Tag Archives: Blended Learning

The Really Useful eLearning Instruction Manual: Your toolkit for putting elearning into practice

Book Review: “The Really Useful eLearning Instruction Manual”

The Really Useful eLearning Instruction Manual: Your toolkit for putting elearning into practiceLate last year (2013) I started reading the latest offering from Rob Hubbard, “The Really Useful eLearning Instruction Manual”. A collection of chapters from leading and respected authors and educators this book offers the reader a “broad base of knowledge and the tools you need to navigate the eLearning terrain.”

The book is structured with well-defined chapters written by respected educators who lead their field, covering aspects of eLearning for synchronous and asynchronous delivery, internal- and externally-provided learning opportunities, and the differing platform and approaches to online / eLearning, including:

  • Jane Hart – informal and social learning
  • Charles Jennings – learning management
  • Ben Betts – games-based learning
  • Clive Shepherd – what is eLearning?
  • Julie Wedgewood – blended learning
  • Colin Steed – facilitating live online learning
  • Jane Bozarth – in-house, off-the-shelf, or outsourced eLearning?
  • Clark Quinn – mobile learning  Continue reading

Year in Review / 2013

Year in Review / 2013

Welcome to a final few thoughts on and about 2013: what did I do, what did I read, what did I achieve, what did I miss, what did I not do … you get the picture. Well …

  • After thinking, planning, and talking about it for nearly two years I finally got round to planning, writing, and publishing my eBook on QR Codes in Education. (May 2013).
  • Several years in the making I finally completed my CMALT portfolio and submitted it and gained my CMALT accreditation (November 2013).
  • In October I re-read my QR Codes in Education eBook and realised it would read better with a different structure to the contents and I took the opportunity to make it available as a printed book too (November 2013). Working with the CreateSpace website I restructured the materials, redesigned the cover and worked on the 2nd edition of the book (also updating the eBook too to match).
  • Worked closely with colleagues in Leicester on aspects of mobile learning, online marking and feedback, support, course reconfiguration, and roles & responsibilities.
  • Presented a brown bag lunch seminar on “Improving the Student Experience Through Blackboard in the College of Social Science”
  • I am proud to have helped launch the East Midlands Learning Technology SIG including Twitter, blog, LinkedIn group, Google+ group, etc.

Most popular posts (by month):  Continue reading

Blended Learning is all about … ?

Every once in a while I read something that makes sense and I have to share. This morning it was from Sheila Macneill.

“Blended learning is all about encouraging more creative, and engaging learning and teaching experiences…”

Read Sheila’s full post here: Easier classroom interaction, but still a few niggles. Sheila is writing about a very specific approach to blended learning, the use of audience response systems (clickers, if you will) like TurningPoint, Nearpod, and the recently launched Blackbaord Polls (polls.bb), but the quote above is, in my mind, fundamental to a success mind-set to develop and deliver a blended approach to learning: encouraging, creative, and exciting.

What Does An Edtech Specialist Look Like?

Become An EdTech Specialist #edtech

[Reproduced from Edudemic website: "Become An EdTech Specialist: Do You Have What It Takes?"]

What Does An Edtech Specialist Look Like?

Personal Skills and Abilities  Continue reading

ECAR STUDY OF UNDERGRADUATE STUDENTS AND INFORMATION TECHNOLOGY, 2013

Students and Information Technology 2013 #edtech #eLearning #educause

ECAR STUDY OF UNDERGRADUATE STUDENTS AND INFORMATION TECHNOLOGY, 2013The Educause Centre for Applied Research (ECAR) has recently published their “ECAR Study of Undergraduate Students and Information Technology, 2013” report.

The report summary has the following key points and recommendations:

Key Findings

  • Students recognize the value of technology but still need guidance when it comes to better using it for academics.
  • Students prefer blended learning environments while beginning to experiment with MOOCs.
  • Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.
  • Students value their privacy, and using technology to connect with them has its limits.

ECAR Recommends

Flexible pedagogies: part-time learners and learning in higher education

Part-time Learning; HEA Report

Flexible pedagogies: part-time learners and learning in higher educationMany of us have talked and written about the benefits of part-time learning, either online and at a distance or in the classroom. Now we have something to reference that can give our own views credibility, or something to argue against (whichever your standpoint).

“This report has been developed as part of Flexible pedagogies research project. Part-time learners and learning is one of five main focus strands embedded within the theme of flexible learning.”

Authored by Michael McLinden the report focuses on the types of flexibility that can enhance part-time study, including:

  • identifying drivers for an increase in part-time learning,
  • literature review to highlight the challenges and opportunities created by part-time learning,
  • current activities, relating to pedagogical theory and practice, are surveyed, collated and evaluated with the focus on part-time learners,
  • relevant pedagogies and approaches identified and analysed within the context of flexible learning and delivery for part-time learning,
  • a selection of case studies presented which illustrate and support part-time learning pedagogies, and
  • recommendations made about why, and how, institutions “might work towards the implementation of these pedagogies and approaches within the context of flexible delivery.”

Read the full report here: Flexible pedagogies: part-time learners and learning in higher education

 

Flipped Classroom Field Guide, Derek Bruff

Field Guide for the Flipped Classroom

With the new academic year upon us I regularly hear and read about the flipped classroom, and how people are going to use it. I was disheartened to read from Alan Cann (@AJCann) in his “Condensed Milk And The Flipped Classroom” post that his lengthy preparation for a flipped approach was not going to taken forward and implemented. While Alan is already planning an alternative approach, no doubt using techniques and technology he’s already invested a great deal of time in, the  post he referenced on The Atlantic website (“The Condensed Classroom”) had this great image.

For first-timers who want to understand the flipped classroom approach, this is an ideal introduction:  Continue reading

“Pedagogy, policy and support: taking lecture capture to the next level”

Lecture Capture: Pedagogy, policy and support #lborolc13

“Pedagogy, policy and support: taking lecture capture to the next level”

Date: July 3rd, 2013
Location: Loughborough University
Details: “Pedagogy, policy and support: taking lecture capture to the next level”
Twitter hashtag: #lborolc13

With discussions taking place around the College and University about the merits and technicalities of providing students with recorded materials, the timing couldn’t have been better for this workshop.

Hosted by Loughborough University with keynotes and sessions from leading users and supporters of lecture capture technology, the event was a good introduction to what experienced users are doing with he established technology, and how these enhancements are being vowed and used by students.

What do I want to get from today? I’ve used and been a supporter of lecture capture for many years now, and am enthusiastic for its introduction at Leicester. I want to build on my existing knowledge and understanding, how this has changed in the year or so since I moved to Leicester, and how established users of lecture capture technology are taking things forward and developing the techniques and pedagogy surrounding the technology.

We also need to be careful we do not ignore the ‘other’ questions that need asking: it’s not only about the students and pedagogic use of the technology, it’s also about how it’s implemented. We need to be sure to address the resources and resourcing, the implementation, the strategy surrounding its installation and use, the pedagogy, the support, etc. It is not about how we use it, it’s about how well we use it.

Read the full report on the College’s TEL blog: staffblogs.le.ac.uk/telsocsci/report/report-pedagogy-policy-and-support-taking-lecture-capture-to-the-next-level/

Classroom Sign: The Mess

10 claims about Technology and Learning #edtech

Classroom Sign: The Mess

I will not copy the whole post from Joshua Kim but strongly recommend you read his original article for the whole picture, not just my interpretation – ‘10 dubious claims about Technology and Learning‘.

Here are Joshua’s claims he wants to refute:

  1. The quality of courses has remained more or less constant over the past decade. Untrue.
  2. Campus investments on technology have been focused on equipment or software rather than teaching and learning. Misleading.
  3. People who work in academic technology are primarily technologists. Untrue.
  4. Tenured faculty are not innovative in integrating technology into their teaching. Untrue.
  5. Non-tenure track, part-time, adjunct and visiting faculty are less innovative in integrating technology into their teaching. Untrue.
  6. The demand for new methods of teaching, such as flipped classrooms and blended learning, is coming from the students. Untrue. Continue reading

Advances in Technology Enhanced Learning

Free eBook/iBook: “Advances in Technology Enhanced Learning” #edtech

Advances in Technology Enhanced LearningThis is a great free eBook / iBook, for the iPad, from The Open University: ”Advances in Technology Enhanced Learning”.

The eBook aims to present a “range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate” and to introduce “methodological and technological breakthroughs” to learners, instructors, and decision-makers in schools, universities, and workplaces.

“The Open University’s Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more.”

Available, for free, from iTunes, it’s worth a look: “Advances in Technology Enhanced Learning”

Advances in Technology Enhanced Learning