Archive of ‘distributive learning’ category

research on blended learning

Discussion on the EDUCAUSE Blended and Online Learning Group’s listserv

Question:\

I head an instructional design unit and we’ve been noticing that instructors with no experience in online teaching seem to struggle to teach in a blended environment. They get easily confused about 1) how to decide what content is best suited for in class and what goes online and 2) they also have difficulty bridging the two modalities to create a seamless and rich learning environment.

Rema Nilakanta, Ph.D., Director of Design and Delivery   Engineering-LAS Online Learning 1328 Howe Hall 537 Bissell Rd  P      515-294-9259        F      515-294-6184        W     http://www.elo.iastate.edu 

Answers:

Oregon State University has a hybrid course design program that is a partnership between OSU’s Ecampus and our Center for Teaching and Learning. You can find quite a few resources here: http://ctl.oregonstate.edu/hybrid-learning

Shannon Riggs Director, Course Development and Training Oregon State University Ecampus 4943 Valley Library Corvallis, OR 97331-4504 541.737.2613

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http://onlinelearningconsortium.org/consult/olc-quality-scorecard-blended-learning-programs/

Jennifer Mathes, Ph.D. Director of Strategic Partnerships Online Learning Consortium Office: (781) 583-7571 Mobile: (913) 226-4977 Email:  jennifer.mathes@onlinelearning-c.org Website:  http://www.onlinelearning-c.org Skype:     mathes.olc

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You might find my recent book The Blended Course Design Workbook: A Practical Guide to be a helpful resource. Each chapter has a literature review of the relevant research as well as activities to guide faculty through the various components of blended course design. You can read the first chapter on the fundamentals of blended teaching and learning at the publisher website. The book also has a companion website with additional resources here: http://www.bcdworkbook.com.

Katie Linder Research Director Extended Campus, Oregon State University 4943 The Valley Library Corvallis, Oregon 97331  Phone 541-737-4629 | Fax 541-737-2734 Email: kathryn.linder@oregonstate.edu Twitter: @ECResearchUnit & @RIA_podcast Check out the Research in Action podcast: ecampus.oregonstate.edu/podcast

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more on blended learning in this IMS blog:
http://blog.stcloudstate.edu/ims?s=blended+learning

Google Hangout Whiteboard

How to Use a Whiteboard in Google+ Hangouts

http://www.freetech4teachers.com/2016/11/how-to-use-whiteboard-in-google-hangouts.html

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More on Google Hangouts in this IMS blog

http://blog.stcloudstate.edu/ims?s=google+hangout

facebook live

By October 10, 2016

http://www.socialmediaexaminer.com/4-ways-to-broadcast-on-facebook-live-that-fit-any-budget/

#1: Start With Your Smartphone Budget: Free!

If you go to the Facebook Live Map and browse the live feeds, you’ll often see people talking about nothing in particular, with unflattering close-up camera angles and scratchy audio. People often shift their phones from hand to hand when they tire of holding them, and brush the mic without realizing it.

#2: Invest in a Mobile Phone Setup Budget: $150-$300

iPhone Setup When choosing a mount for an iPhone, consider the iOgrapher ($60), shown below. Attach the 37mm wide angle lens ($40) if you want to get more people or surroundings in the video.
Android and Windows Phone Setup The Saramonic SmartMixer ($149) fits any phone (including the iPhone) and incorporates both audio and video stabilization in one piece of gear. The mics are stereo, and you can angle them however you want to capture multiple people talking.

#3: Broadcast From Your Desktop

Budget: Free-$600  Going live from your computer allows you to bring in guests to interview, add pre-recorded video, graphics, titles (so people know who the hosts are), and more.

You can use the built-in camera on your computer or a USB camera, like the Logitech C920 ($99).

OBS OBS (Open Broadcaster Software) is open-source software, which means it’s available for free.

OBS is a great option, but it doesn’t have all of the bells and whistles of paid software to make it intuitive or easy to use. You’ll need to do a bit of setup and testing before you go live.

Wirecast Wirecast ($495) has been around for years and has come a long way in the last few months as Facebook Live has exploded in popularity. The interface is a little more intuitive than OBS, but still requires some setup and experimentation.

#4: Build a Dedicated Studio Setup

Budget: $3,000-$30,000

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more on Facebook Live in this IMS blog
http://blog.stcloudstate.edu/ims?s=facebook+live

video for social media

these tools useful for hybrid and online learning

By October 19, 2016

http://www.socialmediaexaminer.com/3-video-storytelling-tools-for-social-marketers/

Adobe Spark

Adobe Spark Video is an elegant, easy-to-use tool for creating animated videos that tell a story. It’s available as a browser-based cloud app or as an iOS app. You can get it as a single app or install the 3-in-1 tool to access the Spark Post and Spark Page companion apps too.

What’s great about Spark Video is that it’s quick. You can create a compelling animated video story in just minutes without any design experience, and work on your project from anywhere. As a cloud-based tool, your progress is saved and synced automatically, so you can work on it on mobile or desktop whenever creative inspiration strikes.

Animoto

Now let’s look at a tool that’s similar to Adobe Spark, but gives you more flexibility over your content. Animoto is an affordable, cloud-based tool that offers an assortment of choices and customizations to create a one-of-a-kind video to tell your brand’s story.

This tool gives you a little more control than Adobe Spark Video. You can start with a blank canvas (choosing your own colors, styles, and frames to more closely match your brand) or adapt one of the tool’s wide variety of templates.

YouTube Director

YouTube Director is a revolutionary tool to create video ads for business. Geared toward small local businesses, it’s a foolproof way to tell a compelling story in a short format.

As you follow the prompts, you’re guided to capture images, video, and voiceovers. Then you can post the video and run a video ad campaign on YouTube.

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more on video and social media in this IMS blog:

http://blog.stcloudstate.edu/ims?s=social+media+video

storyboard in course authoring

Storyboarding: A Simple Way To Get Professional In Course Authoring

Storyboarding: A Simple Way To Get Professional In Course Authoring

7 Tip To Get Started With Storyboarding

  1. Pick the tool you will be using for creating storyboards (MS Office tools: Word, Excel, PPT).
  2. Create a sketch of the title page with the name of the course and 3-5 page mockups containing the course sets out to accomplish, e.g.
    1. What Ιs Gamification?
    2. Game Thinking.
    3. Game Elements.
    4. Motivation & Psychology.
    5. Gamification Design Framework.
  3. After you have outlined the principal structure of the course, it’s time to go deeper and describe the structure of every section of the course.
  4. Try to visualize the general layout of every page.
  5. Enumerate all screens in the storyboard, e.g. 1/16, 2/16, 3/16, and so on.
  6. Lay out the screens of your storyboard in order and try following the story they tell. Look at them through your learners’ eyes. Is all information delivered in a logical order? Did you leave out something important? Are your notes clear enough so that you will be able to build a complete course using your storyboard for reference a week later? Have you touched upon all important areas?
  7. If you need to present your storyboard to your client (student) or boss (student) for review, it pays to show it to a good friend first and ask for feedback. Ask them to read your storyboard and then retell what they took away from it in their own words.

in Geenio (https://www.geen.io/) this mode is called the Pathboard, and entering it allows you to see the structure of your whole course, the sequence in which pages and tests are presented, as well as the connections between them. Some course editors not only provide you an overview of your course’s structure, but enable you to edit the course’s structure and add additional elements to it as well.

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More on storyboard importance for your hybrid/online course design
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online learning and course design

Five tips for designing an online course:

  1. State your objective: Each lesson should have one concise, action-oriented learning objective to ensure your lesson design process is focused.
  2. Think as a private tutor: Learners today are inundated with media tailored to them and they expect learning to be tailored as well. So think about how the tools available, including new technologies, will help create meaningful learning moments for all your students.
  3. Storyboard before you build: Being able to see a complete lesson, especially one that integrates various mediums, is essential to creating a successful learning experience.
  4. Build towards high-order thinking: Technology in education can go beyond multiple-choice questions and document repositories. Don’t be afraid to integrate tools that let learners create and share.
  5. Remember you’re learning too: Reviewing learner results from a lesson shouldn’t just be about their score, but also evaluating how effectively the lesson was developed and executed so your teaching can adapt and learn as well.

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http://blog.stcloudstate.edu/ims/2016/04/06/guide-to-project-based-learning/

tools for iOS, Android etc.

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elearning infographics

 

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http://blog.stcloudstate.edu/ims/2014/04/20/how-to-gamify-your-classroom-in-6-easy-steps/

  • Clarify your desired learning outcomes first
  • Make them measurable
  • Choose a ‘big idea’
  • Storyboard the game. Make sure there’s room for failure and multiple courses of action.
  • Design learning activities
  • Build teams
  • THEN apply the game dynamics

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Videos In Your Classroom

 

flexibility of distance learning

Students appreciate flexibility of distance learning

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more on hybrid learning in this IMS blog:
http://blog.stcloudstate.edu/ims?s=hybrid+learning

flipped blended

Flipped/Blended/… Teaching/Learning: FridayLive! Collaborative Development Series

Presenters: 
Steve Gilbert,
 TLT Group
Beth Dailey, TLT Group
Dale Parker, Senior Faculty, Cambridge College
Penny Kuckkahn, Nicolet College, Instructional Designer
Robert Voelker-Morris, Faculty Technology Consultant, University of Oregon
Winona Hatcher, Instructional Designer, Augusta University

Date: 11/11/201616

Time: 1:30 PM ET pre session. 2:00 -3:00 PM ET Main event. 3:00 – 3:30 PM ET After thoughts

Description 

This is the third in our Flipped/Blended… Teaching/Learning Collaborative Development Series. Faculty considering the next steps toward flipping/blended..teaching/learning and instructional designers and design consultants will all find something of benefit from this series.

In the spring we explored what it means to flip a classroom and added to the flipped classroom toolkit.  Over the summer a team of instructional designers assisted a faculty member in designing a flipped lesson. This collaborative development process is the basis of the series. 

The third session in our series focuses on Phase 2: Develop the Plan and Identify Resources. Flipped/Blended Teaching/Learning and Integrating Technology Design Approach

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more on blended teaching and learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=blended

hybrid online faculty support group meeting

Please join us in our first meeting of the Hybrid/Online Faculty Support Group on
November 16, in Miller Center, MC 205
If you consider transitioning from traditional face-to-face to hybrid and, eventually, online teaching environment, we are the right forum for you.
We intend to entertain pedagogical, as well as technological issues and scenarios for your present and future curricula.
Please do not hesitate to ask, if more information is needed.

hybrid online group announcement

 

 

 

 

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more on online teaching in this IMS blog:
http://blog.stcloudstate.edu/ims?s=online+teaching

International Journal of Mobile and Blended Learning

International Journal of Mobile and Blended Learning (IJMBL)

An Official Publication of the Information Resources Management Association and the International Association for Mobile Learning
Editor-in-Chief: David Parsons (The Mind Lab by Unitec, New Zealand)
Published Quarterly. Est. 2009.
ISSN: 1941-8647|EISSN: 1941-8655|DOI: 10.4018/IJMBL

Description

The International Journal of Mobile and Blended Learning (IJMBL) provides a forum for researchers in this field to share their knowledge and experience of combining e-learning and m-learning with other educational resources. Providing researchers, practitioners, and academicians with insight into a wide range of topics such as knowledge sharing, mobile games for learning, collaborative learning, and e-learning, this journal contains useful articles for those seeking to learn, analyze, improve, and apply technologies in mobile and blended learning. The journal spans theoretical, technical, and pedagogical issues in mobile and blended learning. These embrace comprehensive or critical reviews of the current literature, relevant technologies and applications, and important contextual issues such as privacy, security, adaptivity, and resource constraints.

Topics Covered

  • Comprehensive or critical reviews of the current literature
  • Evaluation of mobile or blended learning in practice
  • Future of mobile or blended learning
  • Knowledge Sharing
  • Learner interaction/collaborative learning
  • Mobile games for learning
  • Mobile or blended learning applications
  • Mobile or blended learning applied at different levels of education from pre-school to tertiary and beyond
  • Pedagogical and/or philosophical underpinnings of mobile or blended learning
  • Privacy and security issues
  • Related research in learning, including e-learning and pedagogical approaches
  • Resource constraints in the delivery of mobile or blended learning
  • Reviews of the application of mobile or blended learning in multiple contexts
  • Role of Wikis, blogs, podcasts, messaging, other online tools, and Web 2.0 components in learning delivery
  • Roles of mobile, pervasive, and immersive technologies in education
  • Technologies that directly or indirectly support mobile or blended learning systems (devices, networks, tools etc.)
  • Theoretical approaches to mobile or blended learning solutions
  • Use of mobile or blended learning in professional environments

Mission

The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide comprehensive coverage and understanding of the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, we may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together researchers at the forefront of this field, in both technology and pedagogical practice and assists them in the development and dissemination of new approaches to both mobile and blended learning.

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More on mobile and blended learning in this IMS blog:
http://blog.stcloudstate.edu/ims?s=mobile+learning
http://blog.stcloudstate.edu/ims?s=blended+learning

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