer review. Additional tips on peer review.
Select or Design Assessments That Elicit Established Outcomes (revisited)
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7sele2.htm
A readable ten-step plan for designing an assessment process
Using Publisher Materials:
The Using Publisher Test Banks video gives an example of how test banks work. The article on test manuals making it easy to cheat is a sobering place to start thinking about these issues. You may wish to go directly to the YouTube video where a professor directly addresses the issue of widespread cheating by his students using a publisher's database of test questions.
http://www.ion.uillinois.edu/resources/pointersclickers/2005_01/index.asp
Additional Resources on Cheating:
The Cheating in the Digital Age paper is a good place to start researching this topic. The Promoting Online Academic Integrity in Online Education report, ION's Strategies to Minimize Cheating Online webpage, and Foothill's Prevent Cheating webpage are also good resources to review.
9 Principles of Good Practice for Assessing Student Learning (revisited)
http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice.pdf
Critical Friends Feedback Form and Tips
Questions for peer review. Additional tips on peer review.
Select or Design Assessments That Elicit Established Outcomes (revisited)
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7sele2.htm
A readable ten-step plan for designing an assessment process
Using Publisher Materials:
The Using Publisher Test Banks video gives an example of how test banks work. The article on test manuals making it easy to cheat is a sobering place to start thinking about these issues. You may wish to go directly to the YouTube video where a professor directly addresses the issue of widespread cheating by his students using a publisher's database of test questions.
SA1421: Module 3 - Evaluating Assessment Activities
Assessment as Feedback
http://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/wiggins.htm
What is feedback? How does it differ from other forms of performance-related information? And what must assessment be to provide more of it?
How to Create a Rubric from Scratch
http://165.248.30.40/hcpsv3/files/create_rubric_scratch_trainingdocs_24.pdf
Step by step guide to creating a rubric from scratch
Overcoming the #1 Complaint of Online Students: Poor Instructor Feedback
http://www.facultyfocus.com/articles/distance-learning/overcoming-the-1-complaint-of-online-students-poor-instructor-feedback/
Select or Design Assessments That Elicit Established Outcomes
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7sele2.htm
A readable ten-step plan for designing an assessment process.
http://technologysource.org/article/seven_principles_of_effective_teaching/
http://ifets.ieee.org/discussions/discuss_sept2000.html
Feedback:
Feedback: The Flip Side of Assessment presentation and the Seven Principles for Good Feedback
Feedback by Wiggins
Strategies for Providing Feedback
http://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/wiggins.htm
What is feedback? How does it differ from other forms of performance-related information? And what must assessment be to provide more of it?
How to Create a Rubric from Scratch
http://165.248.30.40/hcpsv3/files/create_rubric_scratch_trainingdocs_24.pdf
Step by step guide to creating a rubric from scratch
Overcoming the #1 Complaint of Online Students: Poor Instructor Feedback
http://www.facultyfocus.com/articles/distance-learning/overcoming-the-1-complaint-of-online-students-poor-instructor-feedback/
Select or Design Assessments That Elicit Established Outcomes
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7sele2.htm
A readable ten-step plan for designing an assessment process.
http://technologysource.org/article/seven_principles_of_effective_teaching/
http://ifets.ieee.org/discussions/discuss_sept2000.html
Feedback:
Feedback: The Flip Side of Assessment presentation and the Seven Principles for Good Feedback
Feedback by Wiggins
Strategies for Providing Feedback
Sunday, April 6, 2014
SA1421: Module 2 - Selecting Assessment Activities
Required Readings
Presentation: Quizzing, Testing, and Homework on the InternetPDF file
Presentation: Using Classroom Assessment Techniques in Online Classes
PDF file
Classroom Assessment Techniques
http://www.celt.iastate.edu/teaching/cat.html
Online Assessment Strategies: A Primer
http://jolt.merlot.org/vol6no1/sewell_0310.pdf
Select or Design Assessments That Elicit Established Outcomes
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7sele2.htm
A readable ten-step plan for designing an assessment process.
Additional Resources
Web 2.0 and Emerging Learning Techniques/Learning Styles
http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies/Web_2.0_Learning_Style
Ideas for considering which Web 2.0 tools to use to address students' varied learning styles.
Assessment, Evaluation, Testing, and Gradinghttp://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies/Web_2.0_Learning_Style
Ideas for considering which Web 2.0 tools to use to address students' varied learning styles.
http://resource.mccneb.edu/edutut/Online%20Pets%20Course/Assessment_evaluation_grading.ht
Friday, March 28, 2014
SA1421: Module 1 - Intro to Student Assessment
9 Principles of Good Practice for Assessing Student Learning
http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice.pdf
The American Association for Higher Education (AAHE)'s seminal article discussing principles for assessing student learning. Useful for both online and face-to-face courses.
Course Assessment
http://www.sjc.cc.nm.us/pages/2852.asp
Main points of course assessment explained backed by research.
Developing Course Objectives
http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp
This Illinois Online Network presentation gives valuable information on how to write observable and measurable objectives for your course.
Bloom's Taxonomy
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Bloom's Taxonomy is a classification of the different objectives that educators set for students. This resource can be used along with the "Developing Course Objectives" one for creating the objectives for your own course. (If you are interesting in seeing more on this taxonomy, please see http://techlearning.com/article/8670.)
Select or Design Assessments That Elicit Established Outcomes
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7sele2.htm
A readable ten-step plan for designing an assessment process. If you cannot access the URL above, please click here for the document.
http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice.pdf
The American Association for Higher Education (AAHE)'s seminal article discussing principles for assessing student learning. Useful for both online and face-to-face courses.
Course Assessment
http://www.sjc.cc.nm.us/pages/2852.asp
Main points of course assessment explained backed by research.
Developing Course Objectives
http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp
This Illinois Online Network presentation gives valuable information on how to write observable and measurable objectives for your course.
Bloom's Taxonomy
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Bloom's Taxonomy is a classification of the different objectives that educators set for students. This resource can be used along with the "Developing Course Objectives" one for creating the objectives for your own course. (If you are interesting in seeing more on this taxonomy, please see http://techlearning.com/article/8670.)
Select or Design Assessments That Elicit Established Outcomes
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7sele2.htm
A readable ten-step plan for designing an assessment process. If you cannot access the URL above, please click here for the document.
Useful tips on writing test questions in a number of formats.
Saturday, March 15, 2014
BL1411: Module 4 Readings - Building a Blended Syllabus and Institutional Support: A Blueprint for Success
Syllabus Readings:
Recommendations for Blended Learning Course Design
Blended Learning@Simmons College
Portland State University: Example of a blended syllabus -- this reading is also included in the Blended Syllabus assignment area.
Montgomery College: Example of a blended syllabus -- this reading is also included in the Blended Syllabus assignment area.
Institutional Memo Readings;
Advocacy in Action
The readings below are meant to help with the Institutional Memo assignment, as they cover the rationale for blended from the point of view of administrators, faculty, and students. You do not have to do all the readings, but should read at least one article for each area (administrators, faculty, etc.).
Administrators
An Administrator's Guide to the Whys and Hows of Blended Learning.
High School Administrator Blended Online Feedback -- While this youtube video concerns younger students, I think the administrator's comments touch on higher education topics. Also, it points out that many of our students are coming to college with the knowledge of blended learning.
Implementing Blended Learning: Policy Implications for Universities
From Blended Learning to a Robust Infrastructure -- This points out the importance of infrastructure to the success of the blended classroom, as technology requires band-width, technical support, and training.
Faculty
Blended Learning: Evidence Based Practice
How Universities are Involved in Blended Instruction?
Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum
Students
Blended Environments: Learning Effectiveness and Student Satisfaction ...
Enriching Student Experience Through Blended Learning
Student Engagement in Blended Learning
Recommendations for Blended Learning Course Design
Blended Learning@Simmons College
Portland State University: Example of a blended syllabus -- this reading is also included in the Blended Syllabus assignment area.
Montgomery College: Example of a blended syllabus -- this reading is also included in the Blended Syllabus assignment area.
Institutional Memo Readings;
Advocacy in Action
The readings below are meant to help with the Institutional Memo assignment, as they cover the rationale for blended from the point of view of administrators, faculty, and students. You do not have to do all the readings, but should read at least one article for each area (administrators, faculty, etc.).
Administrators
An Administrator's Guide to the Whys and Hows of Blended Learning.
High School Administrator Blended Online Feedback -- While this youtube video concerns younger students, I think the administrator's comments touch on higher education topics. Also, it points out that many of our students are coming to college with the knowledge of blended learning.
Implementing Blended Learning: Policy Implications for Universities
From Blended Learning to a Robust Infrastructure -- This points out the importance of infrastructure to the success of the blended classroom, as technology requires band-width, technical support, and training.
Faculty
Blended Learning: Evidence Based Practice
How Universities are Involved in Blended Instruction?
Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum
Students
Blended Environments: Learning Effectiveness and Student Satisfaction ...
Enriching Student Experience Through Blended Learning
Student Engagement in Blended Learning
Saturday, February 8, 2014
BL1411: Module 3 Readings - Flipped Classroom
Flip Your Classroom
2. Best Practices for Blended Learning
3. Blended Learning: Strategies for Engagement
4. Could This be the Solution for America's STEM Graduate Deficit? -- Notice how this article about the flipped classroom incorporates blended aspects. With our media discussing flipped classrooms and incorporating blended aspects, this will lead to greater awareness and expectations on the part of our target markets.
5. Five Reasons I'm Not Flipping Over the Flipped Classroom -- This article (and also number 6 below) present some challenges for the flipped classroom. When reading these remember that some of the negative critiques of the flipped classroom are for younger students, not necessarily higher education. Still I think these voices are important as part of the discussion.
6. The Advantages and Disadvantages of the Flipped Classroom
2. Best Practices for Blended Learning
3. Blended Learning: Strategies for Engagement
4. Could This be the Solution for America's STEM Graduate Deficit? -- Notice how this article about the flipped classroom incorporates blended aspects. With our media discussing flipped classrooms and incorporating blended aspects, this will lead to greater awareness and expectations on the part of our target markets.
5. Five Reasons I'm Not Flipping Over the Flipped Classroom -- This article (and also number 6 below) present some challenges for the flipped classroom. When reading these remember that some of the negative critiques of the flipped classroom are for younger students, not necessarily higher education. Still I think these voices are important as part of the discussion.
6. The Advantages and Disadvantages of the Flipped Classroom
BL1411: Module 2 Readings - Technologies You Can Use
Educational Technology and Mobile Learning --
This website provides many articles/reviews on the various technology
tools available for the remote portions of blended learning. Please
select an article on a technology tool of interest and read and
summarize.
Tools for Blended Learning -- This Prezi that discusses blended teaching tools was produced by Jason Rhode, a well-known technology expert who teaches for Illinois Online Network.
Emerging EdTech -- An applied technology tool.
Pearson Learning Solutions -- While not directly discussing technology, the publisher's website reminds us of the large economic investment that publishers and others are putting into online/blended learning. Textbooks that have online links and passkeys are examples of this.
Tools for Blended Learning -- This Prezi that discusses blended teaching tools was produced by Jason Rhode, a well-known technology expert who teaches for Illinois Online Network.
Emerging EdTech -- An applied technology tool.
Pearson Learning Solutions -- While not directly discussing technology, the publisher's website reminds us of the large economic investment that publishers and others are putting into online/blended learning. Textbooks that have online links and passkeys are examples of this.
Wednesday, February 5, 2014
BL1411: Math in the Movies
The Educational Technology and Mobile Learning website (http://www.educatorstechnology.com/)
is a site truly overflowing with links to technology tools and
resources. I headed to the Math Resources area and found an "article"
about an interesting site by Harvard professor, Oliver Knill. His site
is a collection of video clips demonstrating Math in the Movies (http://www.math.harvard.edu/~knill/mathmovies/index.html).
There are links to ~170 video clips of all varieties of mathematics
taking place in both current and older movies. The topics cover
everything from arithmetic to complex algorithms, and most everything in
between. These clips, many of which are relatively short, would be fun
ways to "hook" students in an intro to a lesson or an application of a
topic just learned.
Saturday, February 1, 2014
BL1411: Flipping videos with TedEd
Info from a classmate about flipping lessons using TED-Ed:
TED-Ed is a site that allows you to create a lesson around a TED-Ed Original, TED Talk or YouTube video. Just take a look at some of the lessons that have been created. http://ed.ted.com/lessons. Additional information about using this to “Flip this lesson!” is found in this TED blog post http://blog.ted.com/2012/04/25/flip-it-a-new-way-to-teach-with-video-from-ted-ed/ The purpose is also explained in the press release of its launch http://www.prnewswire.com/news-releases/ted-ed-launches-groundbreaking-website-with-new-tools-for-customized-learning-148820655.html.
There is an article “Can TED Talks Really Work in a Classroom?, by Catlin Tucker that discusses how TED talks and the professionally animated TED-Ed videos that TED-Ed has produced can be used in class as an introduction to a topic and/or in a “flipped” model. The TED-Ed professionally produced offerings are far better than most teachers can produce. Add to this the “wrapper” for creating a lesson and you have a potentially winning combination. The customizations include multiple-choice and open-answer questions and links to additional information on a topic. http://blogs.kqed.org/mindshift/2012/05/can-ted-talks-really-work-in-a-classroom/
I think this technology should be in a totally new category called “Remixing.” Remixing makes me think of what has been done in the music world for a long time. Now it is being associated with taking existing or personally created content and “mixing” it with other content or information types.
The purpose and function of this technology is to present content in a lesson format, taking a traditional video and embed questions, reflections, and additional resources. It could be used as an introduction to a topic or a lesson on a topic. Use would be based on the video the instructor wants to "flip." I found seeing how the “flipping” is done helpful for understand how this technology can be used. http://catlintucker.com/2012/11/ted-ed-creating-a-flipped-lesson/
The strengths of this technology is the ability to include additional content “packaged” with the video to increase the effectiveness of the presentation, its ease of use, and the ability for students to do these lessons at their own pace. “Lesson stats” are available for instructors to see what students have done.
TED-Ed is also producing high-quality content based on requests from teachers not limiting this to their own ideas. Teachers can submit ideas and when approved the team of professional animators at TED-Ed will help produce the video that will be shared worldwide. You can also use any YouTube video or your own production for “flipping.” This flexibility is another strength. As Catlin Tucker states in her blog post, “TED-Ed made it possible for me to set up an interesting online lesson quickly. It was also easy for my students to use. In a survey after our first TED-Ed lesson 96% said they really enjoyed the whole experience. It was an easy and effective way to engage student online to complement our work in class.”
The weakness of this technology is the same as with any video content, there is the potential for learners to just passively watch. It is important to have appropriate assessments to ensure learners are watching and interacting with additional content along with the “lesson stats.”
A few comments voiced in blog posts expressed a concern with corporate involvement in creating educational resources. Since the content is not limited to TED-Ed's production ideas, there may be little cause for concern.
There is no cost to using this technology. All one needs to do is create an account to access the content. The new TED-Ed website was built with a $1.25 million commitment from the Kohl’s Cares merchandise program putting financial support for its sustainability.
I can best summarize the sentiments about this technology using a quote from Catlin Tucker’s blog. “I love using TED videos in my classroom to get students thinking about issues related to what we are studying. When I heard that I could wrap video content in an online lesson with TED Ed, I decided to check it out. The process of setting up my first lesson was refreshingly easy!” Being able to customize existing content for you own class and creating an actual lesson has a huge benefit both in time savings and resource quality. Making it free and easy to use just adds to appeal.
Some interesting blog posts:
http://thenextweb.com/insider/2012/04/25/backed-by-1-25-million-ted-launches-revamped-education-platform-with-customized-learning-tools/#!t61Fk
http://adulted.about.com/od/classroommanagement/a/Customize-Lesson-Plans-With-Ted-Ed.htm
http://kenanfellows.org/news/kenan-fellow-captures-world-wide-audience-ted-ed/923
TED-Ed is a site that allows you to create a lesson around a TED-Ed Original, TED Talk or YouTube video. Just take a look at some of the lessons that have been created. http://ed.ted.com/lessons. Additional information about using this to “Flip this lesson!” is found in this TED blog post http://blog.ted.com/2012/04/25/flip-it-a-new-way-to-teach-with-video-from-ted-ed/ The purpose is also explained in the press release of its launch http://www.prnewswire.com/news-releases/ted-ed-launches-groundbreaking-website-with-new-tools-for-customized-learning-148820655.html.
There is an article “Can TED Talks Really Work in a Classroom?, by Catlin Tucker that discusses how TED talks and the professionally animated TED-Ed videos that TED-Ed has produced can be used in class as an introduction to a topic and/or in a “flipped” model. The TED-Ed professionally produced offerings are far better than most teachers can produce. Add to this the “wrapper” for creating a lesson and you have a potentially winning combination. The customizations include multiple-choice and open-answer questions and links to additional information on a topic. http://blogs.kqed.org/mindshift/2012/05/can-ted-talks-really-work-in-a-classroom/
I think this technology should be in a totally new category called “Remixing.” Remixing makes me think of what has been done in the music world for a long time. Now it is being associated with taking existing or personally created content and “mixing” it with other content or information types.
The purpose and function of this technology is to present content in a lesson format, taking a traditional video and embed questions, reflections, and additional resources. It could be used as an introduction to a topic or a lesson on a topic. Use would be based on the video the instructor wants to "flip." I found seeing how the “flipping” is done helpful for understand how this technology can be used. http://catlintucker.com/2012/11/ted-ed-creating-a-flipped-lesson/
The strengths of this technology is the ability to include additional content “packaged” with the video to increase the effectiveness of the presentation, its ease of use, and the ability for students to do these lessons at their own pace. “Lesson stats” are available for instructors to see what students have done.
TED-Ed is also producing high-quality content based on requests from teachers not limiting this to their own ideas. Teachers can submit ideas and when approved the team of professional animators at TED-Ed will help produce the video that will be shared worldwide. You can also use any YouTube video or your own production for “flipping.” This flexibility is another strength. As Catlin Tucker states in her blog post, “TED-Ed made it possible for me to set up an interesting online lesson quickly. It was also easy for my students to use. In a survey after our first TED-Ed lesson 96% said they really enjoyed the whole experience. It was an easy and effective way to engage student online to complement our work in class.”
The weakness of this technology is the same as with any video content, there is the potential for learners to just passively watch. It is important to have appropriate assessments to ensure learners are watching and interacting with additional content along with the “lesson stats.”
A few comments voiced in blog posts expressed a concern with corporate involvement in creating educational resources. Since the content is not limited to TED-Ed's production ideas, there may be little cause for concern.
There is no cost to using this technology. All one needs to do is create an account to access the content. The new TED-Ed website was built with a $1.25 million commitment from the Kohl’s Cares merchandise program putting financial support for its sustainability.
I can best summarize the sentiments about this technology using a quote from Catlin Tucker’s blog. “I love using TED videos in my classroom to get students thinking about issues related to what we are studying. When I heard that I could wrap video content in an online lesson with TED Ed, I decided to check it out. The process of setting up my first lesson was refreshingly easy!” Being able to customize existing content for you own class and creating an actual lesson has a huge benefit both in time savings and resource quality. Making it free and easy to use just adds to appeal.
Some interesting blog posts:
http://thenextweb.com/insider/2012/04/25/backed-by-1-25-million-ted-launches-revamped-education-platform-with-customized-learning-tools/#!t61Fk
http://adulted.about.com/od/classroommanagement/a/Customize-Lesson-Plans-With-Ted-Ed.htm
http://kenanfellows.org/news/kenan-fellow-captures-world-wide-audience-ted-ed/923
BL1411: Review of Doodle
1. State the technology and provide a link to a website or article
that discusses the technology and its educational applications.
Doodle (www.doodle.com) is an online scheduling site that can help multiple people to coordinate meeting times as well as basic polling.
This article outlines some of the different ways that Doodle could be used both in education and in other arenas: http://elearnmag.acm.org/archive.cfm?aid=2003350
2. Concisely affirm or challenge the category of technology you found it in below.
Doodle is categorized in the “Cloud Collaboration and Interaction "space"” category which seems appropriate, as this is a way for students and instructors to interact with one another for the purpose of polling or scheduling.
3. Describe the primary purposes or functions of the technology and how it is used.
Doodle can be used for polling for the purposes of scheduling (“schedule an event”) or to answer a question (“make a choice”). Here is a sample of each type of poll that I created:
http://doodle.com/44qbntcwz9fnqgy7 (sample poll for students to vote on dates/times)
http://doodle.com/8gwt6r2egiim7xe9 (sample poll for students to vote on a preferred choice)
4. Identify strengths and/or benefits of using this technology in a blended course.
One of the strengths of this site is that students can vote in the poll without having to go through any type of registration process, so it is quick and easy. Users can also connect to Doodle to their calendar to make scheduling even easier. For blended courses, using a Doodle poll could make it easier to schedule online or on campus meeting times, set-up group project meetings, or schedule office hours.
5. Identify weaknesses and/or liabilities of using this technology in a blended course.
One weakness of Doodle is the limitations on the types of polling that can be done. For example, in the “make a choice” poll, you can only have students answer one question. And like many of the online survey tools, it is a voluntary response system so you are dependent on students clicking on the link and giving feedback. Though having students give their name gives some accountability.
6. Is it no cost, commercial, subscription, shareware, or something else? Is it open source or proprietary?
The basic functions of Doodle are free for the creator and the users. There is a premium service available to eliminate ads and add features starting at $39 per year.
7. Why is this technology significant?
This technology is significant in that it can streamline the scheduling process for any type of collaboration or meeting. If you have ever sent out an email asking people to let you know when they are free, you know the headache that can be created as you get a list of times to try and coordinate. This technology helps people to select from a predetermined list of times, see which times work for the most people, and also lets users see when others are available.
8. What are people saying about it?
The overall reviews of Doodle seem to be positive since the site is so quick and easy to use, but also commenting that the site is not unique. Other sites such as Jiffle (https://www.jifflenow.com/) offer similar free services. It has, however, outlasted some of its competitors with similar services such as Tungle.
http://www.educatorstechnology.com/2011/06/doodle-easy-group-scheduling-tool.html
http://chronicle.com/blogs/profhacker/scheduling-101-using-doodle-for-student-appointments/22783
http://blogs.cofc.edu/tlt/2011/12/15/using-doodles-calendar-connection-to-solve-your-student-scheduling-problems/
http://www.emergingedtech.com/2009/08/doodle-a-quick-easy-and-free-resource-for-creating-polls/
Doodle (www.doodle.com) is an online scheduling site that can help multiple people to coordinate meeting times as well as basic polling.
This article outlines some of the different ways that Doodle could be used both in education and in other arenas: http://elearnmag.acm.org/archive.cfm?aid=2003350
2. Concisely affirm or challenge the category of technology you found it in below.
Doodle is categorized in the “Cloud Collaboration and Interaction "space"” category which seems appropriate, as this is a way for students and instructors to interact with one another for the purpose of polling or scheduling.
3. Describe the primary purposes or functions of the technology and how it is used.
Doodle can be used for polling for the purposes of scheduling (“schedule an event”) or to answer a question (“make a choice”). Here is a sample of each type of poll that I created:
http://doodle.com/44qbntcwz9fnqgy7 (sample poll for students to vote on dates/times)
http://doodle.com/8gwt6r2egiim7xe9 (sample poll for students to vote on a preferred choice)
4. Identify strengths and/or benefits of using this technology in a blended course.
One of the strengths of this site is that students can vote in the poll without having to go through any type of registration process, so it is quick and easy. Users can also connect to Doodle to their calendar to make scheduling even easier. For blended courses, using a Doodle poll could make it easier to schedule online or on campus meeting times, set-up group project meetings, or schedule office hours.
5. Identify weaknesses and/or liabilities of using this technology in a blended course.
One weakness of Doodle is the limitations on the types of polling that can be done. For example, in the “make a choice” poll, you can only have students answer one question. And like many of the online survey tools, it is a voluntary response system so you are dependent on students clicking on the link and giving feedback. Though having students give their name gives some accountability.
6. Is it no cost, commercial, subscription, shareware, or something else? Is it open source or proprietary?
The basic functions of Doodle are free for the creator and the users. There is a premium service available to eliminate ads and add features starting at $39 per year.
7. Why is this technology significant?
This technology is significant in that it can streamline the scheduling process for any type of collaboration or meeting. If you have ever sent out an email asking people to let you know when they are free, you know the headache that can be created as you get a list of times to try and coordinate. This technology helps people to select from a predetermined list of times, see which times work for the most people, and also lets users see when others are available.
8. What are people saying about it?
The overall reviews of Doodle seem to be positive since the site is so quick and easy to use, but also commenting that the site is not unique. Other sites such as Jiffle (https://www.jifflenow.com/) offer similar free services. It has, however, outlasted some of its competitors with similar services such as Tungle.
http://www.educatorstechnology.com/2011/06/doodle-easy-group-scheduling-tool.html
http://chronicle.com/blogs/profhacker/scheduling-101-using-doodle-for-student-appointments/22783
http://blogs.cofc.edu/tlt/2011/12/15/using-doodles-calendar-connection-to-solve-your-student-scheduling-problems/
http://www.emergingedtech.com/2009/08/doodle-a-quick-easy-and-free-resource-for-creating-polls/
BL1411: Review of Jing
1. State the technology and provide a link to a website or article
that discusses the technology and its educational applications.
Jing (http://www.techsmith.com/jing.html) is “a computer service that lets you capture basic video, animation, and still images, and share them on the web.”
This article suggests a number of ways that Jing could be used in the classroom:
http://teacherchallenge.edublogs.org/2011/04/26/free-tools-challenge-18-the-powers-of-jing/
2. Concisely affirm or challenge the category of technology you found it in below.
This technology is categorized under “Podcasting and Web-Based Video Sharing”. This is definitely a tool that can make web-based video sharing possible, and that is how I have used it, but the videos can also be saved to your computer.
3. Describe the primary purposes or functions of the technology and how it is used.
Jing is a free software program that you can download on your Mac or PC. It can create screen capture videos with voiceover as well as screen shots. The screen shots allow for basic editing such as textboxes, arrows, highlighting, etc. It can be used to share images or videos of the users computer screen that can be shared on the web, downloaded to a computer, or emailed.
4. Identify strengths and/or benefits of using this technology in a blended course.
Jing is a great tool in a blended course for making website tour videos, answering student email questions, creating tutorials for difficult problems, feedback on papers or projects, voiceover PowerPoint presentations, or even having students create video projects. The five-minute time length keeps the videos focused and hosting them on Screencast makes them easy to play in any browser.
In my subject area of mathematics, trying to type out the answer to a student’s question can be difficult and sometimes nearly impossible when referring to graphs. Being able to write out the process step-by-step or circling the key parts of a graph is much more helpful to a student than a text only response.
5. Identify weaknesses and/or liabilities of using this technology in a blended course.
There are times when the five-minute limitation is a hindrance when explaining more complicated problems. The editing options for videos are also pretty much non-existent, so if there is an interruption or a mistake, you have to start over in creating your video. Also, if students are going to be creating and sharing their own videos, they will need to have a microphone.
6. Is it no cost, commercial, subscription, shareware, or something else? Is it open source or proprietary?
Jing is free and allows you to create videos up to five minutes in length. You can host your videos at Screencast which gives you 2GB of storage free and 2GB monthly bandwidth. For $9.95 a month you can increase your storage and bandwidth. To be able to make videos longer in length or to have more editing options, TechSmith has two other programs: SnagIt (Educational price $29.95) or Camtasia (Educational price $75-179).
7. Why is this technology significant?
This technology provides a free and easy way for a variety of communication: instructor-to-student, student-to-content, and student-to-student. It is easy to learn with very basic controls and provides a way to interact with students in a way that text does not. I can make short videos such as this one (http://screencast.com/t/bVhaSCE8m) very quickly and easily.
8. What are people saying about it?
The feedback in articles and blogs about Jing is overwhelmingly positive. It is a great tool with a lot of functionality without a big price tag. I can say personally it is one of the tools I use most frequently in my blended and online courses.
http://catl.typepad.com/blog/2010/03/using-jing-in-your-teaching.html
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/cuonlinehandbook2011/Documents/chapter9.pdf
http://ejournals.bc.edu/ojs/index.php/ital/article/viewFile/3232/2845
http://blogs.techsmith.com/for-educators/screen-capture-helps-online-students/#.Uu1dTvYaG9k
Jing (http://www.techsmith.com/jing.html) is “a computer service that lets you capture basic video, animation, and still images, and share them on the web.”
This article suggests a number of ways that Jing could be used in the classroom:
http://teacherchallenge.edublogs.org/2011/04/26/free-tools-challenge-18-the-powers-of-jing/
2. Concisely affirm or challenge the category of technology you found it in below.
This technology is categorized under “Podcasting and Web-Based Video Sharing”. This is definitely a tool that can make web-based video sharing possible, and that is how I have used it, but the videos can also be saved to your computer.
3. Describe the primary purposes or functions of the technology and how it is used.
Jing is a free software program that you can download on your Mac or PC. It can create screen capture videos with voiceover as well as screen shots. The screen shots allow for basic editing such as textboxes, arrows, highlighting, etc. It can be used to share images or videos of the users computer screen that can be shared on the web, downloaded to a computer, or emailed.
4. Identify strengths and/or benefits of using this technology in a blended course.
Jing is a great tool in a blended course for making website tour videos, answering student email questions, creating tutorials for difficult problems, feedback on papers or projects, voiceover PowerPoint presentations, or even having students create video projects. The five-minute time length keeps the videos focused and hosting them on Screencast makes them easy to play in any browser.
In my subject area of mathematics, trying to type out the answer to a student’s question can be difficult and sometimes nearly impossible when referring to graphs. Being able to write out the process step-by-step or circling the key parts of a graph is much more helpful to a student than a text only response.
5. Identify weaknesses and/or liabilities of using this technology in a blended course.
There are times when the five-minute limitation is a hindrance when explaining more complicated problems. The editing options for videos are also pretty much non-existent, so if there is an interruption or a mistake, you have to start over in creating your video. Also, if students are going to be creating and sharing their own videos, they will need to have a microphone.
6. Is it no cost, commercial, subscription, shareware, or something else? Is it open source or proprietary?
Jing is free and allows you to create videos up to five minutes in length. You can host your videos at Screencast which gives you 2GB of storage free and 2GB monthly bandwidth. For $9.95 a month you can increase your storage and bandwidth. To be able to make videos longer in length or to have more editing options, TechSmith has two other programs: SnagIt (Educational price $29.95) or Camtasia (Educational price $75-179).
7. Why is this technology significant?
This technology provides a free and easy way for a variety of communication: instructor-to-student, student-to-content, and student-to-student. It is easy to learn with very basic controls and provides a way to interact with students in a way that text does not. I can make short videos such as this one (http://screencast.com/t/bVhaSCE8m) very quickly and easily.
8. What are people saying about it?
The feedback in articles and blogs about Jing is overwhelmingly positive. It is a great tool with a lot of functionality without a big price tag. I can say personally it is one of the tools I use most frequently in my blended and online courses.
http://catl.typepad.com/blog/2010/03/using-jing-in-your-teaching.html
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/cuonlinehandbook2011/Documents/chapter9.pdf
http://ejournals.bc.edu/ojs/index.php/ital/article/viewFile/3232/2845
http://blogs.techsmith.com/for-educators/screen-capture-helps-online-students/#.Uu1dTvYaG9k
BL1411: Review of Bb Collaborate
1.
State the technology and provide a link to a website or article that
discusses the technology and its educational applications.
Blackboard Collaborate (formerly known as Elluminate Live!) is a web conferencing system that allows for collaboration in real time. The Blackboard name can be a bit misleading as it can also be integrated with other course management systems such as Moodle, Sakai, and D2L.
Designing for Participant Engagement with Blackboard Collaborate: A good practice guide to using Blackboard Collaborate to support teaching, learning & assessment, co-operative working and conferences (May 2012). (http://www.jisc.ac.uk/whatwedo/programmes/elearning/collaborateguidance.aspx)
-> The guide has a lot of information from an overview of the technology, to technical considerations, to instructional design ideas. I found p. 30-50 most relevant for ideas of different ways to use Blackboard Collaborate (with specific mention of blended learning) as well as links to additional articles and resources including case studies.
2. Concisely affirm or challenge the category of technology you found it in below.
This technology is listed in the synchronous/web conferencing category which is definitely accurate for its main purpose.
3. Describe the primary purposes or functions of the technology and how it is used.
Features of Blackboard Collaborate (as listed in the above guide) include: audio-conferencing, video-conferencing (allowing up to 6 simultaneous web-cams to be viewed), real-time polling and quizzes (including multiple choice questions), application sharing (allowing applications on one computer to be seen by all participants), text chatting (instant messaging), playing of audio and video files, file transfer, whiteboard (a shared space that everyone can see, allowing attendees to e.g. draw/write on and import graphics, photos and PowerPoint files), shared web browsing – called “web tour” (allowing attendees to follow one person as they browse the web), break-out rooms (for small-group discussions and collaboration), recording of sessions (allowing playback at a later time) and capturing of content generated in a session e.g. text-chat and whiteboard.
4. Identify strengths and/or benefits of using this technology in a blended course.
This type of technology could be used in a blended course to replace some of the time together in a traditional course format. This time collaborating online could be used for group project collaboration, student presentations, guest speakers or community experts, and virtual office hours. Another advantage is that all of these interactions can be recorded so that students can re-watch or watch at a different time.
5. Identify weaknesses and/or liabilities of using this technology in a blended course.
With a technology such as this, one of the biggest liabilities is always technical issues either for the moderator or the participants. Also, depending on how students will be participating, this can require students to purchase additional equipment such as a microphone and web camera. Other weaknesses with this particular technology can be managing a large amount of text in the chat window if you have a lot of students participating at once.
6. Is it no cost, commercial, subscription, shareware, or something else? Is it open source or proprietary?
There is a cost for Blackboard Collaborate (and I believe it is pretty high) but they do not publish pricing information. But perhaps if this technology allows an institution to change some of their traditional courses into blended or online courses, the savings in facilities costs might offset the cost of the technology.
7. Why is this technology significant?
This technology is significant in that it allows for some creative ways to get students involved and engaged outside of the four walls of the classroom.
8. What are people saying about it?
The feedback seems to be very positive about Blackboard Collaborate, with some interesting case studies of how instructors are using this technology in their classes. While there are a number of synchronous meeting technologies available, this one was designed specifically for educational use.
http://elearning.missouri.edu/blackboard-collaborate-vs-wimba-classroom/
http://collaborate.tlc.aston.ac.uk/
Blackboard Collaborate (formerly known as Elluminate Live!) is a web conferencing system that allows for collaboration in real time. The Blackboard name can be a bit misleading as it can also be integrated with other course management systems such as Moodle, Sakai, and D2L.
Designing for Participant Engagement with Blackboard Collaborate: A good practice guide to using Blackboard Collaborate to support teaching, learning & assessment, co-operative working and conferences (May 2012). (http://www.jisc.ac.uk/whatwedo/programmes/elearning/collaborateguidance.aspx)
-> The guide has a lot of information from an overview of the technology, to technical considerations, to instructional design ideas. I found p. 30-50 most relevant for ideas of different ways to use Blackboard Collaborate (with specific mention of blended learning) as well as links to additional articles and resources including case studies.
2. Concisely affirm or challenge the category of technology you found it in below.
This technology is listed in the synchronous/web conferencing category which is definitely accurate for its main purpose.
3. Describe the primary purposes or functions of the technology and how it is used.
Features of Blackboard Collaborate (as listed in the above guide) include: audio-conferencing, video-conferencing (allowing up to 6 simultaneous web-cams to be viewed), real-time polling and quizzes (including multiple choice questions), application sharing (allowing applications on one computer to be seen by all participants), text chatting (instant messaging), playing of audio and video files, file transfer, whiteboard (a shared space that everyone can see, allowing attendees to e.g. draw/write on and import graphics, photos and PowerPoint files), shared web browsing – called “web tour” (allowing attendees to follow one person as they browse the web), break-out rooms (for small-group discussions and collaboration), recording of sessions (allowing playback at a later time) and capturing of content generated in a session e.g. text-chat and whiteboard.
4. Identify strengths and/or benefits of using this technology in a blended course.
This type of technology could be used in a blended course to replace some of the time together in a traditional course format. This time collaborating online could be used for group project collaboration, student presentations, guest speakers or community experts, and virtual office hours. Another advantage is that all of these interactions can be recorded so that students can re-watch or watch at a different time.
5. Identify weaknesses and/or liabilities of using this technology in a blended course.
With a technology such as this, one of the biggest liabilities is always technical issues either for the moderator or the participants. Also, depending on how students will be participating, this can require students to purchase additional equipment such as a microphone and web camera. Other weaknesses with this particular technology can be managing a large amount of text in the chat window if you have a lot of students participating at once.
6. Is it no cost, commercial, subscription, shareware, or something else? Is it open source or proprietary?
There is a cost for Blackboard Collaborate (and I believe it is pretty high) but they do not publish pricing information. But perhaps if this technology allows an institution to change some of their traditional courses into blended or online courses, the savings in facilities costs might offset the cost of the technology.
7. Why is this technology significant?
This technology is significant in that it allows for some creative ways to get students involved and engaged outside of the four walls of the classroom.
8. What are people saying about it?
The feedback seems to be very positive about Blackboard Collaborate, with some interesting case studies of how instructors are using this technology in their classes. While there are a number of synchronous meeting technologies available, this one was designed specifically for educational use.
http://elearning.missouri.edu/blackboard-collaborate-vs-wimba-classroom/
http://collaborate.tlc.aston.ac.uk/
Thursday, January 23, 2014
BL1411: Module 1 Readings - Introduction to Blended Learning
1. The Blended Learning Toolkit --
The University of Central Florida is a lead developer of this open
source product for all interested in blended learning and higher
education. The spirit of this website is very much in keeping with the
open source movement, which is also central to blended and other online
educational initiatives. While reviewing the tabs at the top of this
site, please pay attention to the wide variety of organizations under
the "Research" tab, as I believe it is emblematic of the wide support
for blended learning.
2. Blending In: The Extent and Promise of Blended Education in the United States -- The Sloan Consortium is one of the most respected organizations reporting on blended learning. This 2007 report gives a fairly comprehensive view of the academic issues surrounding the blended approach. Later in this class, we will do our own research into the pros and cons of blended learning, and this will serve as a touchpoint for that research.
3. The Blended Learning Initiative -- The David O McKay School of Education has produced this online class for teachers developing blended coursework. While the class itself covers material outside the ION format, I found the introductory lesson to be very helpful in terms of describing blended learning and giving specific rationale to pursue the blended classroom. A very important takeaway is that blended learning is not an either or proposition in terms of f2f or online learning. As exemplified by the three-pronged symbol on the home page of this course representing online collaborative learning, face-to-face learning, and self-paced learning, blended learning is a continuum that mirrors the way people work outside academia (and always have). We learn f2f from teachers, colleagues, and friends, while using text-based materials (books, newspapers, magazines) as well as online sources (blogs, news websites, etc.).
4. Blended Learning -- This overview by Northern Illinois University provides a nice review of relevant issues.
5. How to Make the Most of Blended Learning -- This article nicely summarizes some of the benefits/challenges of the blended environment .
6. Blended Learning -- This comprehensive site introduces us to many of the technologies we will investigate throughout this class. It is also important to note that the Blue Valley school site is for grades k-12. Blended learning is a technique that really started in primary grades and high schools. Higher education was not the leader in this trend. Many graduating high school students (especially those from more affluent school districts) will come to our colleges and universities expecting blended learning opportunities.
7. How to Escape the Community College Trap -- As I mentioned in the Module One Overview, blended learning is constantly evolving. This article as written is traditional content, but when combined with reading the comments at the end of the article, it becomes something else (at least to me) How do you opinions of the author's points change when reading the comments afterwards? Can the blended process open up more ways to exchange information?
2. Blending In: The Extent and Promise of Blended Education in the United States -- The Sloan Consortium is one of the most respected organizations reporting on blended learning. This 2007 report gives a fairly comprehensive view of the academic issues surrounding the blended approach. Later in this class, we will do our own research into the pros and cons of blended learning, and this will serve as a touchpoint for that research.
3. The Blended Learning Initiative -- The David O McKay School of Education has produced this online class for teachers developing blended coursework. While the class itself covers material outside the ION format, I found the introductory lesson to be very helpful in terms of describing blended learning and giving specific rationale to pursue the blended classroom. A very important takeaway is that blended learning is not an either or proposition in terms of f2f or online learning. As exemplified by the three-pronged symbol on the home page of this course representing online collaborative learning, face-to-face learning, and self-paced learning, blended learning is a continuum that mirrors the way people work outside academia (and always have). We learn f2f from teachers, colleagues, and friends, while using text-based materials (books, newspapers, magazines) as well as online sources (blogs, news websites, etc.).
4. Blended Learning -- This overview by Northern Illinois University provides a nice review of relevant issues.
5. How to Make the Most of Blended Learning -- This article nicely summarizes some of the benefits/challenges of the blended environment .
6. Blended Learning -- This comprehensive site introduces us to many of the technologies we will investigate throughout this class. It is also important to note that the Blue Valley school site is for grades k-12. Blended learning is a technique that really started in primary grades and high schools. Higher education was not the leader in this trend. Many graduating high school students (especially those from more affluent school districts) will come to our colleges and universities expecting blended learning opportunities.
7. How to Escape the Community College Trap -- As I mentioned in the Module One Overview, blended learning is constantly evolving. This article as written is traditional content, but when combined with reading the comments at the end of the article, it becomes something else (at least to me) How do you opinions of the author's points change when reading the comments afterwards? Can the blended process open up more ways to exchange information?
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