Here is a paper I co-authored quite a few years back on blended learning design…it is really a framework document, identifying major design factors. I have since worked more on the details of the various principles, and I think this paper will constitute the backbone for a presentation I will do in the CTLT Institute in May.
Social, usability, and pedagogical factors influencing students’ experience with wikis and blogs
In my search for evaluation studies that might give me some wonderful instruments and/or rubrics for the math project (all suggestions are welcome) I came across this paper which I have only just skimmed, but thought I would share. I am just starting to help a couple of instructors to incorporate blogs and wikis into their courses, so will hopefully find some nuggets in here.
Happy reading on a busy first week back!
Janet
Online Assessment Design- this is an emerging and complex part of the learning design practice. Below is an article that our Distance and Blended Learning team co-authored recently. What is still missing in the discussion? What more can we do to support our instructors in developing assessment strategies that are effective and do not break the backs of the instructors?
An article in the Times Higher Education about the trend toward banning online access during courses.
http://www.timeshighereducation.co.uk/story.asp?storycode=416375&encCode=6
For those who are working with faculty on blended environments, this is worth a read. My own experience of integrating technology in lectures tells me that you can’t leave it all to chance, you need to determine some structure to the way students use technology in classrooms – for example we implemented a back channel chat during lectures, we used opportunities for students to find online resources and share with the class, and we used online quizzes (somewhat like clickers but not using clickers) as well as asking students to use their phones for taking photos in labs of their work.
The issue of multitasking and learning is going to be a major area of research in the coming years, perhaps it is something we want to consider in our work as well. In online environments we mainly hand over the control for the activities to the students to decide when and how much to do – they are I am sure multitasking like crazy while they are reading/writing assignments/listening and viewing audio/engaging in live discussions. Within our own design work, do we account for the many possible ways that a multitasking environment can both support and detract from the experience of learning?
Happy reading.
Janet