Weaving it All Together
2 rencontres see finsterwalde single mann 50 sucht frau http://acepackinternational.com/?primre=site-de-rencontre-avec-des-femmes-canadiennes&965=9d rencontres et recrutements toulouse click for more info http://web-impressions.net/fister/2084 site de rencontre 49 ado rencontre parking r3 Future learning systems may not be differentiated as much based on whether they blend but rather by how they blend.
Barbara Ross and Karen Gage, Global Perspectives on Blended Learning
Don’t make me think.
About this chapter
Chapter 9, Weaving It Together focuses on deliberate interweaving of onsite and online activities as teachers build out the course’s lesson patterns, home page, and syllabus.
From the guide…
Many chapters of this guide feature a “to do” item to help you focus your own blended course design:
At this point you should have at least one lesson planned out (goals, outcomes, assessments, activities) using the course design map template. This chapter will help you use your plan to build out a lesson prototype within your LMS or course web site.
For a list of LMSs and platforms for building course web sites, see Tools and Platforms
References & Readings
Amaral, K. E., & Shank, J. D. (2010). Enhancing student learning and retention with blended learning class guides. Educause Quarterly, 33(4), n4.
Aycock, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today, 8(6).
Gerbic, P. (2009). Including online discussions within campus-based students’ learning environments. In E. Stacey & P. Gerbic (Eds.), Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education (pp. 21–38). Hershey, NH: Information Science Reference.
Grigorovici, D., Nam, S., & Russill, C. (2003). The effects of online syllabus interactivity on students’ perception of the course and instructor. Internet and higher education, 6(1), 41–52.
Krug, S. (2006). Don’t make me think! A common sense approach to web usability (2nd Ed.). Upper Saddle River, NJ: New Riders.
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7–22.
Niederhauser, D., Reynolds, R., Salmen, D., & Skolmoski, P. (2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23(3), 237–255.
Ross, B., & Gage, K. (2006). Global Perspectives on Blended Learning. The handbook of blended learning: Global perspectives, local designs, 155.
Chapter 10: Ongoing Improvements of the Blended Course
Evans, J. R., & Mathur, A. (2005). The value of online surveys. Internet Research, 15(2), 195–219.
Hensley, G. (2005). Creating a hybrid college course: Instructional design notes and recommendations for beginners. Journal of Online Learning and Teaching, 1(2), 1–7.
Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. Educause Review, 46(5), 30–32.
Wiley, D. (2010, March). Openness and the future of education. Presentation at TEDxNYED, New York. Retrieved from http://youtube.com/watch?v=Rb0syrgsH6M.