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There are more than two dozen ways to flip the classroom thanks to this handy visual. They're brief but designed to get students learning everywhere.
What if I told you that you could provide your students with an entire collegiate semester of foreign language instruction in just 34 hours?
Free online language instruction
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From iTunesU to YouTube EDU, how 7 education technology platforms have changed how we learn.
Education technology has changed what’s possible in learning.
No longer are students confined to desks, textbooks, or even classrooms or schools. Today, a student has at least the potential for access to apps, an incredible catalogue of videos, podcasts, learning simulations, digital communities and so much more, all through a simple internet connection.
The following 7 educational technology platforms are good representatives of some of these changes, and the chart above is a snapshot of how exactly they’ve changed what’s possible in learning, from new sources of data to the potential for a global audience.
2. Skillbuilder websites
3. Blackboard Learn
4. Skype in the Classroom
5. Khan Academy
6. YouTube Edu
The open educational resource movement is growing rapidly. Open educational resources give many people who would not be able to study due to finances
Back in 2007, two high school science teachers in Woodland Park, CO, decided to try a “crazy idea.” “We said, ‘What if we stopped lecturing and committed all our lectures to videos?’” says Jon Bergmann, now the lead technology facilitator at the Joseph Sears School in Kenilworth, IL. He and fellow educator Aaron Sams posted their short films—15 to 20 minutes long—for students to watch at home. (Parents could also look and say, “Oh, I see how the teacher wants it done!” says Bergmann.)
A good capture of different views and thoughts on this topic.
Flipping a classroom does have its positives but it will depend on student access and their commitment to watching video at home...just the same as in the past, will they do their written homework?
Assistir a vídeos também significa mais do que estar sentado à frente de dispositivos...
Uma boa abordagem para revolucionar a aprendizagem na sala de aula (prós e contras).
Shaping the Way We Teach English is a fantastic resource that I came across recently. The resource is similar to other online courses from colleges and universities. It's free and accessible through The Online Language Center of the University of Oregon and it is a pretty complete teacher training course that has videos , viewing tasks, transcripts, observation checklists and even recommended supplementary web based reading.
even if it's not CLIL oriented, a nice colection of videos focusing on key aspects of Language Teaching.
Online and free!
"The development of online learning for distance education was a disruptive innovation in many ways. One of the most visible was that it brought into the distance education arena institutions, practitioners, and academics who, before the invention of the web browser, had no experience of distance education and no understanding of its long history in North America and, indeed, worldwide. "
To help educators save time, we've chosen these 10 virtual field trips based on their relevancy, depth and quality of resources, and potential for student excitement.
Schoox is an Academy for Self-Learners where members can teach, learn and certify their knowledge online. Users can create private or public online courses by using files or web resources incredibly easy and in seconds.
With "augmented reality" technology, teachers can transform a pond or an empty lot into a vibrant classroom.
An Administrator's Guide To Selecting Blending Learning Tools [Infographic]
There are more learner interactivity options available than multiple–choice questions and ‘drag and drop’ responses, says Bob Little.
Many teacher want to get their classes online for various reasons. The info here will help anyone set it up more professionally.
Some really interesting reflections and comments in this article. What makes the current form of MOOCs particularly challenging for the learner? Poonam argues that effective learning materials involve the learners and makes a case for the interactive MOOC - the iMOOC. "Those wanting to build iMOOCS – or at least include greater learner interactivity into their courses – could gather inspiration for their instructional design strategy from interactivity building tools."
Certain "truisms" run through articles written on MOOCs. One of the more consistent "stories" repeated from article to article involves the completion rate of MOOCs, hovering around 7%. There are many reasons why MOOCs have low completion rates, but typically the "story" is told as one of MOOC design failure, as in this piece. Quote from this article: "“To engage learners and keep them interested in the course - and motivated to continue and complete it, there’s a need to develop MOOCs that are highly interactive (iMOOCs). No wonder that MOOCs’ learner drop-out rates are extremely high,” [Poonam Jaypuriya] commented. “According to our information, typically, we’re seeing only seven or eight per cent of learners completing courses.” I agree with the 7% completion rate, which matches my hands-on experience. But I disagree with the assessment of why 93% of my students did not complete my MOOC. In fact, let's consider the admission requirements for a MOOC. Typically, a student submits an email address. There is no transcript verification, there is no statement of commitment (i.e. how much this "learner" will prioritize a free class when other life and work events occur during the course), and no really penalty from just dropping out of the course at any time for any reason. MOOCs are a fascinating experiment, and while some MOOCs clearly have a way to go to fully leverage the full and already available possibilities of a quality engaging online education, that is not the fundamental reason for low completion rates. MOOC providers need to figure out how to secure learning commitments from students. And to play the contrarian on this issue, I would argue that the top retention tools of traditional higher education have been tuition cost, admissions standards, and verifiable transcripts, not the quality of course design (and I mean course design principles as opposed to faculty reputation).
A school for the blind and visually impaired in Washington State uses distance learning to accommodate offsite teachers and students.
free online course
Presentation slides for virtual presentations about the flipped classroom-the full picture
This is an informative presentation with clear examples on what the flipped classroom is and why many teachers are starting to adopt this model.
Si la experiencia de las aulas "flipeadas" en EU ha causado cierto éxito, tengo mis reserva si este modelo pueda adecuarse por ejemplo, al contexto latinoamericano.
Who actually buys education technology? What do teachers think about online learning? A new survey details the major trends in online learning.
Some useful data.
Discover all the ins and outs!
Some basic figures
Stanford has become a hotbed of activity in the MOOC field, with NovoEd now the third MOOC platform to emerge from the university during the past two years following Udacity and Coursera. According to Stanford professor and NovoEd founder Amin Saberi, this latest platform is unique in the way it facilitates and emphasizes interaction between students, encouraging the formation of groups and collaboration on projects. Students also rate the work and participation of others within their groups, creating a system of accountability to one’s peers.
I can't help wondering how this compares to other efforts. For example, @openstudy who run social structures and support around opencourseware such as some of MIT's OCW. As a clear example I'm still struck by how the Mechanical MOOC ( @MOOC_E ) pulled together 3 or 4 services (including openstudy) to provide a framework around OCW. I'm not sugesting their approach would work for every discipline but I'm a little surprised at the fanfare NovoEd has got in the press.
via SHIFT Disruptive eLearning Still not convinced Mobile Learning is something your organization should evaluate? Consider these eye-opening statistics published by different organizations ...
Datos claves del Aprendizaje y la Trascendencia de la Comunicación Móvil.
We produce lively online conferences, events and activities that excite your audience and get them involved.
Eliademy support educators and students with free online classrooms that enable them to create, share and manage courses. Eliademy works for universities, colleges, coaches, trainers and their students.
This looks interesting.
Eliademy could be your solution when you are looking to offer a course online, or maybe even only when you want to support your in-class activities with an online environment.
Interesante entorno para cursos online.
Una buena opción para ofrecer un curso online o un apoyo virtual a las clases presenciales.
Dispone de una interfaz nítida e intuitiva.
Interesting environment for online courses.A good option to offer an online course or support in-class activities with an online environment..
It has a clear and intuitive interface.
Online education has been around for a long time. But massive open online courses are finally making it respectable. Maybe even cool. Let’s not forget, though, that they are still experiments.
Interesting remarks on the future of online learning. Mobile is the way to go, but...
“Before smartphones, we went online roughly five times a day, in long chunks, according to Joe Kraus, a partner at Google Ventures. Today, with smartphones, it’s 27 times, in much shorter bursts. Twentieth century instructional methods just don’t work as well for busy, distracted 21st-century learners.”
Well written and concise sobering and critical opinion piece; can help us refocus on few critical points in designing MOOCs or any online learning actually, especially when you are in the high euphoric phase.