Searching for "learning"
http://www.hotlunchtray.com/much-online-content-blended-learning/
In 2007 The Sloan Consortium ( presently the Online Learning Consortium) asserted that when 30-79% of class content is available online that is a blended learning class.
entire report here: http://www.onlinelearningsurvey.com/reports/blending-in.pdf
Choice within Online Content
Another often referenced definer of Blended Learning is The Christensen Institute. Student control of Time, Place, and Path are important in this definition.
+++++++++++++++++++++++
more on blended learning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=blended+learning
more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online
Save
https://www.pinterest.com/pin/180073685080753333/sent/?sender=122441821027571715&invite_code=fb43268866cc952ca75f134d842b8a82
++++++++++++++++++++
more on blended learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+learning
http://elearninginfographics.com/10-blended-learning-trends-infographic/
_++++++++++++++++++++
more on blended learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+learning
Save
Tap into These 5 Tips for Mobile Learning
A master in mobile learning shares his best advice for rebooting your instruction.
By Dian Schaffhauser 12/13/16
https://campustechnology.com/articles/2016/12/13/tap-into-these-5-tips-for-mobile-learning.aspx
1) Find Out What Devices Are Really in Use
instructors have to take device choices into consideration when they’re choosing apps
2) Teach Not Just for Consumption but for Curation
Students use their phones to capture video or audio interviews and post them to Twitter’s live streaming service, Periscope, at various times throughout the course.
3) Try Texting for Exam Review
As an alternative, he began texting review questions every few hours for the next exam and found that he was getting a “much higher frequency of interaction.” Teacher Text, as he called it, never supplied the answers, just questions — sometimes multiple choice and other times open-ended. To keep students’ interest, he’d use at least a few of those questions on the actual test. “They’re going to be more inclined to pay attention to every question because I may give them 50 questions of review and have four or five of those on the test,” he said.
The result: “Grades started to climb pretty quickly.”
4) Perform Safe Texting, but Try It Everywhere
adopted remind from iKeepSafe, a free service that provides an interface between the teacher and the students for the purposes of texting. The tool has simplified the process of instructor texting, a practice that has overall helped students “to feel more connected.”
5) Fit Your Mobile Approach to Your Subject
[flashcard apps] like Quizlet and StudyBlue that can replicate the ongoing study or rehearsal of learning
might stream a quick lesson on the fly through Periscope or hold a 15-minute class discussion through a chat on Twitter.
“I’ll just say, ‘Here’s my hashtag, and I’m going to be live here at 9 to 9:15 p.m. Central time,'” he explained. He typically intends to broadcast a question about every five minutes and allow people to respond. “It’s interesting. You shoot out one question and you get bombarded. People are putting resources in there. In 15 minutes, I’ve barely gotten two questions off. But they have the hashtag and they can go back and harvest the resources that other people put up.”
6) Channel Your Students
Speak the language your learners listen in.’
+++++++++++++++++++
more on mobile learning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=mobile+learning
more on curation in this blog:
https://blog.stcloudstate.edu/ims?s=curation
Bonk, C. J. (2016). What is the state of e-learning?: Reflections on 30 ways learning is changing. Journal of Open, Flexible and Distance Learning, 20(2), 6-20.
Journal of Open, Flexible and Distance Learning. Retrieved from
https://www.academia.edu/30032706/Bonk_C._J._2016_._What_is_the_state_of_e-learning_Reflections_on_30_ways_learning_is_changing._Journal_of_Open_Flexible_and_Distance_Learning_20_2_6-20
Mega trend 1 Learner engagement
new opportunities for fostering greater learner involvement and concerted effort in the learning process
Change #1: Learning is more mobile
Change #2: Learning is more visual
Change #3: Learning is more touch-sensored
Change #4: Learning is more game-based
Change #5: Learning is more immersive
Change #6: Learning is more collaborative
Change #7: Learning is more social
Change #8: Learning is more digital and resource-rich
Change #9: Learning is more adventurous
Change #10: Learning is more hands-on
Mega Trend 2
Pervasive access
our ability to increasingly access learning anyway and anytime.
Change #11: Learning is more online
Change #12: Learning is more video-based
Change #13: Learning is more global
Change #14: Learning is more immediate
Change #15: Learning is more direct from experts
Change #16: Learning is more synchronous
Change #17: Learning is more open
Change #18: Learning is more free
Change #19: Learning is more informal
Change #20: Learning is ubiquitous
Mega Trend #3: Customisation
Change #21: Learning is more blended
Change #22: Learning is more self-directed
Change #23: Learning is more competency-based
Change #24: Learning is more on demand
Change #25: Learning is more massive
Change #26: Learning is more modular
Change #27: Learning is more communal
Change #28: Learning is more modifiable
Change #29: Learning is more flipped
Change #30: Learning is more personal
Zhang, X., Chen, H., Pablos, P. O. de, Lytras, M. D., & Sun, Y. (2016). Coordinated Implicitly? An Empirical Study on the Role of Social Media in Collaborative Learning.
The International Review of Research in Open and Distributed Learning,
17(6).
https://doi.org/10.19173/irrodl.v17i6.2622++++++++++++++++++
Vlachopoulos, D. (2016). Assuring Quality in E-Learning Course Design: The Roadmap.
The International Review of Research in Open and Distributed Learning,
17(6).
https://doi.org/10.19173/irrodl.v17i6.2784
++++++++++++++++++
Ungerer, L. M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective.
The International Review of Research in Open and Distributed Learning,
17(5).
https://doi.org/10.19173/irrodl.v17i5.2566 metaliteracy
Technology considerably impacts on current literacy requirements (Reinking, as cited in Sharma & Deschaine, 2016). Being literate in the 21st century requires being able to decode and comprehend multimodal texts and digital format and also engage with these texts in a purposeful manner. Literacy is not merely based on a specific skill, but consists of a process that embraces the dynamic, social, and collaborative facets of digital technology (Lewis & Fabos, as cited in Mills, 2013).
Mackey and Jacobson (2011) suggest reframing the concept of information literacy as metaliteracy (supporting multiple literacy types) because of a tremendous growth in social media and collaborative online communities. They propose that information literacy currently involves more than a set of discrete skills, since active knowledge production and distribution in collaborative online communities are also necessary.
Mackey and Jacobson (2011) position metaliteracy as an overarching and comprehensive framework that informs other literacy types. It serves as the basis for media literacy, digital literacy, ICT literacy, and visual literacy.
According to Mills (2013, p. 47), digital curation is the sifting and aggregation of internet and other digital resources into a manageable collection of what teachers and students find relevant, personalized and dynamic. It incorporates the vibrancy of components of the Internet and provides a repository that is easily accessible and usable.
Pedagogies of Abundance
According to Weller (2011), a pedagogy of abundance should consider a number of assumptions such as that content often is freely available and abundant. Content further takes on various forms and it is often easy and inexpensive to share information. Content is socially based and since people filter and share content, a social approach to learning is advisable. Further, establishing and preserving connections in a network is easy and they do not have to be maintained on a one-to-one basis. Successful informal groupings occur frequently, reducing the need to formally manage groups.
Resource-based learning. Ryan (as cited in Weller, 2011) defines resource-based learning as “an integrated set of strategies to promote student centred learning in a mass education context, through a combination of specially designed learning resources and interactive media and technologies.”
Problem-based learning. Problem-based learning takes place when learners experience the process of working toward resolving a problem encountered early in the learning process (Barrows & Tamblyn, as cited in Weller, 2011). Students often collaborate in small groups to identify solutions to ill-defined problems, while the teacher acts as facilitator and assists groups if they need help. Problem-based learning meets a number of important requirements such as being learner-directed, using diverse resources and taking an open-ended approach.
Communities of practice. Lave and Wenger’s (as cited in Weller, 2011) concept of situated learning and Wenger’s (as cited in Weller, 2011) idea of communities of practice highlight the importance of apprenticeship and the social role in learning.
My note: this article spells out what needs to be done and how. it is just flabeghasting that research guides are employed so religiously by librarians. They are exactly the opposite concept of the one presented in this article: they are closed, controlled by one or several librarians, without a constant and easy access of the instructor, not to mention the students’ participation
+++++++++++++++++
more on teaching w social media in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+teaching
Save
Save
Report: Flipped and Mobile Helping to Drive Growing Momentum in E-Learning Content and Courses
By Leila Meyer 11/28/16
https://thejournal.com/articles/2016/11/28/report-flipped-and-mobile-helping-to-drive-growing-momentum-in-elearning-content-and-courses.aspx
According to the report, one of the main reasons for the growth in generic e-learning content and courses is the adoption of teaching and learning methods such as the flipped classroom, blended learning and virtual classrooms
The report identifies the proliferation of mobile devices on campus as the third factor helping to drive adoption of these courses. “The availability of gadgets such as e-book readers, tablets, and laptops, coupled with better and uninterrupted Internet connectivity, has led to a greater penetration of digital classrooms and e-learning products,”
++++++++++++++++
more on elearning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=elearning
What Does Recent Pedagogical Research Tell Us About eLearning Good Practice?
Many instructors indicate that they want their elearning teaching approaches to be evidence-based. Indeed, there are rich and varied sources of research being conducted on elearning good practices available in scholarly journals and government reports. However, few of us have time to keep up with these publications. In this session Christina Petersen will do some of that work for you. She summarize findings from recent government and university reports which review over 1,000 online learning studies. Additionally, she will summarize the findings from newly published articles from pedagogical journals with important information about good practices in online education. These practices address evidence-based methods for promoting student engagement in online courses, good practices for video production, and other topics related to online teaching. We will discuss the importance of all of these findings for your teaching.
Christina Petersen is an Education Program Specialist in the Center for Educational Innovation at the University of Minnesota where she partners with faculty and departments to help create and redesign courses and curriculum to promote maximal student learning. She facilitates a monthly Pedagogical Innovations Journal Club at the CEI. She has a PhD in Pharmacology and her teaching experience includes undergraduate courses in Pharmacology, and graduate courses in Higher Education pedagogy. Her teaching interests include integrating active learning into science courses, teaching in active learning classrooms, and evidence-based teaching practice. She is co-author of a soon-to-be-released book from Stylus, “A Guide to Teaching in Active Learning Classrooms”
View the eLearning Summit presentation
WebEx link for the webinar
Date: Thursday, December 1, 2016
Time: 2:00 p.m., Central Daylight Time (Chicago, GMT-05:00)
Session number: 805 333 130
Session Password: MNLC@2016
Teleconference information
To receive a call back, provide your phone number when you join the training session. Alternatively, you can call one of the following numbers and enter the access code:
Call-in toll-free number: 888-742-5095
(US) Call-in number: 619-377-3319
(US) Conference Code: 297 345 8873
++++++++++++++++++
more on elearning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=elearning
Top 11 E-Learning Infographics
http://graphs.net/e-learning-infographics.html
++++++++++++++++++
more on elearning in this IMS blog
https://blog.stcloudstate.edu/ims?s=elearning
Save
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
+++++++++++++++++
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
+++++++++++++++
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
+++++++++++
more on blended learning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=blended+learning
