Online education arguably came of age in the last year, with the explosion of massive open online courses driving the public's (and politicians') interest in digitally delivered courses and contributing to the perception that they represent not only higher education's future, but its present. Faculty members, by and large, still aren't buying -- and they are particularly skeptical about the value of MOOCs, Inside Higher Ed's new Survey of Faculty Attitudes on Technology suggests.
How do you make a classroom more engaging for both the student and the instructor? No learning space is more in need of fresh design thinking than the classroom. Everyone agrees it’s time to reconsider a new classroom paradigm where technology and the physical space are integrated to support pedagogy and create a more active and engaging experience for instructors and students.
As part of this planning, teachers also choose (or decide by doing nothing) how to design the physical classroom space. Many considerations inform their thoughts and decisions: personal expression; a desire to highlight ...
Digital Learning Now has released a new ebook -- "Navigating the Digital Shift: Implementation Strategies for Blended and Online Learning.” (Hot Off The ePress: DLN Ebook @Jess_Slusser http://t.co/qOlFmKC4uZ...
Too often the conversation surrounding the flipped classroom focuses on the videos- creating them, hosting them, and assessing student understanding of the content via simple questions or summary assignments.
I wish the conversation focused more on what actually happens in a flipped classroom. If we move lecture or the transfer of knowledge online to create time and space in the physical classroom, how are we using that time to improve learning for students? What is our role as the teacher in the flipped classroom? How are we maximizing the potential of the group when students are together to design collaborative, creative, student-centered activities and assignments? This is the part I want to hear more about!
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