Tag Archives: blended-learning

More and better maths: Khan Academy announces partnership with creators of SAT exam

mooc logo

Institutions in the U.S., Rwanda, France and many other countries are partnering with MOOCs and elearning platforms in order to fulfill their mission to provide education to the masses. Now, Khan Academy prepares a new set of “state-of-the-art, interactive learning tools” to help students prepare for the SAT exam. They are partnering with the College Board and are actually going to help them redesign the exam.

MOOCs to learn and grow: online education news bulletin #10 – 28th of March, 2014

Quote of the week: “Let’s level the playing field for SAT prep
The SAT, according to Wikipedia, is a standardized test for most college admissions in the United States. The SAT is owned, published, and developed by the College Board, a private, nonprofit organization in the United States.
Elizabeth, Content Lead at Khan Academy, announced on the 20th of March that “Khan Academy is partnering with the College Board so that all students who want to go to college can prepare for the SAT at their own pace, at no cost. The College Board just announced that they’re redesigning the SAT for 2016, and we’re partnering with them to make free, world-class prep materials.”
More information is available on the Khan Academy site.

In other news, Cornell Report Notes Promise of Distance Learning but Cautions Against Overtaxing Faculty. Said report is available here and is worth a read if you are an academic involved in MOOCs.

* New courses due to start on Coursera on the 31st of March – 6th of April week:
High Performance Scientific Computing (University of Washington via Coursera)
Organizational Analysis (Stanford University via Coursera)
Introduction to Systems Biology (Icahn School of Medicine at Mount Sinai via Coursera)
Dynamical Modeling Methods for Systems Biology (Icahn School of Medicine at Mount Sinai via Coursera)
General Game Playing (Stanford University via Coursera)
Caries Management by Risk Assessment (CAMBRA) (University of California, San Francisco via Coursera)
Fundamentals of Digital Image and Video Processing (Northwestern University via Coursera)
Introduction to Public Speaking (University of Washington via Coursera)
Globalization and You (University of Washington via Coursera)
Poisonings in the Home and Community: Assessment and Emergent Response (University of California, San Francisco via Coursera)
Common Core in Action: Literacy Across Content Areas (New Teacher Center via Coursera)
Global Warming: The Science of Climate Change (University of Chicago via Coursera)
The Science of the Solar System (California Institute of Technology via Coursera)
International Human Rights Law: Prospects and Challenges (Duke University via Coursera)
Cryptography I (Stanford University via Coursera)
AstroTech: The Science and Technology behind Astronomical Discovery (University of Edinburgh via Coursera)
Developing Your Musicianship (Berklee College of Music via Coursera)
Everything is the Same: Modeling Engineered Systems (Northwestern University via Coursera)
Re-Engineering Your Science Curriculum (Exploratorium via Coursera)
Perceived Education Value: many positions in most fields require good communication skills. For this reason only, Introduction to Public Speaking seems to provide an excellent opportunity for learning skills useful in all kinds of situations. Teachers or salesmen, for example, need to master public speaking.

Do you need more ideas of courses to follow? Check our MOOC dictionary, updated weekly.

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10th Annual Sloan-C Blended Learning Conference and Workshop

10th Annual Sloan-C Blended Learning Conference and Workshop
Milwaukee, United States
8 to 9 July 2013

This year’s conference theme, Trend to Blend: Lessons from the Field reflects a renewed interest in blended learning while emphasizing the importance of research and proven effective practices of the past decade in guiding our future. Although the field of blended learning is not new, we are witnessing a revival in interest around blended learning for a greater array of educational institutions working to improve the overall state of education in our society. Lessons are not only learned from our experiences in practice, but they are also learned from our research over the past decade, and they assist us in making decisions when it comes to strategy, implementation, pedagogy, research, and support. These lessons guide our institutions.

Our future is blended learning. There are many paths we can take to meet our goal in ensuring quality for students, and we need to explore the contingencies to make sound decisions in determining our roadmap. The changing landscape is evident in new terminology (flipped classrooms), new growth in sectors (k-12), and new financial support for blended programs (NGLC). This transformation reveals new ideas about blended learning. As a community, we look to research and evidence to assist us in answering these questions and to drive us into the blended learning future.

Now, with a decade of experience and knowledge, we look for opportunities to map our future by continuing to innovate and collaborate at the 10th Annual Sloan Consortium Blended Learning Conference and Workshop providing an unforgettable experience.

Call for Presentations:
Our conference seeks proposals for workshops and presentations that specifically address the many facets of blended learning. We look to share best practices and persistent challenges in blended learning as they relate to pedagogy, learning activities, instructional design and course development, faculty development and training, student services, accessible learning opportunities, academic planning and strategy, and research through the assessment and evaluation of learning.
Proposals are requested in five tracks: teaching and learning, research, student support, faculty development and support, and leadership and administration. Proposals may be configured as workshops, information sessions, or posters.
Submit proposals at:
http://sloanconsortium.org/conference/2013/blended/call-for-presentations

  • Proposals due by February 11, 2013
  • Notification of acceptance by March 24, 2013
  • Deadline for presenters to accept is April 7, 2013
  • Presentation schedule posted to the website by April 8, 2013
  • Early Bird registration deadline is May 6, 2013
  • Final date for abstract edits is May 6, 2013
  • Full presentation submission for conference proceedings by July 1, 2013

Registration:
Deadline for presenters to register: 4/07/2013
Early bird registration deadline: 4/07/2013
Registration deadline for attendees: 7/09/2013

Event website: http://sloanconsortium.org/conference/2013/blended/welcome
Event Contact details: conference@sloanconsortium.org

The Blended & Virtual Learning Frontier Special Report

BlendedLearningReport

A Research Report from the Centre for Digital Education and Converge.

These are inTeresTing Times in the education field, and a bit hectic for education leaders at all levels. The digital revolution has hit full force and a whole new education frontier is emerging.

It is important to remember, however, that the revolution in banking took under a decade. The ATM greatly improved convenience for users and significantly lowered costs for banks. I can’t even remember the last time I went to a field branch. Similarly, the peak of evolution in education with blended and online learning has been the fundamental restructuring of the delivery mechanism. It will continue to evolve into the future, like in other fields. Banking, for instance, is now personalized online in so many ways and there is even micro-banking and micro-lending.

The Center for Digital Education sees that schools everywhere are grappling with the rather vast new frontier of blended and virtual learning. As such, we wanted to start defining the territory. This Special Report describes the various terms in blended and virtual learning, and gives education leaders more than a few ideas of what their peers are already doing in this new frontier.

Download: Blended and Virtual Learning 101

Blended Learning Course Design Mistakes to Avoid

Mistake

Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality.

In an interview with Online Classroom, Veronica Diaz, associate director of the EDUCAUSE Learning Initiative, talked about how to avoid common mistakes in blended course design.

Full Text: Blended Learning Course Design Mistakes to Avoid | Faculty Focus.

Conference: Blended Learning: A Strategy for Transforming Teaching and Learning

2012 Call for Proposals

Blended Learning: A Strategy for Transforming Teaching and Learning

October 18 & 19, 2012 in Calgary, Alberta, Canada, at the Delta Airport Hotel. Registration & accommodation information coming soon.

COHERE conference

CALL FOR PROPOSALS

This is the 6th annual conference on blended learning sponsored by COHERE (Collaboration for Online Higher Education & Research) and CSSHE (Canadian Society for the Study of Higher Education). It will feature Dr.Tony Bates, the well known scholar and commentator on the use of technology in higher education.  His latest book is Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning(Jossey-Bass, 2011).

In addition to taking an active part in the entire conference and doing the conference wrap-up, Tony will deliver the following keynotes:

Meeting the challenge of technology: are we failing as managers?

Designing university teaching to meet the needs of 21st century students

The conference will also feature a number of concurrent sessions, for which we invite proposals related to one of the following streams:

1.       Taking stock of blended learning in higher education: Management, policy, and research  issues

2.       Case studies of teaching and learning issues related to blended learning

Submitting a Proposal

Concurrent presentations will be 40 minutes in length, including time for audience participation. Presenters must register for the conference. To submit a proposal, fill out the submission form here.

Deadline for submissions is 11:59 p.m. MDT on August 31, 2012. Those sending proposals will be notified by September 14, 2012 as to acceptance.

This is a unique opportunity to discuss and share your research and best practices related to blended learning with colleagues from across Canada and internationally. We encourage you to make a submission. If you have any questions about the proposal submission, please contact Dr. Walter Archer,conferencepresentations12@cohere.ca

Blended Learning: 7 Lessons Learned through Experience

Justice

In June of 2009, employees of the Washington State Administrative Office of the Courts gathered to hear the news about state budget cuts. Within minutes, State Administrator for the Courts Jeff Hall relayed that the money for the Presiding Judges conference had been eliminated from the budget. The Washington Court Education Services team had to figure out how to provide appropriate learning opportunities for this important group. The answer came a few months later when the State Justice Institute provided a grant of $25,000 to fund a test of a blended learning model for the courts. This grant took advantage of resources already on hand at the Washington AOC: Skilled educators, well-established processes, and the newly acquired web-conferencing system Adobe Connect Pro and associated eLearning software Adobe Presenter to help solve the problem of diminishing budgets.

In this article, you will find a definition of blended learning, a description of the grant project, an outline of web-based learning capabilities used, and lessons learned for future blended learning projects.

Full Text: Blended Learning: Seven Lessons Learned through Experience | NASJE.

Sloan-C Honours Effective Practices in Online and Blended Education

Sloan C

2012 Effective Practice Awards to be presented at 5th Annual International Symposium for Emerging Technologies for Online Learning, July 25-27, in Las Vegas.

The practices advance the goals of access, learning effectiveness, faculty and student satisfaction, and scalability.

Newburyport, MA (PRWEB) July 09, 2012

The Sloan Consortium (Sloan-C), an association of individuals, institutions and organizations of higher education committed to quality online education, will present its 2012 Effective Practice Awards at the 5th Annual International Symposium for Emerging Technologies for Online Learning, July 25-27, in Las Vegas.

The winning practices were selected for recognition because they provide evidence of innovation and replicability. The practices advance the goals of access, learning effectiveness, faculty and student satisfaction, and scalability.

The recipients of Sloan-C’s 2012 Effective Practice Awards are:

Integration of Technology Into Undergraduate Education via Cross-Disciplinary Pollination, Nancy Konigsberg Kerner, Brenda Gunderson (University of Michigan)

Comprehensive Online Student Support Services, Marwin Britto, Susan Rush (Lone Star College System)

A.R.G. – Creating Alternative Reality Games for the Classroom, Jeff D. Borden (Chaminade University, Metropolitan State College of Denver, University of Northern Colorado)

The CUNY Academic Commons: Social Network as Hatchery, George Otte, Matt Gold, Boone Gorges, Michael Smith, Chris Stein (The City University of New York)

Cell Phones in the Classroom: Collaborative or Calamitous?, James May (Valencia College)

Cyber Peer-Led Team Learning: Taking the Classroom Experience Online, Pratibha Varma-Nelson, Randy Newbrough, Julie Banks, Tom Janke, Lorie Shuck, Lin Zhu, John Sours, Joshua Smith (Indiana University Purdue University Indianapolis (IUPUI), Florida International University, Purdue University)

The Sloan-C Effective Practice Awards Selection Committee members are Darrell Naylor-Johnson, Vice President for SCAD eLearning, Savannah College of Art and Design (SCAD); Alexandra M. Pickett, Associate Director, State University of New York, SUNY Learning Network; Shari McCurdy Smith, Associate Director, Center for Online Research and Service, University of Illinois, Springfield; Kaye Shelton, Associate Professor, Educational Leadership, Lamar University; and Janet C. Moore, Chief Knowledge Officer, The Sloan Consortium, Non-voting committee chair. Details about the awards are available at http://sloanconsortium.org/effective.

Full Text: Sloan-C Honors Effective Practices in Online and Blended Education.

7 Reasons Why Blended Learning Makes Sense

Blended Learning

Education no longer comes in rows and textbooks, but from a combination of sources.

Let’s start with a definition. What exactly is blended learning? Here’s a great, generally useful definition found on the City Prep Academies website that clarifies the term: “[Blended learning] integrates face-to-face classroom time with online learning (facilitated at all times by a classroom teacher), combining the effectiveness and socialization of the classroom with technology-enhanced online materials.”

What makes blended learning especially appealing is that it provides students with courses that wouldn’t otherwise be available; teachers get near-instant student assessments and the opportunity to provide their students with individualized instruction. It gets students up to speed and on track, challenging talented students and engaging individual learners in differentiated instruction. What’s more, the technology component inherent in a blended learning environment isn’t merely an attractive distraction, but an integral approach to acquiring knowledge and engaging in curriculum that’s simply second-nature for today’s 21st-century learner.

Now, with some general idea of what blended learning means—essentially a blend of the best of in-classroom and online, technology-enhanced learning—let’s look at several different specific areas of rapid change in education and see what they add to the mix

Full Text: 7 Reasons Why Blended Learning Makes Sense | edtechdigest.com.

A teacher is converted from blended learning skeptic to believer

Sam McElroy
Sam McElroy

Before Sam McElroy became the iLearnNYC coordinator at Flushing High School, he was nervous about initiatives that moved at least part of the instructional program online.

McElroy, a special education teacher, had seen that lax regulations provided fertile grounds for online credit recovery to be abused, and he knew that some of his colleagues were concerned that “blended learning” is intended to render teachers unnecessary.

But after a year leading Flushing’s blended learning initiative, McElroy describes himself as a convert to blended learning. In the Community section today, he recounts what happened when he stopped using a prepackaged curriculum and started developing the online materials his students needed.

Full Text: A teacher is converted from blended learning skeptic to believer | GothamSchools.

5 Tips For Managing Effective Blended Learning Through An LMS

LMS

How often have we heard our clients lament about the main function of the Learning Management Systems (LMSs) – that they are largely concerned with the management of learning rather than the process of learning itself? Very often, if you ask me. However, after having seen a number of LMS implementations across various industries, I am of the opinion that an LMS can be smartly used to deliver effective blended learning that focuses primarily on the process of learning.

In recent years, many organizations have been investing heavily in integrating technology into the learning/teaching process. Nowadays, almost all corporate learners have access to computers and the Internet. The rise in the learning retention rates of the employees by pairing an LMS with classroom training are clearly noticeable. Organizations now expect their trainers to use this new technology with traditional classroom teaching practices to give a blended learning experience to their employees. When used in a structured way, blended learning can allow organizations to mix different teaching materials and tools into an effective, integrated learning experience, giving learners an opportunity to move from passive learning to active learning.

Below mentioned are the 5 tips for managing blended learning effectively through an LMS.

Full Text: 5 Tips For Managing Effective Blended Learning Through An LMS | Upside Learning Blog.

Blended learning for soft skills development: testing a four-level framework for integrating work and learning to maximize personal practice and job performance

Author: Adams, Jean M.; Hanesiak, Rita; Morgan, Gareth; Owston, Ronald; Lupshenyuk, Denys; Mills, Laura

Abstract:

‘Blended learning’ refers to combining different kinds of instructional approaches, like face-to-face learning and coaching, with a variety of technologies, including discussion boards, e-content, and conference calls. This research study compares the learning outcomes of four different blended learning strategies for developing the ‘soft skills’ that enhance job performance and personal interactions. The four strategies range from a very loose coupling of personal learning with job performance to a very tight coupling. The results showed that some individuals excelled in each of the research groups, and there were no common individual characteristics for those who did well in each group, or across the research study. Learning styles differed, learning preferences differed, and major motivators and major barriers for learning also differed. The authors conclude that while there is no predictable best approach to workplace learning for developing soft skills, blended strategies can make it easier to customize learning to meet specific learner characteristics, experiences, and needs.

Full Text: Blended learning for soft skills development: testing a four-level framework for integrating work and learning to maximize personal practice and job performance | The Tertiary Education Research Database.

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How One School District Conquers Blended Learning

Teachers in Academy District 20 get exposed to blended learning by doing it. | Photo courtesy of Nancy White
Teachers in Academy District 20 get exposed to blended learning by doing it. | Photo courtesy of Nancy White

In many professional development sessions at schools, you’ll find teachers sitting in a room and listening to lectures. But one Colorado school district has flipped that model upside down.

Academy District 20 in Colorado Springs is an example of one district that encourages teachers to practice blended learning for themselves, so that they can effectively bring it into the classroom.

The district just wrapped up its first year of professional development using blended learning, through a combination of online and face-to-face activities. It went so well that two fourth-grade teachers said they want it to continue next year.

“I feel like I’ve gained so much knowledge in all different kinds of areas of how to use technology in the classroom,” Janice Theda said.

Full Text: How One School District Conquers Blended Learning.

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