- Oct 2020
The application and integration of video into the community of inquiry (CoI) framework can humanize instructor, social and cognitive presence for effective online learning. The concept of affordances and universal design for learning principles can be applied to design decisions when video is applied to support the CoI model. Knowing that video includes a variety of formats and options beyond the lecture-capture model is essential. Understanding a pedagogy of video – code breaking, meaning making, using, applying, and identifying persona – will ensure that video assets support critical and digital learning outcomes. Design with video can activate deeper reflective practice when applying location, integration, creation, annotation, collaboration, and curation of video assets. Issues when considering video integration into online learning spaces include quality/quantity, open/closed, actor/teacher, asynchronous/synchronous, or live/recorded video.
Using video is more than content delivery. When employing universal design to the video content the asset will support critical and digital learning outcomes.
The author, Stefan Hrastinski, is a Professor at the Division of Digital Learning and Director of Research Education at the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology in Sweden. Hrastinski notes the term "blended learning" originated in the 1990's, but is often over generalized. Hrastinski proposes several blended learning models, blended learning conceptualizations, and proposes recomendations for future research.
The authors present a study focused the differences of blended versus traditional instruction in terms of student performance. The study evaluates 53 undergraduate students enrolled in a "Physical Education in Early Childhood" course. Twenty-nine students were placed in a traditional course and 24 students were placed in a blended "experimental" group. The researchers concluded that "students who attended the course with blended instruction show higher performance."
Online learning, blended learning, flipped learning, hybrid learning, flexible learning, open learning and distance education are all terms that are often used inter-changeably, but there are significant differences in meaning. More importantly, these forms of education, once considered somewhat esoteric and out of the mainstream of conventional education, are increasingly taking on greater significance and in some cases becoming mainstream themselves. As teachers and instructors become more familiar and confident with online learning and new technologies, there will be more innovative methods developing all the time.
The author, Anthony Bates, holds a BA in Psychology and a Ph.D. in Educational Administration. He holds over 40 years of teaching experience. In this chapter he proposes online learning is a mode of delivery versus a teaching method. In this chapter Bates compares teaching delivery methods, defines which mode students need, and weighs in on the choice between face-to-face and online teaching.
- Sep 2020
Sir Anthony Seldon on Twitter. (n.d.). Twitter. Retrieved September 2, 2020, from https://twitter.com/AnthonySeldon/status/1300355492783554561
- Jul 2020
Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
- online class
- equitable evolution
- remote learning
- face-to-face instruction
- natural science
- higher education
- instructor perspective
- teaching tool
- May 2020
Higbee, T. (2020, April 17). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP. https://doi.org/10.31234/osf.io/9gwpj
- Mar 2020
M5 Successful Online Instruction
View this from various perspectives (ID, Teacher, Student POV)
- Communication with Students
- Collaboration among students
- High Expectations
- Prompt Feedback
- Active learning experiences
- Respecting diversity
structure of instruction
- Syllabus facilitationinstructional materials *assessments
- teaching and learning environments + tecvhnologies
- elaborating course content
- supervising and moderating discussions
- supervising indiv. and group projects.
- grading assignments and providing feedbacks
- answering all sorts of questions
- helping students manage their study
- motivating students Etc.
Community of Learners
Cultivate a community of learners and possible group of peers that they can rely on for feedback, sharing knowledge, critiques and fruitful interactions. Assessments would need to be criterion-based (rubric) and product-oriented. Environment has to be adaptable and technology-driven.
Communication Very important, specially in fully online. You can create routines, correspondence time, and an open link for gathering around and meeting with the instructor.
Assignments and grading They are useful to check in on progress. There is a debate on fewer vs. many. Have an expectation set in advance, like the use of rubrics. Provide examples or not?
Reflection: For art classes a rubric would be good, but not examples. Examples can cause students to copy the example and you want to encourage them to do it well.
Plagiarism: Teach students about copyright and fair use. Teach students how to cite and provide reference. Provide an institutional policy. Tracing = bad.
Reflection: How big of a concern would plagiarism be in an art class?
Review Other Elements in the textbook.
reflection: Joshua might be fairly good with tech. We need to have some support for future instructors that might take over that class. Provide material for students and instructors on support.
- Nov 2019
Section 1.3 Theories of Education and the Online Environment
This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10
- Angelo State University
- professional development
- online instruction
- educational theories
- active learning
- Social Cognitive Theory
- self-directed learning
- higher education
- adult learning
- collaborative learning
- instructional design
- online teaching
- adult education
- technology integration
- Nov 2018
This is a good overview of reasons you should consider using Slack in the classroom (3/5)
- Jun 2016
Most of the universities combined the software with human instruction, but a few courses were delivered entirely online.