According to research there is no more widely believed and yet thoroughly debunked neuromyth than learning styles While learning styles is an umbrella term that can refer to a number of different categorization models the most well-known is VAK: visual auditory kinesthetic (seeing hearing doing)
To what extent is this a new model of learning in a digital age? How are private corporations employing old rhetoric to advance new avenues into public education? Most importantly, is blended learning becoming yet another overhyped myth on the crowded road of technology-as-education-reform panacea?
Tips and Resources for Using Free Video Conferencing Tools in Your Classroom Video conferencing and chat tools can be a wonderful instructional resource, as most educators know. You can bring the outside world and guests into your classroom, enable a
Collaborative Software With Social Functionality can be a Powerful Asset in the Classroom Teachers who have taken the dive into education technology have infinite teaching and learning possibilities at their fingertips. One category of technology tools that is often purposefully
Active participation among students should always be encouraged in a hybrid course, in both the online AND the face-to-face environment. Incorporating online discussions often constitutes a well-used strategy. If this is the case, one should always initially set the "ground rules" or "netiquette" rules (i.e., the etiquette associated with communicating via the internet) for students. This short piece provides such netiquette guidelines. Although 10 are included, many are related to one another. Thus, the initial list of 10 can be shortened to 3. They include:
1) using proper (i.e., formal) language (e.g., avoid emoticons or texting language, tone down the language, and control your temper).
2) be precise, explanatory and justify your opinion/position with evidence.
3) read all comments before hitting "submit" (i.e., move the conversation along).
I agree with the central premise of this piece: that the integration of technology CAN act to improve a course. However, there is no guarantee that technology, in and of itself, creates the conditions necessary for a good course. The more influential factor is the motivation (or lack thereof) of students. "In an age of informational abundance (made accessible via technology), getting access to knowledge isn’t the bottleneck, mustering the will to master it is."
Unfortunately, the piece says nothing about HOW to motivate students. Any suggestions with respect to the latter?
This slideshare presentation suggests a few educational technology tools that can be used to create "end-of-term" (or, in my mind, to be used during any part of the term) games, quizzes, and exercises for use in both the online and f2f environment. This includes the use of eduCannon, VideoNot.es, Blubbr (for video-based quizzes), Purposegames, Imagequiz, eQuizshow, and ClassNot.es (for games-based review), and Quizlet, Flashcard Stash, and Flippity (for flashcard activities).
I have specifically used Purposegames for review purposes in my World Regional Geography course. I use it specifically to test students on their knowledge of the location of countries and major cities. Leaderboards are maintained for all who play (i.e., "review") and I always award bonus marks to those who win each competition.
Don't let the number of slides scare you (158 in total). The slideshare presentation actually runs through (what can be found in document format) a variety of content creation/presentation educational technology tools. Some of the tools included are: PowToon, Prezi, eMaze, Edynco, Visme, Haiku Deck, Slidedog. The booklet identifies what each tool is, its benefits, and simple instructions for how to create content.
Looking for Rubric-Reviewed Apps to Help you be More Productive in the Classroom? This month we are examining a teacher’s best friend, instructional tool apps! The apps outlined below will help you with instruction while contributing to your productivity, pacing,
How Would you Like to Build Your own Custom Challenge in Minutes? During the months of March through May, we ran a fun “challenge” here on the site. Every week, signed up participants would receive an email with a link
There are plenty of reasons teachers do not use education technology. It’s expensive. It’s hard to always find a reason to implement edtech into a particular lesson. That’s all true and valid, really. But what are the other big reasons that teachers don’t use technology in the classroom? We did a little digging through surveys, …
It's not the end of the year but graduation time is another time for reflection. Hence EdTech Magazine's "Top Ed. Tech." blogs for 2015.
I thought this posting would be useful for those who like to stay current on issues pertaining not only to hybrid learning but to other issues relevant to educational technology in higher education. I went through the list and decided to curate 14 blogs. Two of my favourites were the last ones on the list: https://wjuedtech.wordpress.com/ ;
Those designing a hybrid course may come to be overwhelmed by the technology that can be used. However, one should not lose site of the pedagogical elements of the course. This infographic identifies 10 proven teaching strategies that can be used in any type of course, including hybrid ones.
The strategies focus on a wide variety of strategies, including developing sound course learning outcomes, designing learning activities that allow them to master those outcomes, integrating formative assessment, using the UDL principle of multiple means of representation when providing content, providing timely feedback, and encouraging collaboration.
This study by Pew Research, solicits the opinions of middle and high school teachers regarding digital literacy skills. The most important skills to be developed are being able to judge to quality of online information, writing effectively, and creating a positive digital imprint.
Certainly, all these skills can be fostered in a hybrid course. As an example, I designed an assignment that required students to access international, online news sources, identify a geographically-relevant story from that source, and write a brief synopsis of the article, from a geographer's perspective. They then had to post it to a content curation website (Scoop.it) whereby they would address questions posed to them by me and the class. Thus, the students were forced to assess the quality of online information (news sources, reporting), to write effectively (by creating a synopsis that was viewed by me before being allowed to post the story online), and in creating a positive digital imprint (by publically publishing high quality writing pieces on current events).
This blog mentions the educational technology tool "Sketch Toy" that can be used for drawing purposes. Although rather simple in its capabilities, this tool could have utility for presenting lessons in the online environment. One specific task that it might be able to accomplish is to present mathematical lessons online (writing out a problem and solving it and then broadcasting the process in a screencapture that could be placed on your hybrid course's website). What other possibilities could this have?
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.