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Blended Learning Lab
Leveraging the evolution of Blended Learning with the growth of Open Source.
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Education technology is spreading fast, but there’s no recipe for success

Education technology is spreading fast, but there’s no recipe for success | Blended Learning Lab | Scoop.it

Many people are seeking the “secret sauce” for digital learning.
As educators expand the use of education technology, they often face a tricky balance. These tools offer the possibility for innovation – trying something new in a quest to improve teaching and learning. But technology isn’t cheap, and the risk of failure looms.


To assure success, many educators try to find and follow a recipe for digital learning. But many crucial ingredients can’t be found in a case study about “best practices,” said Julie Evans, the CEO of Project Tomorrow, a nonprofit organization that advocates for math, science and technology education and annually surveys students and educators about their experiences with those topics.

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eLearning Tip: The Difference Between Copyright Free and Royalty Free

eLearning Tip: The Difference Between Copyright Free and Royalty Free | Blended Learning Lab | Scoop.it
Finding quality assets (images, sound effects, video, etc.) to use in your eLearning course is one of the most important and potentially daunting aspects of developing. Everyone should know by now, that you can’t just pull an image off of a Google image search and use it. There are certain legal rights for pretty much every digital asset out there. There are some important terms you should understand before you use an image or other digital assets that you did not create on your own.

 

Public Domain – Works in the public domain are those whose intellectual property rights have expired, have been forfeited, or are inapplicable.

 

Copyright – A legal right created by the law of a country that grants the creator of an original work exclusive rights to its use and distribution, usually for a limited time, with the intention of enabling the creator (e.g. the photographer of a photograph or the author of a book) to receive compensation for their intellectual effort.

 

Royalty Free – The right to use copyrighted material or intellectual property without the need to pay royalties or license fees for each “use” or per volume sold, or some time period of use or sales.

 

Creative Commons – These licenses allow creators to communicate which rights they reserve, and which rights they waive for the benefit of recipients or other creators.

 

Fair Use – A limitation and exception to the exclusive right granted by copyright law to the author of a creative work.

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Roimata Baker's curator insight, April 19, 4:18 AM

Te aahua o te mana pupuri ki te ao matihiko.

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Is "making a game out of learning" bad for learning?

Is "making a game out of learning" bad for learning? | Blended Learning Lab | Scoop.it

A few years ago, Osterweil distilled what he calls the “four freedoms of play,” including freedom to experiment, freedom to fail, freedom to assume different identities and freedom of effort (meaning the ability to mix full-throttle effort with periods of relaxation and disengagement). For Osterweil, these freedoms are about more than good game design.


I argue that real learning happens in moments of playful exploration,” he said, “and all those freedoms should be present.


Schools overemphasize the learning of facts and formulas, and the right answers for standardized tests, he said. Rather than changing that educational model, “bad ideas like gamification replicate it.”

 

The problem isn’t just the drill-and-practice design of many games, according to Klopfer. It’s also that teachers predominantly use games as a reward or reinforcement, rather than a starting point for learning.

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8 Ways Blended Learning Changes the Game

8 Ways Blended Learning Changes the Game | Blended Learning Lab | Scoop.it
Despite having been raised by two teachers and working for an ed tech company, I knew that sending my oldest off to kindergarten this year would be an education for me.

Volunteering in his class, I was blown away by the range of skills these five-year-olds brought. Some were reading books and writing in complete sentences before the first day, while others were still learning the alphabet.

How could any teacher manage such disparity in her daily lessons, much less challenge the advanced kids while nurturing those who needed some extra help? Obviously this is where "self-paced" and "individualized" learning get their appeal.

In the classroom, I got my first real-world experience with the difference between self-paced learning in a blended learning form compared with its pre-digital form - workbooks and worksheets. And what a world of difference they are.
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Add Coding to Your Elementary Curriculum. . . Right Now

Add Coding to Your Elementary Curriculum. . . Right Now | Blended Learning Lab | Scoop.it

Teaching elementary students to code begins with connecting to resources, looking beyond 1:1, trusting kids to learn, involving the school community, and making it fun. 

 

There are many reasons for this. As you well know, teachers are already stretched pretty thin, and often it seems like there's just no bandwidth to add something new to a very full schedule. Additionally, some schools have few or no computers and/or tablets for classroom use.

 

But the earlier we introduce children to coding, the more comfortable they will be when presented with more in-depth learning opportunities in middle and high school. Also, early exposure to coding helps teach children how important it is to understand computers as the valuable tools they are rather than merely fun playthings.

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Preparing a Classroom Culture for Deeper Learning

Preparing a Classroom Culture for Deeper Learning | Blended Learning Lab | Scoop.it
The development of formal thinking and logical reasoning skills is necessary to achieving deeper learning. Educators should first immerse themselves in professional development focused on building inquiry skills, possibly within the field of philosophy. Learning to think deeply is a prerequisite to planning lessons with flexibility and creativity, both of which are critical aspects to achieving deeper student learning.

Prior to students becoming skilled at inquiry-based discussions, teachers must verbally model thinking skills for students by thinking aloud and making unlikely connections. Deeper learning necessitates deeper teaching.
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What happens when computers, not teachers, pick what students learn?

What happens when computers, not teachers, pick what students learn? | Blended Learning Lab | Scoop.it
eacher John Garuccio wrote a multiplication problem on a digital whiteboard in a corner of an unusually large classroom at David A. Boody Intermediate School in Brooklyn.


About 150 sixth graders are in this math class — yes, 150 — but Garuccio’s task was to help just 20 of them, with a lesson tailored to their needs. He asked, “Where does the decimal point go in the product?” After several minutes of false starts, a boy offered the correct answer. Garuccio praised him, but did not stop there.

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4 Ways Technology Is Making Education More Affordable and Available

4 Ways Technology Is Making Education More Affordable and Available | Blended Learning Lab | Scoop.it
When Sal Khan agreed to help tutor his niece in middle school math, he had no idea he was embarking on a journey that would lead to the creation of Khan Academy, a nonprofit that offers “a free, world-class education for anyone, anywhere.”

Using free digital tools such as YouTube and Yahoo! Messenger, Khan successfully helped his niece get into the advanced math track at school. Her siblings, their friends and eventually millions of others started watching Khan’s videos, and his digital educational empire was born.

Khan Academy is now famous in the educational technology space, but it’s just one of many innovative companies that are using ed-tech to provide learning opportunities to students in every corner of the globe.
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Blended Learning (Pt. 1): Changing the Face of Education

Blended Learning (Pt. 1): Changing the Face of Education | Blended Learning Lab | Scoop.it
A new way of teaching and learning is making its way into some public schools that, if it gains enough traction, could turn the traditional education system on its head. "Blended learning" is not about credits or grades; it's about mastery ...
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Ivon Prefontaine's curator insight, February 17, 4:44 PM

Are we changing the face of education, better known as School, or are we simply rearranging the deck chairs?

 

 

@ivon_ehd1

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The Difference between Gamification and Game-Based Learning

The Difference between Gamification and Game-Based Learning | Blended Learning Lab | Scoop.it

Have you tried to gamify your classroom? Do you incorporate game-based learning into your curriculum? Gamification and game-based learning have become buzzwords in education yet some general confusion still exists regarding what each is and what each is not. I would love to clear up any misconceptions. Gamification Gamification is the idea of adding game elements to a nongame situation. Corporate reward programs are a good example. They reward users for certain behaviors.

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Competency-Based Degrees: Coming Soon to a Campus Near You

Competency-Based Degrees: Coming Soon to a Campus Near You | Blended Learning Lab | Scoop.it

Competency models recognize the value of experiential learning, in which students can develop and hone skill sets in real-world contexts. For instance, a student with a background in web design may be able to provide an institution with a portfolio that demonstrates mastery of computer coding or digital design. If coding or digital design is a discipline in which the institution gives credit, and the mastery demonstrated is sufficiently similar to that achieved in the classroom, then the institution may grant credit based on that portfolio.

The logic of competency-based credit is compelling. After all, colleges and universities hire most people to teach so that students learn. If students can achieve the desired learning in other ways, then why not provide them with the same credential as those who sat in the traditional classrooms with the traditional faculty members?

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A Principal's Reflections: Leading the Maker Movement

A Principal's Reflections: Leading the Maker Movement | Blended Learning Lab | Scoop.it
Patric Lougheed's insight:

For a maker culture to succeed and thrive in a school, leadership matters. I learned some of these lessons unbeknownst to me as they were only brought to my attention after making to learn became an embedded component of our school culture. Selecting the right person to lead the initiative is pivotal.  Once that is done give him or her the autonomy to make decisions related to the space and process.  Ensure that there is a mutual understanding of the freedom to execute on innovative ideas and create a space that is always in a state of controlled chaos.  Provide encouragement every step of the way, as there will be times when equipment does not work or fellow colleagues attempt to undermine the process due to their own insecurities.  Finally, make sure there is an allocated budget for the maker educator to establish a space that attracts students.  In simple terms, get out of the way.

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Blended and Online Assessment Taxonomy Design

Blended and Online Assessment Taxonomy Design | Blended Learning Lab | Scoop.it
In the infographic, Blended and Online Assessment Taxonomy, we have organized types of activities that suit various levels of assessments (2001) starting with remember, understand, and apply in the first row. Assessment activities like matching, multiple choice, and word problems fall among these lower levels of learning. Grading and feedback criteria for these levels of learning are very objective and include answer keys and checklists. One key advantage of using assessments in these levels is that often grading and feedback criteria are objective enough to be computer automated in the blended or online environment.
 

The second row of our infographic includes higher levels of active learning including analyze, evaluate, and create. Engaging curriculum whether face-to-face, blended, or online push student performances to these levels of learning; however, these assessments are less conducive to automated feedback systems as rubrics typically require intelligent judgment. The appropriate level of learning for any assessment should be determined by the learning objective(s).
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Book ‘Teaching in a Digital Age’ now ready and available | Tony Bates

Book ‘Teaching in a Digital Age’ now ready and available | Tony Bates | Blended Learning Lab | Scoop.it

IT’S OPEN! IT’S FREE! IT’S ONLINE! IT’S READY!
For the last two weeks I have been frantically re-editing my online open textbook, ‘Teaching in a Digital Age.’ I am relieved and pleased to announce that the book is now finished – or at least as finished as an open online textbook will be, as it’s possible, indeed essential, to continue to add or remove materials to keep it up to date.


So if you get the chance, log in to the book, have a look at it, and, if you can find the time, send me your comments.


The target group


The audience I am reaching out for are primarily:
- college and university instructors anxious to improve their teaching or facing major challenges in the classroom,


- school teachers, particularly in secondary or high schools anxious to ensure their students are ready for either post-secondary education or a rapidly changing and highly uncertain job market.

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Schools Turn to Technology for Teaching’s Sake

An intriguing thing has been happening in schools.

A decade ago, the idea of integrating technology into the classroom changed the possibility of what teachers and students could accomplish or even imagine. While that classroom tech created seemingly endless opportunities, districts soon realized they didn’t have the necessary infrastructure in place to support it all. School leadership then shifted their attention to building or rebuilding networks, tackling data management and bolstering enterprise security in order to advance their academic missions.

But now that many have made those investments, the classroom and tech for teaching are once again attracting serious attention. That foundation allows more opportunities in the classroom than was possible even a couple years ago. This issue of EdTech: Focus on K–12 reflects that fast-changing technology landscape, and explores how districts and IT leaders are traversing it.
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Blended Learning Visually Explained for Teachers

Blended Learning Visually Explained for Teachers | Blended Learning Lab | Scoop.it

Blended Learning is one of the major learning concepts that came about as a direct result of the impact of technology integration in education.In blended learning students and teachers get to experiment with a multimodal teaching method in which the digital and virtual learning is blended with the face-to-face one. However, one of the misconceptions circulating among those who are  less enthusiastic about the use of this learning method in classrooms is that blended learning is nothing else but replacing teachers with technology. The infographic below debunks this myth and features the numerous benefits of blended learning.

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The Strategic Imperative for Schools: Technology as Connector

The Strategic Imperative for Schools: Technology as Connector | Blended Learning Lab | Scoop.it

School would be a lot easier for administrators and teachers if technology were left outside of the classroom walls. Technology brings significant and frustrating obstacles to student learning. The range includes infrastructure issues like wireless connectivity, printing difficulties, projector failures, student behavioral challenges, and helping parents navigate the home environment with mobile technology. Teacher training and ongoing support are at the core of instilling a successful digital transformation. And high-quality master teachers are essential to ensure that technology is used to deepen student learning.

 

However, the adoption curve can be slow, uneven, and filled with ups and downs.

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How to Grow a Classroom Culture That Supports Blended Learning

How to Grow a Classroom Culture That Supports Blended Learning | Blended Learning Lab | Scoop.it

Computers, tablets, and other electronic devices alone are not going to change the classroom. It is the change in culture that will make the difference.

To help everyone remember what it takes to set up a culture that works, I have come up with an acronym, TRICK. Each letter stands for an important part of the culture.

T = trust
R = respect
I = independence
C = collaboration
K = kindness

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How Teachers Will Change the Future of Tech

How Teachers Will Change the Future of Tech | Blended Learning Lab | Scoop.it
Imagine for moment if all teachers were technophobic. What would that mean for technology development in the long term? Sure, we’d have some self-taught geniuses, like Bill Gates, who would figure out computer programming all on their own. But they would be outliers, and the majority of students would grow up with the same fear of technology as their teachers. Studies have already shown how this happens with math: a recent survey of seven hundred elementary school teachers found that over a third of them had math anxiety, leading their students to also develop anxiety about the subject.

This means that teachers can have a profound effect on whether their students embrace technology, in the classroom and beyond. The way that teachers present technology skills will also affect what kinds of technological thinkers their students become. Teaching coding as a stand-alone skill is a great way to train future computer programmers. Integrating technology into other subject areas such as history, English and the arts will teach students to use creative, technology-based problem solving skills in many areas. Both are great skills to have.
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Study Shows Steady Growth in ePortfolio Use; What Does That Suggest?

Study Shows Steady Growth in ePortfolio Use; What Does That Suggest? | Blended Learning Lab | Scoop.it
Active-learning designs, resulting in learners solving problems in many different ways and with varying results, requires a different means of assessing the learning and the results.  ePortfolios provide this new means:  if learners collect well-constructed and revealing evidence of their learning process, benchmarks, reflection and analysis, then not only is learning deeper but the assessment itself becomes the basis for a resume and for further learning.

But almost certainly the strongest force driving change is the whole panorama of digital technologies, causing our entire culture and economy to change – and they are still driving more change.
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Blended Learning (Pt 2): Policy Issues and Best Practices

Blended Learning (Pt 2): Policy Issues and Best Practices | Blended Learning Lab | Scoop.it
Faculty need to be tech-savvy as new tools are introduced to the classroom. They have to be versed in assessing volumes of digitally-generated, real-time data on each student. And they must to be ready to change course fast to reinforce or reintroduce concepts, depending on what the data shows.
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The Evolution of Blended Learning

The Evolution of Blended Learning | Blended Learning Lab | Scoop.it
The concept of "blended learning", which was introduced as early as 2000, has assumed more importance than ever before and has transformed from a theoretical concept with rudimentary applications to an essential part of mainstream education...
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Showcasing the Co-Curricular: ePortfolios and Digital Badges

Learning scientists at the University of Notre Dame have found a sweet spot in the pairing of digital badges and eportfolios: the perfect opportunity for students to showcase learning achievements not normally featured in traditional transcripts and student records.
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Teacher Created Transmedia Experiences

When creating transmedia experiences of their own, teachers should think about the platforms available to their students as well as which platform would best suit the narrative extension. The platform should never determine the direction the story development takes. Many free digital storytelling resources lend themselves directly to supporting a transmedia experience in the classroom. Also, blogs, wikis, facebook pages, twitter accounts, and Youtube videos can be useful tools to use as well. It is important to note that the strategies outlined in Weslandia or in 'Participatory Improv' and be applied to any story- fiction or nonfiction. When carefully implemented and purposefully planned, teacher created transmedia experiences can have a significant impact on student learning.


See more at: http://digitalis.nwp.org/resource/2545#sthash.UiVU213q.dpuf

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