This document discusses pedagogy in blended courses. It summarizes three studies on blended course pedagogy and models. The studies found that blended courses emphasized online discussions, group collaboration, and assessments. Technology was used purposefully for communicating, disseminating content, and facilitating collaboration. Courses incorporated focused online interactions like discussions and group work. However, the document notes that some courses did not fully blend the online and face-to-face elements or emphasize the blend. It concludes by calling for additional research on blended course designs and pedagogical models.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
Herget, Josef. Learning and Working in the Web 2.0: Reconstructing Information and Knowledge. 4th International LIS-EPI meeting, Valencia, 26-27 de noviembre de 2009.
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
"The First Time elearners Journey" Presentation to International elearning Conference (ICeL), 2006,An examination of attrition and withdrawal issues in workplace-based eLearning programmes
Herget, Josef. Learning and Working in the Web 2.0: Reconstructing Information and Knowledge. 4th International LIS-EPI meeting, Valencia, 26-27 de noviembre de 2009.
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
"The First Time elearners Journey" Presentation to International elearning Conference (ICeL), 2006,An examination of attrition and withdrawal issues in workplace-based eLearning programmes
This is brief presentation dealing with the concept of Blended Learning (BL), the rational for using this approach. Four basic components of BL, and advantages for Ss and teachers who use this approach in language teaching combining F2F with online teaching.
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
Presentation at CSWE APM Conference in Portland Oregon October 17, 2010. Contact Jo Ann Regan at joannr@mailbox.sc.edu if you want a copy emailed to you.
Lost in Translation: Where do we go from here?drpmcgee
This presentation describes the shifts in practice, expectations of students and the post-education workplace, trends in learning technologies, and implications for strategic planning.
Learning, teaching & Web 2.0: Finding a comfortable fit drpmcgee
Web 2.0 tools are those that are web-based, typically free to the user, support collaboration and interaction, and are responsive to the user. These increasingly available tools include wikis, blogs, and various file-sharing services. Freely available and appealing, these tools are not designed for teaching and learning, yet have been embraced by learners and educators alike. Web 2.0 tools offer alterative instructional strategies that can support deeper learning through active construction of knowledge, social negotiation of understanding, and learner-produced content.
The value and power of storytelling is universal across cultures, across disciplines, and over time; there is evidence that preliterate cultures relied on storytelling to educate their members and that these oral retellings were exceptionally accurate. In the 20th century, telling stories in the form of entertainment is something we know and understand from our earliest memories and experiences. If our life is replayed through our stories, then it makes sense that stories used in learning experiences help us to integrate new meaning into existing schemas. Yet research in this area is fragmented and situated in a variety of fields, and is therefore difficult to understand as an instructional method. Given the rapid proliferation of digital storytelling tools in the 21st century, identifying theoretical frameworks to guide our pedagogical applications will only enhance instructional applications. This session provides frameworks for effective storytelling that can enrich and ensure learning.
Learning, teaching & Web 2.0: Finding a comfortable fitdrpmcgee
Web 2.0 tools are web-based, typically free to the user, support collaboration and interaction, and are responsive to the user. These increasingly available tools include wikis, blogs, file-sharing services and social networks. Freely available and appealing, these tools are not designed for teaching and learning, yet have been embraced by learners and educators alike. Web 2.0 tools offer alterative instructional strategies that can support deeper learning through active construction of knowledge, social negotiation of understanding, and learner-produced content
Storytelling frameworks for digital pedagogiesdrpmcgee
Our lives are replayed through our stories, suggesting that stories used in learning experiences help to integrate new meaning into existing schemas. This session draws upon research analyzing theory and methods of storytelling for learning, and illustrates instructional applications within digital learning environments an to support communities.
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. PEDAGOGY IN
BLENDED COURSES
Patricia McGee, Ph.D.
The University of Texas @ San
Antonio
This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0
License . To view a copy of this license, visit http://creativecommons.org/licenses/nc-
2. 2.
Pedagogy
Three
Studie
s
1. Best
3. Models
Practices
3. METHOD: PEDAGOGY
What pedagogical patterns exist among blended
course designs?
Qualitative meta-analysis
66+/- cases:
higher education only, any discipline
research
non-research that reports results
Levels: 23 graduate, 39 undergraduate, 3 instructor
Authors: Institutions, non-academic units, academic
units, individual faculty members
4. DEFINITIONS: BEST PRACTICES
Two variations:
Combined elements of face-to-face and online courses
Provides a substantial portion (30-79%) of content
online, typically relying on discussions within a
planned and pedagogically driven design
5. DEFINITIONS: PEDAGOGY
No definition
Standard definition: classroom + online
Pedagogical Definition, e.g., Adventure Learning,
Carpe Diem Intervention
Contextual definition, e.g., virtual worlds
8. TECHNOLOGY W/A PURPOSE
1. Communicating
E.g., Dynamic FAQ tool*
2. Disseminating Content
E.g., F2F meeting summaries are posted
online
3. Collaborative/Group/Team work
* Ng'ambi, D., & Brown, I. (2009). Intended and unintended consequences of
student use of an online questioning environment. British Journal of
Educational Technology, 40(2), 316-328.
10. [ONLINE] STRATEGIES?
Active Learning Examples
Inquiry Learning
CELL (Contributing, Exchanging, and Linking
for Learning)
Collaborative Learning
Acquisition Model + Participation Model
Debate
11. TIME
Frameworks Strategies
Many: no mention of Content review and rehearsal
time before F2F
E.g., virtual lab, streaming
50/50 or once a week
lecture/podcast, reading,
A few flexible quizzes)
attendance “Release the instructor from
lecturing “
Optional Attendance
E.g., six optional F2F
meetings; 5 units -
discussion, assigned article
& text readings
13. MINIMAL ATTENTION TO “BLEND”
Template-based pedagogy:
1) Revisit past learning (last week, summary)
2) Integrate current (analysis, interpretation,
translation for classmates, creating
transparency)
3) Foreshadow (upcoming content; thoughtful
reading and summary, aimed at student)
Fulkerth, R. (2009). A case study from Golden Gate University using course
objetives to facillitate blended learning in shortened courses. JALN, 13 (1), 43-
54.
14. FLEXIBLE LEARNING?
Weekly online lecture, supplemented with an instructor-
directed laboratory once a week.
Online video lectures (narrated PowerPoint) were
accessible by the students via their course website.
At the conclusion of each video lecture, students were
prompted to submit questions concerning the newly
covered content through an electronic posting system.
After the completion of the online lectures, students were
administered a hybrid online survey. The willing student
participants completed the survey.
To conclude the course, students were administered the
same 50 item comprehensive final examination as the
students who participated in traditional instruction
Ernst, J. V. (2008). A comparison of traditional and hybrid online instructional
presentation in communication technology. Journal of Technology Education,
19(2), 40-49.
15. SUBTLE DIFFERENCES
BEST PRACTICES PEDAGOGY
Focus on objectives to Focus on activity to
determine the blend determine the blend
Integration between F2F & Report online, F2F
online importance
Varied interactivity Pedagogical template vs.
routine activity
Active learning Active learning
16. BEST PRACTICE: PEDAGOGY
Product
• Focus on practice through isolated or progressive activities
Process
• Assignments and activities support the development of a
well-defined outcome that documents and illustrates the
learner’s mastery of course content
Project
• Assignments and activities support an ongoing step-by-step
set of activities and assignments with benchmarks so
students know they have accomplished objectives
17. IS IT REALLY BLENDED?
In the face-to-face class, the professor would first
introduce the topic for the week with a short lecture
and then pose questions or a short case for students
to apply the taught concepts.
The week's topic and concepts were then carried onto
the electronic discussion board where the professor
poses questions for students to respond to, and for
them to work with each other in clarifying each others'
responses.
Hwang, A. A., & Arbaugh, J. B. (2009). Seeking feedback in blended learning:
Competitive versus cooperative student attitudes and their links to learning
outcome. Journal of Computer Assisted Learning, 25 (3), 280-293.
19. WORKFORCE BLENDED/HYBRID
MODEL
Two or more forms of distinct methods of instruction,
such as
Classroom + online (traditional blended)
Online + mentor or coach (e.g., independent study)
Simulations with structured classes (e.g., Second
Life™ and FTF)
On-the-job training + informal learning (e.g.,
internships)
Managerial coaching + eLearning (e.g., practicum)
(Maisie, 2002, p. 59)
20. REVISED DEFINITION?
Blended course designs
involve mixed delivery modes - typically face-to-face
and technology mediated
accomplish learning outcomes that are pedagogically
supported through assignments, activities, and
assessments as appropriate for a given mode
bridge course environments in a meaningful manner
22. NEXT STEPS
Instructor
Study
Design
Study
Institutional
Study
Models
Analysis
23. THANK YOU!
Dr. Patricia McGee
Patricia.mcgee@utsa.edu
This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0
License . To view a copy of this license, visit http://creativecommons.org/licenses/nc-
Editor's Notes
team based intervention to promote innovation in learning design and assessment practices by academic course teams.
Dynamic FAQ tool - anonymous web-based program and mobile SMS phone through which students can consult with each other and lecturer; students can search system for answers; schedule: concepts lecture, practical; concept lecture, practical; assessed tutorial F2F meeting summaries are posted online for those who did not attend (attendance optional)
Acquisition model and Participation Model. Acquisition Model = pre-determined learning activities.Participation Model = focused on learning activities where students interact and communicate with each other in a learning community