Technology is a powerfully humanizing force, a means of restoring and extending the humanity of students. To improve education and student learning, the article suggests three things when using technology in teaching -- (1) avoid skepticism, (2)Lead with relationships, not with technology, and (3) Seek minimalism when it comes to technological answers to educational problem.
A flipped learning model has more moving parts because one must unbundle traditional teaching practices. Professor LaRocco shares his experiences. He discusses how he has enhanced his course materials—case studies, readings, and expert interviews—with tools including Camtasia, Socrative, and Wikispaces.
Kiruthika Ragupathi's insight:
Good advice when you consider blending your course: ”As you think about taking apart what you think you know for a blended learning course, remember the pleasure is in the experience. Go in with an open mind, get as much help as you can and don’t be intimidated by the tools, and get help, also from your students”.
"The use of video, audio & multimedia has become a lot more mainstream in HE teaching, learning and assessment in recent times, mainly due to the accessibility and ease of use of equipment and software, but also due to the growing realisation of the pedagogic benefits of video content."
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/
Today we are sharing with you a list of some of the best audio recording apps you can use on your Android-operated device. All of these apps are rated 4 stars and up in Google Play store. Some of the things you can do with them include: record audio clips (e.g lectures, audio notes…etc), customize and edit your recordings, share your recordings via email or embed them into cloud-based storage platforms such as Dropbox and Google Drive and many more. For iPad users, check out this list.
Blended Learning can be simply defined as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path and/or pace and at least in part at a supervised brick-and-mortar location away from home.
It is a mix of different learning methods brought together to meet your learning objectives. Blended learning is not one size fits all, learner’s needs and circumstances are different. These are key reasons to introduce blended learning.
More efficient long term results.Students are more involved using a diversity of content types.Diverse learner, diverse learning style.Teacher has the capability to evaluate learner tendencies and turn accordingly.Improved Feedback.Blended Learning can make learning fun.
No matter how you decide to frame the assignment, it’s important to ensure that the discussion is meaningful and not busy work. Some of the most effective discussions foster students’ creativity, ability to solve problems, make decisions, collaborate, and conduct research. Interestingly enough, this type of engagement is similar to what students experience with K-12 educational technology via ISTE’s NETS standards for students. Continuing to build on this framework at the collegiate level is essential.
The NMC Horizon Report > 2016 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 13th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.
Our excitement over the latest technology has started focusing on the wrong thing. It ought to reside in the praxis of teaching, not the tool.
Kiruthika Ragupathi's insight:
Important message to mull over: "The excitement over the latest technological tools has started focusing on the wrong thing. The excitement ought to reside in the praxis of teaching, not the use of technology. "
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.
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.
Moving from lecturing to becoming a facilitator of learning can be risky. Sometimes we aren’t prepared for those feelings of uncertainty. This is why I always conclude my “Flip a Lesson” workshop with a candid conversation about the shifting role of the instructor in the flipped classroom. Your comfort level, your ability to harness those nerves, and your willingness to take risks significantly influences the success of the flipped learning experience.
This post provides one specific flipped strategy to try in your class to help you become more comfortable with how it feels when your role changes and you involve your students in the learning process. The author calls “Pass the Problem” where the flip is in getting "the Professor to step away from the podium and get participants working together".
Discussions are sometimes called the engine of an online course. Discussions provide an opportunity for students to engage with the course content, with each other, and with you—the professor—simultaneously, which means they have a lot of potential for meaningful learning and high retention.
There is no guarantee that students will really apply themselves by just creating a discussion. What you get out of a discussion assignment depends on what you put into it. Here are some tips for writing your discussion prompt, selecting your settings, and participating in the discussion.
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