The blended classroom- El aula Semi presencial
Como pueden los maestros usar el aprendizaje semipresencial para hacer evaluaciones formativas y el aprendizaje visible posible?
The blended classroom- El aula Semi presencial
Como pueden los maestros usar el aprendizaje semipresencial para hacer evaluaciones formativas y el aprendizaje visible posible?
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
How can you use opportunities afforded by technology to improve the learning experience?
The whitepaper describes the blended classroom concept which is the thoughtful integration of the at-school, at-home and online learning arenas. The combination is a powerful theory that helps all teachers using itslearning (and teachers using web 2.0 tools) to frame their work in the context of 21st-century teaching.
The whitepaper looks at some of the possibilities offered by technology and shows how two teachers are applying them in a pedagogical setting, in something refered to as the blended classroom.
The ideal blended classroom is about using available technology to put learning first by combining blended learning, visible learning and formative assessment; three of today’s most popular teaching strategies.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Innovative approaches like team teaching & blended learning helps the students to involve themselves as active participants in teaching learning Process.
Teaching is an academic process it concerted with sharing of knowledge, experience and implements the concepts and goes beyond the knowledge level to higher levels of thinking. Teaching consist of getting students involved in the active construction of knowledge and creating the pedagogical, social and ethical conditions so that students take it individually and collectively. Learning activity is gaining knowledge by studying, practicing and experiencing something.
To improve the teaching-learning process, it is mandatory to follow smart ways of approach. Now the approach of education institutes is changing the teaching methods from the conventional teaching to the more advanced ones. The role of education is to empower students with their skills and attitudes that are essential to their success in our knowledge and society future.
Conventional teaching is still a backbone widely used in teaching at higher level of education. Conventional teaching customary chalk and talk technique in classroom teaching. This method is based on to delivers content of particular subject or topic to learners and understanding level of learner can be measured with help of written examination.
Conventional teaching involves instruction and the face to face interaction of teacher and learners to improve knowledge of both teacher and learners and also provides better understanding. Conventional teaching is teacher-centered and can be very effective particularly for sharing information, faster method for presenting information, creating interest and student understand best by lessening.
However conventional teaching is limiting the classroom for more creative thinking and also little considering individual difference.
Advanced methods of teaching include ICT, multimedia tool, smart board, E-classroom, activity-based learning methods. The multimedia tools are best medium to the teaching and provide students life-long learning as it enables the learner to understand the concept by images, audio, videos, web, apps etc. The use of smart board technique gives more content in less time and provides skill and understanding to the learners. This multimedia technique is highly effective and captivates the interest of many learners.
Q: Why Teaching methods?
A: To cater the learning needs and requirements of students.
To help students take more responsibility for their own learning and enhance the process of learning.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/UQUEbJ
Presentation at the HEA Social Sciences Conference. Preliminary results: the association between attainment and confidence depends on the assessment environment. Low-attainment students display lower self-assessment skills in an environment where they have to evaluate themselves in a short period of time, not anonymously, and on their overall performance.
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
How can you use opportunities afforded by technology to improve the learning experience?
The whitepaper describes the blended classroom concept which is the thoughtful integration of the at-school, at-home and online learning arenas. The combination is a powerful theory that helps all teachers using itslearning (and teachers using web 2.0 tools) to frame their work in the context of 21st-century teaching.
The whitepaper looks at some of the possibilities offered by technology and shows how two teachers are applying them in a pedagogical setting, in something refered to as the blended classroom.
The ideal blended classroom is about using available technology to put learning first by combining blended learning, visible learning and formative assessment; three of today’s most popular teaching strategies.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Innovative approaches like team teaching & blended learning helps the students to involve themselves as active participants in teaching learning Process.
Teaching is an academic process it concerted with sharing of knowledge, experience and implements the concepts and goes beyond the knowledge level to higher levels of thinking. Teaching consist of getting students involved in the active construction of knowledge and creating the pedagogical, social and ethical conditions so that students take it individually and collectively. Learning activity is gaining knowledge by studying, practicing and experiencing something.
To improve the teaching-learning process, it is mandatory to follow smart ways of approach. Now the approach of education institutes is changing the teaching methods from the conventional teaching to the more advanced ones. The role of education is to empower students with their skills and attitudes that are essential to their success in our knowledge and society future.
Conventional teaching is still a backbone widely used in teaching at higher level of education. Conventional teaching customary chalk and talk technique in classroom teaching. This method is based on to delivers content of particular subject or topic to learners and understanding level of learner can be measured with help of written examination.
Conventional teaching involves instruction and the face to face interaction of teacher and learners to improve knowledge of both teacher and learners and also provides better understanding. Conventional teaching is teacher-centered and can be very effective particularly for sharing information, faster method for presenting information, creating interest and student understand best by lessening.
However conventional teaching is limiting the classroom for more creative thinking and also little considering individual difference.
Advanced methods of teaching include ICT, multimedia tool, smart board, E-classroom, activity-based learning methods. The multimedia tools are best medium to the teaching and provide students life-long learning as it enables the learner to understand the concept by images, audio, videos, web, apps etc. The use of smart board technique gives more content in less time and provides skill and understanding to the learners. This multimedia technique is highly effective and captivates the interest of many learners.
Q: Why Teaching methods?
A: To cater the learning needs and requirements of students.
To help students take more responsibility for their own learning and enhance the process of learning.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/UQUEbJ
Presentation at the HEA Social Sciences Conference. Preliminary results: the association between attainment and confidence depends on the assessment environment. Low-attainment students display lower self-assessment skills in an environment where they have to evaluate themselves in a short period of time, not anonymously, and on their overall performance.
Quantifying the Effects of an Active Learning Strategy on the Motivation of S...Zin Eddine Dadach
The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation.
In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students.
For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA).
The results of the quantitative approach were compared with the student survey.
Exam training can be exhausting, but it's essential to take breaks and relax. This presentation provides tips on releasing dopamine, identifying weak areas, and hiring an online exam helper to make studying more engaging.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper describes the development of a teaching methodology to enhance academic self-efficacy, defined as students’ confidence in their ability to accomplish specific academic tasks or attain specific academic goals. Our approach makes intense use of student response systems to create an interactive environment where students reflect on their academic skills while they progress with their learning. The methodology builds on a blend of teaching, assessment, and self-reflection components. It makes use of widely adopted teaching technologies, but it expands their potential with an innovative application to the formation of academic self-efficacy beliefs. Preliminary results and evidence-based validation are discussed.
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
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Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
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Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Applied Sales Learning: Get the Results That You WantDavid Goodman
If you are frustrated by the results that you receiving from your present sales training, take a look at this brief, 15 minute presentation on Applied Sales Learning. The five elements of personal learning are summarized and ready to help you acquire a more productive sales program.
Brief 8 minute presentation on 5 tips for improving your online sales training including: sales manager training, using profiles, sales training based upon profiles, frequent, short bursts of refresher training, and quick live, online practice sessions with the sales reps as presnters.
Why Training Projects Fail:How to RecoverDavid Goodman
Learn why training projects fail through experiencing four case studies. Can a project and your relationship with your internal or external clients be recovered during a project gone wrong?
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2. Suggested Reading
Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing
psychological science into the curriculum.
Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/asle2014/index.php
Viewed May 23, 2015
Some of the following specific titles are from the above cited document and from the website:
http://www.memrise.com/science/
Spacing and Interleaving of Study and Practice, Shana K. Carpenter, Iowa State University (2014)
3. V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.) (2014). Applying the science of learning in education:
Infusing psychological science into the curriculum. Society for the Teaching of Psychology web
site: http://teachpsych.org/ebooks/asle2014/index.php .
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and
illusions. Annual Review of Psychology, 64, 417-
444.http://bjorklab.psych.ucla.edu/pubs/RBjork_Dunlosky_Kornell_2013.pdf .
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful
learning. Cambridge, MA: Harvard University Press.
Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., McDaniel, M. A., & Metcalfe, J. (2007). Organizing
instruction and study to improve student learning (NCER Publication No. 2007–2004). Washington, DC:
National Center for Education Research, Institute of Education Sciences, U.S. Department of
Education. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20072004.pdf
Potts, R. & Shanks, D. R. (2014). The benefit of generating errors during learning. Journal of Experimental
Psychology: General, 143, 644-667.http://discovery.ucl.ac.uk/1399515/1/RPottsLastRevision.pdf
Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to
educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in education
(pp. 1-36).http://psych.wustl.edu/memory/Roddy%20article%20PDF's/BC_Roediger%20et%20al%20(2011)_PLM.pd
Suggested Reading
4. WHAT IS ONE GLARING PROBLEM
WITH TRAINING?
In short, there is an assumption that
what occurs in a training program will be
quickly applied to the job and the
learning will be re-enforced until it
“sinks-in”, is easily recalled and is
practical with measurable returns.
If you do not practice, using a defined
schedule of what you just learned, then
your learning will have minimal value
and be quickly lost.
5. ARE YOU SURPRISED TO LEARN…
Pre-Learning
Value
Knowing Expectations
Asking me about my needs
Learning Event Marketing
Ease of access (LMS)
Receiving Feedback
Learning Event
Value
Post-Learning
Value
Follow-on activities
Practice
Group learning
Teaching
Gaming/Competition
Feedback
Social learning
Online course
Classroom event
Webinar
External conference
Academic class
In Training Magazine’s survey,1,200 learners stated that the value
from training has three segments:
26% 24% 50%
6. VALUE AND FUNDING
Pre-Work Learning Event Post Training Activities
26% 24% 50%
10% 85% 5%
Estimates of how the current learning process is funded. The greatest
value is the least funded.
The Value of the Learning Activity
7. Dale’s Cone of Learning
Citation: Edgar Dale, commons.wikimedia.org, viewed, April 14, 2012
8. WHAT IS APPLIED LEARNING EXTENSIONS™
Applied Learning Extensions™
is a process with specific
learning activities that will be
generated about 10 times over
90 days following a training
program.
An activity can be as simple as
a 1 minute email or a 20
minute practice.
The information gained in
the learning program is moved
into long term memory
through use, repetition and
applied practice.
ALE™ re-enforces that
learning on the job through
immediate application and
recall.
10. APPLIED LEARNING EXTENSION™ ACTIVITIES
Time
Recall
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention and retrieval gap by exposing the
learners to timed activities with increasing levels of direct participation by
the learner using different (interleaving) practice activities.
11. APPLIED LEARNING EXTENSION™ ACTIVITIES
Business
Acumen
Event or Course
Not all training is considered as having equal value in terms of investment
return. Select which of your existing training has the greatest value and
then apply the 90 day ALE™ approach.
Sales Training
Event or Course
Leadership Event
or Course
Computer
Security Event or
Course
1. Select the training that will
participate in ALE™
2. Incorporate the training
language into the ALE™
program
3. Define the success
measurements
4. Create company specific
cases to be used with ALE™
5. Generate the activities
6. Incorporate measurement
follow-up
The Process
12. APPLIED LEARNING EXTENSION™ ACTIVITIES
Learning
Event or
Course
Time
Recall
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to
timed activities with increasing levels of direct participation by the learner.
Day 1 – email survey follow-up
asking one question about a
pertinent issue from the training.
1
13. APPLIED LEARNING EXTENSION™ ACTIVITIES
Learning
Event or
Course
Time
Recall
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to
timed activities with increasing levels of direct participation by the learner.
3
Day 3 – email survey follow-up
asking three questions about
pertinent issues from the
training and doing one topic
repetition.
14. APPLIED LEARNING EXTENSION™ ACTIVITIES
Learning
Event or
Course
Time
Recall
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to
timed activities with increasing levels of direct participation by the learner.
12
Day 12 – small group of learners
are invited to actively participate
in a 20 minute webinar based
on a learning course scenario.
This session is repeated for all
learners who took the training
course. One person per group
is pre-designated to initiate a
question, conversation or
point of view for the group to
discuss.
15. APPLIED LEARNING EXTENSION™ ACTIVITIES
Learning
Event or
Course
Time
Recall
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to
timed activities with increasing levels of direct participation by the learner.
30
Day 30 – small group of learners
are invited to actively participate
in a 30 minute webinar .
The session situation applies
the training to the company.
Two people per group
are pre-designated to design
and facilitate the webinar. This
is a PC video webinar.
16. APPLIED LEARNING EXTENSION™ ACTIVITIES
Learning
Event or
Course
Time
Recall
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to
timed activities with increasing levels of direct participation by the learner.
45
Day 45 – all of the learners will
receive a 10 question quiz
designed to provide
transference of the learning to
other external or company
specific situations.
A brief audio podcast of the
optimum responses to the
questions is delivered to the
learners within 24 hours.
17. APPLIED LEARNING EXTENSION™ ACTIVITIES
Learning
Event or
Course
Time
Recall
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to
timed activities with increasing levels of direct participation by the learner.
60
Day 60 – each of the previous
small groups will be provided
an email case study to resolve,
present and defend to the other
groups. Each small group will
select their own facilitator in
the presentation and defense
which occurs at Day 90.
18. APPLIED LEARNING EXTENSION™ ACTIVITIES
Learning
Event or
Course
Time
Recall
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to
timed activities with increasing levels of direct participation by the learner.
90
Day 90 – each of the previous
small groups will present their
case resolution to one other
Group.
During the case studies, senior
managers are invited to
participate as warranted.
19. APPLIED LEARNING EXTENSION™ ACTIVITIES
Learning
Event or
Course
Test delay (how long do you wish your employee to retain
and recall the training)
0
90
Applied Learning Extension Activities
Important note on timed spacing of practice:
The optimal spacing gap depends on the test delay,
such that shorter spacing gaps tended to produce
better retention after longer delays. More specifically,
memory retention was best when the spacing gap was
about 10-20% of the test delay.
Cepeda, N.J., Vul, E.,et al, (2008), Spacing Effects in Learning,
Psychological Science, 19, 1095-1102
SpacingGaps
20. IMPLEMENTING RETAINED LEARNING
There are at least three different implementations in which ALE™ works.
T1 T2 T3 T4 T5 T6
.More intensive activities at the later stages
More intensive activities at the early stages
Activities are dispersed
• Email campaigns
• Social learning
• Web Presentations
• Surveys
• Rapid Learnings
• Video group sessions
• Self directed learning
• Case study teaching
• Managers’ review
• Personal plan creation
Activity Types which
are used over 90 days.
21. CLOSING THE GAP
If you wish to learn more or
to attend our next webinar
that describes the process and
the learning extensions, please
contact us. Thank you.
Dave Goodman
dgood@softassist.com
610.265.8484
Time
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Applied Learning Extension Activities