Archive of ‘hybrid learning’ category
these tools useful for hybrid and online learning
more on video and social media in this IMS blog:
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
- Pick the tool you will be using for creating storyboards (MS Office tools: Word, Excel, PPT).
- 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.
- What Ιs Gamification?
- Game Thinking.
- Game Elements.
- Motivation & Psychology.
- Gamification Design Framework.
- 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.
- Try to visualize the general layout of every page.
- Enumerate all screens in the storyboard, e.g. 1/16, 2/16, 3/16, and so on.
- 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?
- 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.
More on storyboard importance for your hybrid/online course design:
online learning and course design
- State your objective: Each lesson should have one concise, action-oriented learning objective to ensure your lesson design process is focused.
- 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.
- 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.
- 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.
- 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.
tools for iOS, Android etc.
- 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
Videos In Your Classroom
Students appreciate flexibility of distance learning
more on hybrid learning in this IMS blog:
Flipped/Blended/… Teaching/Learning: FridayLive! Collaborative Development Series
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
Time: 1:30 PM ET pre session. 2:00 -3:00 PM ET Main event. 3:00 – 3:30 PM ET After thoughts
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
more on blended teaching and learning in this IMS blog
elearning (scroll down for hybrid/blended learning)
6 Types of Blended Learning
more on elearning in this IMS blog:
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.
more on online teaching in this IMS blog:
International Journal of Mobile and Blended Learning (IJMBL)
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
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.
- 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
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.
More on mobile and blended learning in this IMS blog:
Most Faculty Tackle Synchronous Online Instruction Ill-Prepared
By Dian Schaffhauser 09/22/16
a new report from the Online Learning Consortium, a non-profit professional organization that aims to help educators integrate best practices into their online instruction. The OLC researchers involved in developing “What Can We Learn From Our Colleagues? A Framework for Virtual Classroom Training” solicited online responses from 733 people with “substantial” experience in teaching and “significant” experience in online.
Among the instructors who had taught using a synchronous classroom, two thirds (66 percent) had received training specifically on how to do that. A quarter (27 percent) received a month or more of training; a third (32 percent) received less than a day. A remarkable 55 percent took their training before going into a virtual classroom.
Half of the respondents were primarily self-taught; only 24 percent received formal training; and the remaining 26 percent did their learning through informal conversations with peers who teach synchronously. The training included lots of reading, video tutorials and listening to lectures — in other words, as the report’s authors noted, “sage on the stage” activities that are “antithetical to effective virtual classroom pedagogy.” Forty-one percent of people said synchronous activities “played little or no role in their virtual classroom training”; only 30 percent found that synchronous activities did play a substantial role.
What didn’t exist in training for almost four in five respondents were any of the following:
- “Shadowing” of an experienced online instructor;
- Teaching or co-teaching in a classroom being monitored by a trainer or experienced online instructor; or
- Reviewing recordings of their own performances in a virtual classroom.
Also helpful, the survey found:
- Peer coaching from colleagues;
- Reviewing recordings of the instructor’s performance; and
- Consulting with an instructional designer.
my note: another glaring proof that faculty IS needed in the process.
more on synchronous online instruction in this IMS blog
Global E-Learning Market in Steep Decline, Report Says
By Richard Chang
a recent report released by Ambient Insight Research, a Washington state-based market research firm.
Revenues for self-paced e-learning in 2016 are heavily concentrated in two countries — the United States and China. The growth rate in the U.S. is at -5.3 percent, representing a $4.9 billion drop in revenues by 2021, while in China, the rate is at -8.8 percent, representing a $1.9 billion drop by 2021. The e-learning market in China has deteriorated rapidly in just the last 18 months, the report said.
- Of the 122 countries tracked by Ambient Insight, 15 have growth rates for self-paced e-learning over 15 percent during the next five years. These countries are heavily concentrated in Asia and Africa, with the two outliers being Slovakia and Lithuania.
- Eleven of the top 15 growth countries will generate less than $20 million by 2021. Of the top 15, Slovakia and Lithuania are anticipated to generate the highest revenues for self-paced products by 2021, at $55.4 million and $36.5 million, respectively.
- The growth rates are negative in every region except Africa, where the growth is flat at 0.9 percent. The steepest declines are in Asia and Latin America at -11.7 percent and -10.8 percent, respectively. The economic meltdowns in Brazil and Venezuela are major inhibitors in Latin America.
- There are 77 countries with flat-to-negative growth rates. The countries with the lowest growth rates are Yemen (-18.7 percent), Brazil (-19.8 percent), Qatar (-23.5 percent) and Venezuela (-26.8 percent).
Self-paced e-learning products include online courses, managed education services, managed training, e-books and learning management systems, according to the report. The author does not consider mobile and game-based learning, which are growing, to be in the self-paced e-learning category.
The news on the self-paced e-learning industry is so bad, Ambient Insight will no longer publish commercial syndicated reports on the industry, the firm says on its website and in the report.
more on elearning in this IMS blog
more on blended and flipped learning in this IMS blog