Module Four: Benefits of a Resource Approach
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A resource approach for instruction provides three main benefits: 1) It allows for more instructional time by reducing time spent accessing needed resources and answering questions about access; 2) It enables learning to extend beyond the classroom by giving students and guardians access to course content and resources from home; 3) It increases instructor presence both for online and face-to-face courses by centralizing teaching materials and social elements on a class website.
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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,
How Teaching Online Enhances Your Pedagogical Toolkit
This document discusses how developing skills for online teaching can positively impact and enhance classroom teaching. It describes common faculty development workshops that prepare instructors for online and blended courses, and shares feedback from faculty who found the training increased their understanding of learner-centered teaching and improved their use of technology and communication in all courses. The document advocates for all instructors to participate in effective online teaching preparation to transform their teaching practice and benefit students.
Conceptualizing A Flipped Classroom
The document discusses the flipped classroom model, which involves students watching lecture videos outside of class and using class time for collaborative activities and applying concepts, allowing instructors to facilitate learning. It provides an overview of how flipped classrooms originated, compares traditional vs flipped models, and outlines the benefits such as increased student engagement, feedback, and retention as well as preparation for real-world collaboration. Strategies for implementing flipped classrooms include identifying topics for pre-class videos, planning in-class activities, and utilizing online tools to enhance peer learning and assessment.
E learning
The document defines e-learning as a means of education that incorporates self-motivation, communication, technology and flexibility. It then enumerates the advantages of e-learning such as customized learning, learning anywhere and anytime, lower costs. The disadvantages include needs for equipment, lack of face-to-face interaction and technical challenges. Finally, the benefits of e-learning in academe are discussed such as accommodating different learning styles, eliminating geographical barriers and increasing access and affordability.
10 Myths About Online Learning/Teaching
The document discusses 10 common myths about online learning. It addresses each myth, stating whether it is true or false. Some key points:
Myth 1 and 2 are false - students can learn as much or more online through adapted learning experiences and social interaction promotes connection not isolation.
Myth 3 is true - developing an online course takes more initial time than a face-to-face class due to additional elements like videos and online activities.
Myths 4, 5, and 6 are false - instructors can provide personal attention online through virtual office hours, discussions promote more interaction than face-to-face classes, and online teaching employs diverse methods so does not always take more time.
Myths
Next steps in blended learning, Presentation at University of Tampa
This document discusses next steps for perfecting the blend of online and face-to-face teaching. It addresses five issues: 1) avoiding the "course and a half" problem of excessive workload by streamlining content and seeking help; 2) re-examining learning objectives to ensure activities align with goals; 3) developing strategies to build social presence and connectivity online through communication; 4) providing collaborative learning opportunities to build an online community; and 5) managing time carefully through scheduling, records, and clear expectations. Breakout groups discuss and respond to these issues on a wiki page with suggestions for enhancing social presence, collaborative learning, and addressing time management challenges.
P tss
This document discusses challenges schools face in integrating technology and potential solutions. The four biggest challenges are: 1) lack of an integrated curriculum, 2) insufficient teacher training, 3) lack of accountability for teachers to use technology, and 4) inability to solve simple technical problems in-house. An effective solution provides an online curriculum, ongoing customized training, accountability through coaching, and teaching schools to solve basic technical issues. This empowers teachers to facilitate standards-based projects requiring higher-order skills and collaboration using technology as a teaching tool.
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Module Four: Benefits of a Resource Approach
- 1. Top Three Benefits of a Resource Approach CWD: 101 Module Four
- 2. Benefit One More Instructional Time • Less time gaining access to resources needed for instruction because they are linked • Fewer questions asking how to access frequently used websites
- 3. Benefit Two Learning Does Not Stop at 3:00 • Students can access course content at home • Guardians can help students access content related resources at home • Encourages a stronger home- school relationship
- 4. Benefit Three More Instructor Presence • In an online course, a class resource website offers a greater amount of teaching, cognitive, and social presence • In a face-to-face setting, the teacher’s presence is also available online via the class website
- 5. What other benefits do you believe occur from a resource approach? Email your ideas to your instructor via email for extra bonus points. Ideas will be complied into a list and sent out to all learners by the final day of Module four.