The sheer scale of numbers of students led to bold proclamations of education disruption and a sector on the verge of systemic change. However, from the perspective of 2015, these statements appear increasingly erroneous as moocs have proven to be simply an additional learning opportunity instead of a direct challenge to higher education itself. Many of the issues confronting early mooc development and offerings could have been reduced if greater consideration was given to research literature in learning sciences and technology enabled learning.
Flipped Learning: The Big Picture Infographic As we progress rapidly into the middle of the second decade of the 21st century, questions continue to be raised about how education addresses the ever increasing demands for change, integrating emerging technologies, and maximising the possibilities... http://elearninginfographics.com/flipped-learning-big-picture-infographic/
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...
The author points out very rightly that, "Blended learning is an evolving, dynamic organism that cannot be forced into a custom template, and that Good blending comes from establishing equilibrium between the learner and the learning objective".
For the past ten years, I've been designing and building social learning environments for the web, with a particular focus on fostering peer-to-peer learning communities. I enjoy sketching out new ideas on napkins, and turning the best of those sketches into working code and living systems.
A hybrid or blended course reduces face-to-face "seat time" so that students can pursue additional teaching and learning activities online. To be successful, a hybrid or blended course requires careful pedagogical redesign. These ten questions offer you a way to start thinking about some of these design issues
Kiruthika Ragupathi's insight:
Important to ask these questions when you start redesigning your course to a hybrid course!
VideoTwo of the hot topics in education in the last few years have been Massive Open Online Courses (MOOCs) and the flipped classroom. I’ve been experimenting with both of them. What I’ve learned (besides being able to use the word “pedagogy” in a sentence) is 1) assigning students lectures as homework doesn’t guarantee [...]
Studies show that the quality of your classroom environment is a significant determinant of student learning. Classrooms that are painted with color, lighted with full-spectrum lighting, and devoid of visual noise result in improved academic performance and decreased disruptive, off-task behavior.
Education research expert David Miller reveals five benefits flipped classrooms provide higher education. Miller says that flipped classroom strategies are becoming a great movement, and provide huge benefits to students and professors alike. The benefits include boosting student engagement, assisting in developing more team-based skills, providing personalized guidance for students, focusing on classroom discussions and promoting faculty freedom in the classroom.
The “flipped classroom” is the idea of the moment, advocated by everyone from Bill Gates to Eric Mazur, the pioneering science educator. This educational innovation is exciting and promising – but I’d argue for a slight revision to the discourse to make sure we don’t replace one rigid format with another. My suggestion: let’s scramble, not flip, the classroom.
Kiruthika Ragupathi's insight:
Flipping, Blending OR Scrambling?? Whatever be the term, what is good for our students is the need to use both "direct instruction" and "facilitated practice" to intentionally help students meet our learning goals.
The essence of flipped learning is not its methodology, Education Consultant Jon Bergmann told Convene, but a question that's relevant to teachers and meeting planners everywhere: “What is the best use of face-to-face time?
The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario. A new understanding of knowledge production and learning challenges the core of learning design, demanding innovative and appropriate approaches to teaching and learning.
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