Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
On my open course H817Open I use a mixture of technology, and thought it might be useful to describe these here, and also to indicate what I'd like to do beyond this. …
What I would like is an open course DIY toolkit. You come along, select which functions you want and it recommends a bunch of open technologies (although not necessarily open source) with examples of where they've been used, and hey presto, you roll your own MOOC.
Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built-in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher education institute in Singapore.
In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.
by Thomas Stanley Ideas for Creating an Interactive Blended Learning Experience There are, sometimes frustratingly, a number of ways to teach in the online world. Some programs are credit retrieval, others are expanded correspondence courses,...
Through highly standardized curricula and pacing guides, teachers are told exactly how to teach, rather than being empowered to differentiate instruction and create engaging learning environments to meet the needs of their students.
Forget MOOCs. The true challenge to higher ed will come from models that use cognitive science and technology to remove faculty members from the center of the learning process, writes Richard Holmgren.
There are many good and useful models of instructional design, for example, ADDIE, ASSURE, CRESST, ARCS, 4CID, Component Display, Gagne's Instructional Design Model, and so forth. These seem to me to identify ...
No matter what side is argued the fact remains that MOOCs are a new player in this old game of higher education and almost every university is crafting a plan to incorporate them into their programs. Inspired by Hybrid Pedagogy's ...
Find out more about some of the important movements in the development of Web 2.0 online communication software or e-tools that have impacted on, and continue to impact on, how individuals and communities communicate and learn.
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