All Discussions Tagged 'blended' - Classroom 2.02024-03-29T15:32:00Zhttps://www.classroom20.com/forum/topic/listForTag?tag=blended&feed=yes&xn_auth=noBlended Learning Design contesttag:www.classroom20.com,2018-04-18:649749:Topic:11698952018-04-18T13:55:03.808ZKonstantinos Michoshttps://www.classroom20.com/profile/KonstantinosMichos
<p><span style="font-weight: 400;">The<span> </span><a href="https://www.upf.edu/web/tide">TIDE research group on Learning Technologies</a> </span><span style="font-weight: 400;">of Universitat Pompeu Fabra Barcelona has created a<span> </span></span><b><strong>"Blended Learning Design" contest</strong></b><span style="font-weight: 400;"> to promote the creation and sharing of learning designs (documented lessons plans / teaching practices) in the<span> …</span></span></p>
<p><span style="font-weight: 400;">The<span> </span><a href="https://www.upf.edu/web/tide">TIDE research group on Learning Technologies</a> </span><span style="font-weight: 400;">of Universitat Pompeu Fabra Barcelona has created a<span> </span></span><b><strong>"Blended Learning Design" contest</strong></b><span style="font-weight: 400;"> to promote the creation and sharing of learning designs (documented lessons plans / teaching practices) in the<span> </span></span><a href="https://ilde2.upf.edu/edcrumble/" style="font-weight: 400;">ILDE/edCrumble learning design platform</a><span style="font-weight: 400;">. The Best Design is awarded with the corresponding certificate and 800 €. There will be two mentions with 200 €.</span><span style="font-weight: 400;"> With the contest TIDE aims at disseminating the technology developed by the group and collecting data within the framework of a research project about blended learning.<span> </span><b><strong>Deadline for participation 27th May 2018</strong></b>.<span> </span></span><a href="https://www.upf.edu/web/tide/contest" style="font-weight: 400;">More information here</a><span style="font-weight: 400;">. </span></p> Be Innovative without strugglingtag:www.classroom20.com,2017-01-04:649749:Topic:11329022017-01-04T22:26:52.135ZKelly Rozhttps://www.classroom20.com/profile/KellyRoz
<p> elearis is a new online course builder designed for teachers who want to bring blended learning into their classroom without being tech savvy. If you can cut, copy, paste, drag and drop- you too can create online education. Sign up today for your free trial. Would love to get feedback on what you think.</p>
<p> elearis is a new online course builder designed for teachers who want to bring blended learning into their classroom without being tech savvy. If you can cut, copy, paste, drag and drop- you too can create online education. Sign up today for your free trial. Would love to get feedback on what you think.</p> Moodle in High School Blended Learning Environmenttag:www.classroom20.com,2012-02-03:649749:Topic:8030652012-02-03T03:45:10.028ZKim Jurczakhttps://www.classroom20.com/profile/Kim88
Hi all,<br />
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I am looking to connect with someone who has implemented a Moodle LMS in a blended learning environment for high school students. I am working with a school who is looking at both Moodle and another proprietary solution. They really want to go with Moodle, but want feedback on the pros and cons from schools who are already using it. They plan to have Moodlerooms host, as self hosting isn't an option at this time. They want to have course templates for a 180 day school year, but allow…
Hi all,<br />
<br />
I am looking to connect with someone who has implemented a Moodle LMS in a blended learning environment for high school students. I am working with a school who is looking at both Moodle and another proprietary solution. They really want to go with Moodle, but want feedback on the pros and cons from schools who are already using it. They plan to have Moodlerooms host, as self hosting isn't an option at this time. They want to have course templates for a 180 day school year, but allow teachers ability to easily modify if desired. How much work up front will this require in developing the courses?<br />
<br />
Thanks in advance for any input you can share!<br />
<br />
Kim Effective Technologies in the Classroomtag:www.classroom20.com,2011-06-11:649749:Topic:6505982011-06-11T00:13:58.873ZCourtney Harritthttps://www.classroom20.com/profile/CourtneyHarritt
Which technologies do you find most effective in the classroom? Do you think success rates differ depending on the subject matter? Please share your thoughts with us.<br/>
Which technologies do you find most effective in the classroom? Do you think success rates differ depending on the subject matter? Please share your thoughts with us.<br/> Components for Blended Learningtag:www.classroom20.com,2011-05-06:649749:Topic:6336302011-05-06T18:50:14.627ZElizabeth Crawfordhttps://www.classroom20.com/profile/ElizabethCrawford
Here are five components to consider when creating a blended learning model. As we seek to combine face-to-face interaction with online education, what other factors do we need to keep in mind? <a href="http://bit.ly/lDigf0">http://bit.ly/lDigf0</a>
Here are five components to consider when creating a blended learning model. As we seek to combine face-to-face interaction with online education, what other factors do we need to keep in mind? <a href="http://bit.ly/lDigf0">http://bit.ly/lDigf0</a> Exploring New Models for Education 2.0 and Blended Learning in University Classroomstag:www.classroom20.com,2011-03-02:649749:Topic:6075402011-03-02T16:42:19.847ZNicholas Carl Martinhttps://www.classroom20.com/profile/NicholasCarlMartin
This past weekend Dr. Michael Gibbons and I taught a 20-hour graduate skills institute at American University’s School of International Service entitled <a href="http://www.american.edu/sis/ipcr/Skills-Institutes.cfm" target="_blank">Applications of Technology for Peacebuilding</a>. Students came from a variety of AU programs, including the International Peace and Conflict Program (IPCR) in the School of International Service, the AU Business School, and the AU Law School.<br></br>
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We at…
This past weekend Dr. Michael Gibbons and I taught a 20-hour graduate skills institute at American University’s School of International Service entitled <a href="http://www.american.edu/sis/ipcr/Skills-Institutes.cfm" target="_blank">Applications of Technology for Peacebuilding</a>. Students came from a variety of AU programs, including the International Peace and Conflict Program (IPCR) in the School of International Service, the AU Business School, and the AU Law School.<br/>
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We at TechChange were especially excited about this course, as it allowed us an opportunity to incorporate a variety of new tech-based tools in the curriculum, both those created by TechChange and others. The inclusion of these tools was designed to foster collaboration, allow for course materials to be accessed in innovative, non-linear ways, and to give students an opportunity to participate in hands-on simulations using some of the same tools (e.g. Ushahidi) currently being used by practitioners in the field.<br/>
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<a href="http://techchange.org/wp-content/uploads/2011/03/AU_Class.jpg"><img class="size-full wp-image-1744 alignnone" title="AU_Class" src="http://techchange.org/wp-content/uploads/2011/03/AU_Class.jpg" height="405" width="608"/></a><br/>
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<strong>Hybrid Learning Model:</strong> Prior to the course, we created an online community with a number of dynamic features. These included <a href="http://techchange.org/products-services/" target="_blank">an interactive self-guided pre-course assessment that provided a general overview and personalized reading recommendations</a>, an interactive case study library, visual maps for readings and other multimedia, an interactive class corkboard for posting course announcements and expectations, bookmarking tools for capturing links that emerged during classroom discussion, and more. <a href="http://institute.techchange.org/commons/dashboard" target="_blank">See a sample unit of a TechChange course with a number of these features here</a>. We felt this was an effective way (much more so than Blackboard) to not only display and organize the content of the course, but also to capture key learnings as they evolved. We’re excited to continue to experiment with this and other blended learning and hybrid learning models.<br/>
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<strong>Ushahidi Crisis Mapping Simulation:</strong> On Saturday morning, students took part in a two-hour crisis mapping simulation, using the Ushahidi platform to map and monitor hypothetical election violence in Afghanistan. This was a more in-depth version of a simulation we ran at UPEACE last summer, <a href="http://blog.ushahidi.com/index.php/2010/07/20/ushahidi-in-the-classroom/">as described on the Ushahidi Blog</a>. This time, we set up 5 teams (the UN Staff, Election Monitors, Polling Stations, Citizens, and the Taliban) and organized the simulation into 6 ten-minute round. In each round, every citizen had to choose a polling station to vote at based on the information flow that trickled down to them from the election monitors visiting polling stations and texting back to UN staff who plotted information on the Ushahidi map. The Taliban team was charged with the task of sending falsified crowdsourced data to obscure the process. We also introduced a number of variations for each round: staggering voting of citizens and allowing them to communicate with each other, reducing the number of the election monitors, etc.<br/>
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<strong>Prezi and Case Study Exercise:</strong> In order to introduce the students to some of the organizations and tools working to address different elements of the peacebuilding/ development spectrum, we created a case study library in an online tool called Prezi. We then divided the class into 6 groups (Health, Education, Banking/Livelihoods/Finance, Advocacy & Citizen Journalism, Governance, and Crisis Response) and had each group explore the profiles of three tools listed under each category, reflect on their utilities for peacebuilding, and attempt to discover other relevant tools not listed in the library. <a href="http://institute.techchange.org/commons/promo/15/case-study-library" target="_blank">Check out the TechChange Case Study Library here.</a> <a href="http://www.prezi.com/" target="_blank">Prezi</a> was a great way to organize and curate this activity and we will feature more about this tool and other insights into zooming presentations in a subsequent blog post.<br/>
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<strong>Video Games for Social Change Activity:</strong> On Sunday morning we facilitated a 90-minute unit on video games for social change. We started with <a href="http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html" target="_blank">Jane Mcgongical’s TED Talk “Can Gaming Make a Better World”</a> and then divided into groups to look at the following games: Ayiti: the Cost of Life, Experience the Haiti Earthquake, Breakaway, Participatory Chinatown, Third World Farmer, Stop Disasters, Raise the Village, and Darfur is Dying. Some themes and questions that we explored incude: The responsibility of empathy - can we as gamers responsibly and respectfully inhabit another person’s experience? If so, how can this be done without potentially trivializing others’ hardship? How can NGOs and designers better incorporate local contextual input into game design? How do NGOs and designers balance their social objective with the typical expectations related to gameplay? Are games more effective than documentaries for precipitating behavior change? <a href="http://institute.techchange.org/commons/promo/162/video-games-social-change" target="_blank">Visit the TechChange Unit on Games for Change in our online course and try playing the games.</a><br/>
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<a href="http://institute.techchange.org/commons/promo/162/video-games-social-change" target="_blank"><img class="size-full wp-image-1745 alignnone" title="games4change" src="http://techchange.org/wp-content/uploads/2011/03/games4change.png" height="364" width="608"/></a><br/>
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<strong>Final Projects:</strong> For a final project we divided the class into teams and presented the following assignment:<br/>
<p style="padding-left: 30px;"><em>In October 2011 (7 months from now), Liberia will hold its second democratic election. This signifies a critical juncture in post-war recovery efforts for Liberia, as the United Nations peacekeeping force is hoping to hand over security responsibilities to the relevant government authorities. You are part of team that has been recently hired by CARE International. You have been tasked to make recommendations about which technologies and software should be used help improve communications, monitor violence levels, and provide public service delivery during the time leading up to the elections and on the day itself. Consider the tools we have discussed in class, and take some time to research other relevant tools in the Case Study Library...</em></p>
<p>It was impressive to see such a range of creative strategies and considerations taken into account by each group. <a href="http://techchange.org/wp-content/uploads/2011/03/AU_assignment.pdf">To download the full assignment click here.</a><br/>
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<strong>Parting Thoughts:</strong> All in all, it was a great experience and we're excited about teaching future graduate courses at American University, George Washington University, George Mason ICAR, and any others that are interested. We'll also be doing a three-day short course this summer (July 4-6) on <a href="http://www.centre.upeace.org/index.php/courses/127-techeduc" target="_blank">New Technologies for Educational Practice</a> at the United Nations mandated University for Peace in Costa Rica. Come join us.<br/>
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As with any class, we recognize that there is always room to improve upon our approach and activities. We've just joined Classroom 2.0 and are really interested in hearing from others in the community who are working to develop new models for hybrid learning, education 2.0, next generation eLearning tools, and more. Feel free to reach out to us with ideas feedback at <a href="http://techchange.org/" target="_blank">TechChange</a> or write to me at <a href="mailto:nick@techchange.org">nick [at] TechChange.org</a></p>
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<p>Cross Posted from: <a rel="nofollow" href="http://techchange.org/2011/03/02/exploring-new-models-for-education-2-0-applications-of-technology-for-peacebuilding-at-american-university-course-recap/" target="_blank">The TechChange Blog: Exploring New Models for Education 2.0. “Applicati...</a></p>
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<p><em>Nick Martin is the President of TechChange. He is an educator, technologist, and social entrepreneur with international peacebuilding and development expertise. </em></p>
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<p>Website: <a rel="nofollow" href="http://techchange.org/" target="_blank">TechChange.org</a></p>
<p>Twitter: <a rel="nofollow" href="http://twitter.com/techchange" target="_blank">@TechChange</a></p>
<p>Facebook; <a rel="nofollow" href="http://www.facebook.com/techchange" target="_blank">/TechChange</a></p> Classroom or Schoolwide Mobile Learningtag:www.classroom20.com,2010-07-30:649749:Topic:4931942010-07-30T22:39:00.285ZKatherine Burdickhttps://www.classroom20.com/profile/KatherineBurdick
Many educators and academics are saying it is not a question of <span style="font-style: italic;">if</span>, it is a question of <span style="font-style: italic;">when</span> schools drop the traditional textbooks and go paperless using mobile devices. There are many discussions within Classroom 2.0 surrounding specific devices but I am looking for a common ground - examples on how teachers and schools are blending technologies to create a constructivist mobile environment. Is your class/school…
Many educators and academics are saying it is not a question of <span style="font-style: italic;">if</span>, it is a question of <span style="font-style: italic;">when</span> schools drop the traditional textbooks and go paperless using mobile devices. There are many discussions within Classroom 2.0 surrounding specific devices but I am looking for a common ground - examples on how teachers and schools are blending technologies to create a constructivist mobile environment. Is your class/school doing this? Can you share how this is working? The best way to demonstrate this may actually be to post videos showing a project your class has done using hybrid or blended technologies. <br/> JFYNetWorks and Standards Aligned Resourcestag:www.classroom20.com,2009-10-19:649749:Topic:3939422009-10-19T14:50:01.448ZRyan Camirehttps://www.classroom20.com/profile/RyanBud11
If anyone is interested in being signed up for our moodle site please contact me. I will need your name, email, city, state, and school and grade.<br></br>This moodle site is geared toward the Massachusetts math and science curriculum frameworks but would be valuable for anyone teaching math or science. This site is continually being updated with the most current information and we would like to bring people in to share strategies, resources, and any other helpful tips and tricks through the forums…
If anyone is interested in being signed up for our moodle site please contact me. I will need your name, email, city, state, and school and grade.<br/>This moodle site is geared toward the Massachusetts math and science curriculum frameworks but would be valuable for anyone teaching math or science. This site is continually being updated with the most current information and we would like to bring people in to share strategies, resources, and any other helpful tips and tricks through the forums that are provided for each standard. Along with the forums for each standard we provide documents with actual MCAS questions with and without answers that can be printed out and used with your students.<br/>If this is something you are interested in please email me your information and I will provide you with instructions. If you would like to check it out using guest access please go to "moodle.jfynet.org"<br/>Thanks, and I look forward to hearing from you.<br/>Ryan Synchronous chat - Would (do) you use it?tag:www.classroom20.com,2007-04-22:649749:Topic:70692007-04-22T21:45:07.583ZTeacher Khttps://www.classroom20.com/profile/EduGeek
Imagine you have a secure online classroom environment to use with your face-to-face K-12 students. It has many features including a chat room. The chat may be opened or closed at any time you desire, or it may be left open all the time. It always keeps transcripts and students must be logged in to the class as themselves to participate.<br />
Would you use the chat?<br />
If you would, how would you use it? What other tools or methods would you incorporate into your use of the chat?<br />
If you would not use…
Imagine you have a secure online classroom environment to use with your face-to-face K-12 students. It has many features including a chat room. The chat may be opened or closed at any time you desire, or it may be left open all the time. It always keeps transcripts and students must be logged in to the class as themselves to participate.<br />
Would you use the chat?<br />
If you would, how would you use it? What other tools or methods would you incorporate into your use of the chat?<br />
If you would not use it, why? What tools would you use instead?<br />
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Feel free to include real examples or hypothetical ones.