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FLCDirectVCU_sloan_cblended2013

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FLCDirectVCU_sloan_cblended2013

  1. 1. Faculty Learning Community Perspectives on Blended Course Development 10th Annual SloanConsortium Blended LearningConference &Workshop July 8-9, 2013
  2. 2. What is the role of ‘community’ in the design of blended learning? #blended27063 #blend 13 @sloancblended
  3. 3. FLC One: Collaborative course development and feedback while implementing. FLCTwo: Create a useful online resource for thoughtful development of blended courses.
  4. 4. What new pedagogies are required for blended course design? What are the effects of blended learning on faculty teaching load? What tools best support cohesion, collaboration, communication, feedback, and assessment? What does research tell us that will inform the next generation of blended course development? How can we inform and change attitudes and perspectives of faculty and students to support learning through technology?
  5. 5. Showcase the:  impact of PD from faculty perspective  support while engaging in a FLC  variety of design approaches  web-based faculty resource guide
  6. 6. Impact Learning / Application Campus-Wide Innovation Support F2F Meetings Portal - Sharing Emails/Communication Blended Approach Asynchronous Online GoogleTools CTE Programs OCDI Mentorship Summit Preparing toTeach Brown Bags
  7. 7. Weekly instructor videos Blackboard Individualized study Blackboard and other resources of choice Building group project portfolio Google Sites (Google Drive and Google Forms) Google-based collaboration and conversations Google Sites and Google Drive / Google +Extension links / support documents Blackboard,Google Drive / Google + Personal reflection Google Sites / Google + Self, peer, instructor feedback and assessment Google Forms and Google Sites CONNECTED LEARNING
  8. 8. Impact Core course for unit Support Emails/Communication Blended Approach Asynchronous Online Blackboard SoftChalk tutorials CTE Programs OCDI Mentorship Brown Bags  Blackboard site: Suggested weekly schedule, quizzes  Online tutorials  Multimedia as advance organizer for main concepts,  Instructor video intro,  Narrated presentations,  Formative assessments,  Flashcard app,  Blog feed with topics related to content of unit
  9. 9. Impact More than Blackboard Satellite program Support Sustained engagement Faculty flexibility Program growth Blended Approach Synchronous Online/ On-Campus Wimba/Collaborate CTE Programs OCDI (x 2) Summit Mentoring Brown Bags
  10. 10. Impact More than Blackboard Satellite program Support Sustained engagement Faculty flexibility Program growth Blended Approach Synchronous Online/ On-Campus Wimba/Collaborate CTE Programs OCDI (x 2) Summit Mentoring Brown Bags
  11. 11. Impact More than Blackboard Satellite program Support Sustained engagement Faculty flexibility Program growth Blended Approach Synchronous Online/ On-Campus Wimba/Collaborate CTE Programs OCDI (x 2) Summit Mentoring Brown Bags
  12. 12. Impact More than Blackboard Satellite program Support Sustained engagement Faculty flexibility Program growth Blended Approach Synchronous Online/ On-Campus Wimba/Collaborate CTE Programs OCDI (x 2) Summit Mentoring Brown Bags
  13. 13. Impact More than Blackboard Satellite program Support Sustained engagement Faculty flexibility Program growth Blended Approach Synchronous Online/ On-Campus Wimba/Collaborate CTE Programs OCDI (x 2) Summit Mentoring Brown Bags
  14. 14. Impact More than Blackboard Satellite program Support Sustained engagement Faculty flexibility Program growth Blended Approach Synchronous Online/ On-Campus Wimba/Collaborate CTE Programs OCDI (x 2) Summit Mentoring Brown Bags
  15. 15. Impact • Campus-wide innovation Support • Network of educator/learners Blended Approach • Asynchronous online supplementation via Blackboard CTE Programs • OCDI  How can a blended course optimize and enhance the acquisition of academic listening skills?  Faculty-friendly and easily adaptable content  Design linked to curricular objectives rather than text- specific
  16. 16. Source: Blended Learning Model Definitions (Clayton Christensen Institute, 2013) http://www.christenseninstitute.org/blended- learning-model-definitions/ Rotation Model A La Carte Model (Self Blend) EnrichedVirtual Program
  17. 17. Business Marketing Cinema and Language Elementary Teacher Education
  18. 18. What is the role of ‘community’ in the design of blended learning? wp.vcu.edu/blendedlearningflc
  19. 19. From the CTE: Dr. Joyce Kincannon,Online Instructional Designer jmkincannon@vcu.edu (804) 828-1605 BrittWattwood. Senior FacultyConsultant bwatwood@vcu.edu (804) 828-1896 Blended Learning FLC: Deborah Cowles, Business Marketing dcowles@vcu.edu (804) 828-1618 Brendan Dwyer, Center for Sports Leadership bdwyer@vcu.edu (804) 827-5131 Lisa Flemming, ElementaryTeacher Education lmfleming@vcu.edu (804) 828-1898 RobertGodwin-Jones, Intercultural Communication rgjones@vcu.edu (804) 827-1111 Lisse Hildebrandt, English as a Second Language lhildebr@vcu.edu (804) 828-2551 Joanne Huebner, Adult Learning Resource Center huebnerjm@vcu.edu (804) 828-7537 Jason Levy, Emergency Management jklevy@vcu.edu (804) 828-8040 Oliver Speck, Cinema and Language ocspeck@vcu.edu (804) 827-0910

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