6 blended learning models for 21st century studentsRonySneijder
The main concept of blended learning is to make better use of the new-age technology to bolster a student’s exposure. Educational organizations all over the globe are realizing the inherent advantages of adopting a robust blended learning approach.
Blended Learning workshop at the Univeristy of Utrecht. Learning golas; Explain the term blended learning, Explain the term flipped classroom, Give three examples of different ‘types’ of educational video formats, Give five examples of ways to use video as part of a blended format, Map instructional formats onto the ‘blended wave’ for a lesson/course, Record a one minute video interview, Reflect on the 2d self and finally, to Use Padlet to give feedback
Flipped classroom - A quick guide to concepts and practice Richard Grieman
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6 blended learning models for 21st century studentsRonySneijder
The main concept of blended learning is to make better use of the new-age technology to bolster a student’s exposure. Educational organizations all over the globe are realizing the inherent advantages of adopting a robust blended learning approach.
Blended Learning workshop at the Univeristy of Utrecht. Learning golas; Explain the term blended learning, Explain the term flipped classroom, Give three examples of different ‘types’ of educational video formats, Give five examples of ways to use video as part of a blended format, Map instructional formats onto the ‘blended wave’ for a lesson/course, Record a one minute video interview, Reflect on the 2d self and finally, to Use Padlet to give feedback
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
This is my report during my Educ 2d (Educational Technology 2)
Note: Not All photos, pictures and knowledge are not mine But I added some of my Ideas concerning this Topic.
This presentation provides a brief explanation of what a mooc is, different types of MOOCs, why should individuals join a MOOC and also pros of selecting public speaking as an online course.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
From the March 14, 2013 (represented March 28, 2013) webinar with Kiala Givehand, professor at Mills College and Diablo Valley College, designed to share practical (and proven) strategies for helping your online students interact with each other in authentic collaboration. Learn innovative ways to harness technology and use it to help students build academic relationships that empower their learning process. By the end of the presentation, you will have a plethora of ideas and tools to foster online student collaboration.
Topics covered include: Free resources designed to support online collaboration; Strategies for getting students to show up and interact; Tips for fostering realistic and helpful student partnerships; Information on how a new technology solution from Cengage Learning-MindTap-can also assist with effectively fostering online student collaboration and more.
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
This is my report during my Educ 2d (Educational Technology 2)
Note: Not All photos, pictures and knowledge are not mine But I added some of my Ideas concerning this Topic.
This presentation provides a brief explanation of what a mooc is, different types of MOOCs, why should individuals join a MOOC and also pros of selecting public speaking as an online course.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
From the March 14, 2013 (represented March 28, 2013) webinar with Kiala Givehand, professor at Mills College and Diablo Valley College, designed to share practical (and proven) strategies for helping your online students interact with each other in authentic collaboration. Learn innovative ways to harness technology and use it to help students build academic relationships that empower their learning process. By the end of the presentation, you will have a plethora of ideas and tools to foster online student collaboration.
Topics covered include: Free resources designed to support online collaboration; Strategies for getting students to show up and interact; Tips for fostering realistic and helpful student partnerships; Information on how a new technology solution from Cengage Learning-MindTap-can also assist with effectively fostering online student collaboration and more.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
Larry summarizes his story in this presentation, "from the first iteration, to the second iteration, to aspects of UDL I applied, to going fully online in the summer session the day after the Symposium! 'What a long, strange trip it's been.'"
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
Presented at Keystone AEA's TIC Conference, 6/17/15. This presentation overviews the supports AEA PD Online provides for Iowa schools so that they can implement blended learning locally.
Moving Your District's Professional Development OnlineEvan Abbey
Presented at Keystone AEA TIC conference, 6/16/15. An overview of ways Iowa districts are utilizing AEA PD Online's services to deliver online professional development.
Personalized Learning & Digital CitizenshipEvan Abbey
Presentation given at the Iowa 1:1 Conference, 4/8/15. Overviews the current Student Personalized Learning System, and how to utilize the Digital Citizenship curriculum.
AEA PD Online, a collaborative of Iowa's Area Education Agencies, seeks partnerships with other state agencies for the delivery of online professional development and services to provide K-12 student online learning.
This presentation overviews some of the partnership opportunities.
This presentation was shared by Evan Abbey at Keystone TIC (Dubuque) 6/18/14. It highlights the new student personalized learning system coming from AEA PD Online
AEA PD Online - Online Professional Development OptionsEvan Abbey
Presented at the April 10 2014 Iowa 1:1 Conference. This overviews the options for local leaders to implement online professional development within their schools.
Presentation to Iowa Association of School Boards (Fiscal Management Conference), July 18, 2012. Parts of this presentation are used with permission from Evelyn McCormack.
Iowa Communities of Practice - Points for Common UnderstandingEvan Abbey
Presentation given to IA Community of Practice workshop 4/27/11. Gives a mental model for common understanding to 4 questions: 1) What is Moodle, 2) What is Blended Learning, 3) How will I use my course, and 4) How do I continue my personal learning? Uses content from Tomaz Lasic (att-nc-by)
Be sure to download for notes
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Prisoners of Time
“Traditional schools make time the
constant and learning the variable. This is
exactly backwards of how it needs to be.
New models of education should make
learning the constant, and time the
variable.”
4. Blended Learning: Spectrum of DefinitionsFace-To-Face
Online
Place to Access
Files & Links
Digital Dropbox
Self-Guided
Lessons
Classroom
Discussion
Board
Flex Model
Online Lab 2-Day ModelRotational
Model
Flipped
Classroom
Model
Fully Online
Supplemental
Model
Replacement
Model
Emporium
Model
6. In groups… which of the components of a classroom
should be face-to-face, and which should be online?
Quizzes
Course Introduction/Expectations
Project Presentations
Announcements
Teacher to Student Communication
Student to Teacher Communication
Multimedia Content
Written Content
Lab Work
Student Discussions
Collaborative Group Work
Preparing for Tests, Homework Help
Q & A Sessions
Internet Research
7. Typical Starting Point
Quizzes
Course Introduction/Expectations
Project Presentations
Announcements
*Teacher to Student Communication
*Student to Teacher Communication
Multimedia Content
Written Content
Lab Work
Student Discussions
Collaborative Group Work
Preparing for Tests, Homework Help
Q & A Sessions
Internet Research
Face-To-Face Online
33. How would you assess these online?
• Oral speaking ability
• Compare and contrast two
different historical eras
• Writing mechanics
• Determining common
characteristics of different
elements of the periodic table
• Graphing inequalities
• Physical athletic agility &
endurance
• Vocal singing ability
• Oral speaking ability – Podcasts, Screencast demonstrations, Skype
• Compare and contrast two – Inspiration Web, Wiki, Interactive
different historical eras Webquest
• Writing mechanics – Drafts via Google Docs, Select-response quizzes
• Determining common – Online simulations, Student writing,
characteristics of different Online venn diagram, Videos of
elements of the periodic table student conducted labs
• Graphing inequalities – Homework via Geogebra, SCRIBLINK
• Physical athletic agility & – Polar Fitness Monitors, Proctored
endurance Exams, iPod+Nike, Online journal
• Vocal singing ability – Record in Audacity, Garageband, or live
performance in Skype
47. • Intro to the Online
Learner
• Technology for Online
Instruction
• Instructional Design
• Facilitation
• Assessment, Feedback &
Evaluation
• NEW! Teaching in a
Blended Classroom
48.
49. Project Manager
Evan Abbey –
eabbey@aeapdonline.org
• Provides free content & e-
curriculum
• Helps build your own
infrastructure
• Provides professional
development (MOLLIE/OLLIE)
• Helps with local vision
http://moodle.aeak12online.org
Editor's Notes
Imagine if I asked you, “What is Face-to-Face learning?” It would be impossible to come up with one definition, as each of our classrooms look very different from others. Does class start with an announcement? Do students sit in rows, or even in desks? Do students talk with other students? Do they get to do anything with their hands, other than hold a pencil?Blended learning is just as complex. There is a spectrum of uses that get categorized as “blended learning” since they involve a mixture of face-to-face learning and computer learning.
Instead of determining one definition, consider a spectrum of options that teachers use.
Imagine if I asked you, “What is Face-to-Face learning?” It would be impossible to come up with one definition, as each of our classrooms look very different from others. Does class start with an announcement? Do students sit in rows, or even in desks? Do students talk with other students? Do they get to do anything with their hands, other than hold a pencil?Blended learning is just as complex. There is a spectrum of uses that get categorized as “blended learning” since they involve a mixture of face-to-face learning and computer learning.
But… all of these could be offered, either face-to-face or online (there are no right or wrong answers). Your answers say a lot about your teaching style.
Blended learning is just as complex. There is a spectrum of uses that get categorized as “blended learning” since they involve a mixture of face-to-face learning and computer learning.
Moodle is more than just a web 2.0 tool. It is a suite of tools, that serve an array of purposes much like a Swiss Army Knife. Because of this, almost any instructor can use Moodle, since it is adaptable to fit her individual needs
This is the AEA-supported statewide site. Please contact Evan Abbey (eabbey@aea11.k12.ia.us) if you are interested in having a course hosted here.
Resource Iowa (the statewide AEA site) has quite a variety of free online content for schools to use. While some is designed as a fully online course (such as this ILO paleobiology course), components of it can be used in your blended course.
Teachers also are contributing their own content to Resource Iowa
Here are some of the full online courses that we offer.
Curriki – K-12 learning objects in full, comprehensive sequences. This includes lessons, student handouts, powerpoints, interactives, and assessments.
Connexions (Rice U). Similar to Curriki, but containing more content at the university level.
MERLOT – an aggregator of learning objects from many different sites (like Curriki or Connexions). This features quite a bit of higher level learning.
CK-12 – One of a variety of free flexbook providers. This site specializes in math, science, and business.
Hippocampus – Offers digital lessons and interactives that accompany many common textbooks (like Houghton-Mifflin or McGraw-Hill).
MovieClips – In addition to Youtube, there are several video providers who allow their clips to be embedded within your digital platform (e.g. Moodle). MovieClips has negotiated with movie distributors like Universal and 20th Century Fox to allow clips of their movies to be used for non-profit organizations like teachers.
Udemy – This is a series of video “lectures” structured around a curriculum (in this case, “Middle School Science”)
IPTV – They offer quite a bit of not only video content, but accompanying teacher materials and student resources to take the video and make it a digital lesson.
Khan Academy – Probably the most famous video provider of lecture-based content. Salman Khan, its founder, has made a strong case for flipped-classrooms nationwide.
Video of a flipped classroom teacher (Aaron Sams). Original can be found at http://www.youtube.com/watch?v=2H4RkudFzlc
Rethink Assessment
Example of a Moodle Quiz, where you can add feedback and computerized grading, perfect for a formative “check-your-understanding” model for students.
From UW-Madison, a “Who Wants to Be a Millionaire” model of a formative quiz.
Another interactive from UW-Madison, this one allows a student to interact with different components of a cell and check their understanding.
Geogebra – Allows a teacher to assess a student’s understanding of mathematical graphing or equation solving.
ITSI-SU – Allows a student to conduct a lab (in this case, with a temperature probe) and then create conclusions on their hypothesis. The written lab brings all the assessment data to the teacher.
Threaded Discussions can take place in a variety of different formats, but allow for conversation to not be limited by time.
Edmodo – Another threaded discussion board.
Diigo – Allows you to collaboratively annotate and discuss a website, and in turn, a common text that the group is looking analyzing.
Google Docs – Can easily be used as an asynchronous group collaboration tool as well.
Project OLLIE is built to help teachers learn how to teach online. It is professional development built around the Iowa Online Teaching Standards.
There are 5 foundational courses that will help teachers understand the basics of the Iowa Online Teaching Standards. However, the deepest ongoing learning will happen in your mentoring experience and your community of practice.We have now added a 6th elective course on teaching in a blended classroom.