Orientation to Blended Learning
here Technology will not replace teachers. But teachers who use technology will replace those who don’t.
Christine Meloni, 1998
About this chapter
From the guide…
Reflection: Preparing to Design a Blended Course
singlebУЖrse pirna Some chapters of this guide feature a “reflection” task to activate your background experience to inform your blended course design:
ny minute dating events You’ve decided to design a blended course, but how much time will it take? Spend a few minutes to realistically assess the time and energy that you can commit to your blended course project. Here are some questions to guide you:
rencontres seniors 33 When does the course begin? Figure out how many weeks you have before students will start. That gives you a sense of timeline for development. You might subtract a week or two to give yourself some margin.
https://restaurantmartinwishart.co.uk/atom/2286 When will you work on the course? Set aside regular blocks of time every week to devote to the blended course design. This will help you stay on schedule. We recommend blocks of 2-4 hours.
find out How many lessons will you have to create per week? Focusing on individual lessons provides milestones that can shape your design process. Ideally, you’ll be able to work on a single lesson over one or more sessions.
useful content When will you have colleagues, students, or others to preview the course web site? This is an important step before the course goes live, since it can alert you to any major design gaps in a short amount of time.
asian girl dating italian guy How much time can you spend on revising once the course begins? Some teachers will set aside time each week specifically for revisions. Others will make notes over the course of the semester and make all revisions after reflecting on the overall success.
rencontre trans a mulhouse A spectrum of possibilities for teaching with technology:
Merging one onsite session with offsite activities (in this case, online):
Calculating learning time for a standard f2f course:
…vs for a once-a-week meeting blended course:
References & Readings
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Cambell, G., & Groom, J. (2009). No digital facelifts: Toward a personal cyberinfrastructure. Conference Presentation: Open Ed 2009, University of British Columbia, British Columbia, Canada. August 13, 2009.
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Olapiriyakul, K., & Scher, J. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet and Higher Education, 9(4), 287–301.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. Selwyn, N. (2011). Education and technology: Key issues and debates. London: Continuum.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Charleston, SC: CreateSpace.
Vai, M., & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York: Taylor & Francis.
Waters, J. K. (2011) Will the real digital native please stand up? Campus Technology. Retrieved from campustechnology.com/Articles/2011/10/01/Will-the-Real-Digital-Native-Please-Stand-Up.aspx.
Wiley, D. (2006, February). Higher education: Dangerously close to becoming irrelevant. Session presented at Secretary of Education’s Commission on the Future of Higher Education, Panel on Innovative Teaching and Learning Strategies. February 2–3, 2006. Retrieved from www.ed.gov/about/bdscomm/list/hiedfuture/3rd- meeting/wiley.pdf.
Wiley, D., & Hilton, J. (2009). Openness, dynamic specialization, and the disaggregated future of higher education. International Review of Research in Open and Distance Learning, 10(5).
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