Here is an infographic I found on edudemic about blended learning.
Here is an infographic I found on edudemic about blended learning.
Here is a short and sweet video on the basics of blended learning (from a K-12 perspective).
The Basics of Blended Learning
Call for Chapters: Assessment in Online and Blended Learning Environments
Editors: Selma Koc, Patrick Wachira, Cleveland State University; Xiongyi Liu, University of Maine-Orono
Online and blended learning require the reconstruction of traditional instructor and learner roles, relations, and practices. Assessment becomes an important issue as a multidimensional process influenced by many factors in online and blended learning environments. Literacy in assessment is critical for both instructors and students for effective learning in online and blended environments. Instructors need to identify effective assessment strategies and techniques appropriate to online learning and understand the potential of technology tools for monitoring student learning and improving teaching. At the same time, how students are assessed show the students what is important and how they should approach learning; thus, engaging them in self-regulatory cognition and activities.
The focus of this book will be on assessment for learning, assessment of learning, assessment strategies, and factors facilitating and impeding assessment in online and blended learning environments. Providing both a research and a practice perspective, this book can help educators make the connection between pedagogy and technology to maximize their teaching when planning, designing, implementing and assessing for active learning and teaching.
The editors of the proposed book approach assessment as a responsible, responsive and integral pedagogy of any teaching and learning environment that actively engages instructors and learners. The objectives of the book will be:
· to help understand assessment as a responsible, responsive and integral pedagogy of teaching and learning in online and blended learning environments
· to present research or practice with respect to assessment in online and blended learning
· to present technology tools and applications that are used with respect to assessment in online and blended learning
· to provide suggestions for improving instruction and assessment in online and blended teaching and learning
1. Assessment in online/blended learning: Establishing a framework
2. Summative and formative assessment in online/blended learning
3. Assessment and instructional design in online/blended learning
4. Factors/processes that influence assessment in online/blended learning
5. Technology tools for assessment in online/blended learning
6. Assessment techniques and strategies in online/blended learning
7. Self-regulation and assessment in online/blended learning
8. Assessment and role play in online/blended learning
9. Self and peer-assessment in online/blended learning
10. Assessment of learning groups in online/blended learning
11. Authentic assessment in online learning/blended learning
12. Perspectives and experiences of instructors in assessment in online/blended learning
13. Perspectives and experiences of learners in assessment in online/blended learning
14. Rubric-based assessment in online/blended learning
15. Embedded formative assessment in online/blended learning
16. Assessment of teaching in online/blended learning
17. Web-based testing and assessment
18. Asynchronous and/or synchronous discussions as assessment in online/blended learning
Chapter topics are not limited to the list above. Please inquire about topic suggestions.
Researchers and practitioners are invited to submit by October 31, 2012 a 2-3 page (500-750 words) proposal and chapter outline. Describe the content of the chapter including relevant literature adhering to APA 6th edition style. Email your proposal as a Word or Open Office attachment to Selma Koc at Assessment4Learning@yahoo.com. Include a cover page with a working title, the topic (see above) that best matches your proposal, affiliated institution, a brief biography along with an indication of whether your proposal focuses on research or practice.
Content and outline of the proposals should include:
· an overview of the research/project including purpose/objectives
· indication of significance to teaching and learning
· for research proposals, include a brief overview of theoretical framework, methodology, overview of results, implications and recommendations for research and practice
· for practice proposals, include a brief overview of the key elements of practice, with conclusions, implications and recommendations for research and practice
Final chapters should be between 20-30 pages (approximately 5,000-7000 words) including references, tables and charts. Authors of accepted proposals will be notified by December 1, 2012. Guidelines for preparing your paper and terms and definitions will be sent to you upon acceptance of your proposal.
October 31, 2012: Proposal Submission Deadline
December 1, 2012: Notification of Acceptance
February 28, 2013: Full Chapter Submission
March 31, 2013: Review Results Returned
May 15, 2013: Final Chapter Submission
XXX 2013: Anticipated Publication Date
This book is scheduled to be published by Information Age Publishing (IAP).
Significant development in E-learning over the past decade has tremendous implications for educational and training practices in the information society. With the advent of the Internet and online learning methodologies and technologies, meaningful E-learning has increasingly become more and more accepted in workplace. Academic institutions, corporations, and government agencies worldwide have been increasingly using the Internet and digital technologies to deliver instruction and training. At all levels of these organizations, individuals are being encouraged to participate in online learning activities. Since 1990, the field of E-learning enjoyed exponential growth and recognition. However, many communities around the world are still in the process of implementing E-learning. There is a tremendous need to share knowledge of e-learning and to compile what works and what does not. The purpose of the handbook is to provide a comprehensive compendium of research and practice in all aspects of E-learning. Below is a list of suggested themes and the timelines. The potential publisher of the handbook is Athabasca University Press, Canada.
Authors are invited to submit proposals that cover a variety of fields related to e-learning. Some themes are suggested below but you are not limited by the themes listed. We invite contributions from researchers, practitioners, professors, teachers, trainers, and administrators. Please submit a one page outline of the chapter you would like to write for the book.
Suggested themes of the chapters
Possible areas to be addressed by the chapters include but are not limited to the following.
• Historical perspectives of E-learning
• Theoretical foundations for E-learning
• A model for developing E-learning
• Evaluation of E-learning
• Learner support for E-learning
• Learner interaction in E-learning
• Open and Distributed Learning
• Strategies for transition to E- learning
• Instructional design for E-learning
• Interface design for E-learning
• Managing E-learning implementation
• Emerging technologies for E-learning
• Ethical considerations in E-learning
• Standards for developing E-learning
• Preparing faculty and learners for E-learning
• Policy and Practice in E-learning
• Blended Learning
• Mobile Learning
• World of Games and Play
• Synchronous and Asynchronous Learning Environment
• Use of social media in E-learning
• E-learning best practices around the world
• Future of E-learning
• Other topics related to E-learning
Important completion dates
• Submission of one page outline of chapter – 15 October, 2012
• Feedback on one page outline – 30 October, 2012
• Submission of full chapter – 31 January, 2013
• Feedback from chapter reviewers – 30 April, 2013
• Submission of revised chapter – 30 June, 2013
• Submit book manuscript to publisher – 30 September, 2013
• Expected publication date – January 2014
The length of the chapter should be between 4,000 and 5,000 words.
Please email the one page outline of your chapter to firstname.lastname@example.org by October 15, 2012.
Dr. Mohamed Ally
Professor, Centre for Distance Education
Dr. Badrul Khan
McWeadon Education, USA
Dive into Blended Learning!
The University of Central Florida (UCF) announces the second offering of its popular MOOC (massive open online course) for blended learning faculty and designers: BlendKit2012. Based around the open-licensed BlendKit Course instructional materials contained within the http://BlendedLearningToolkit.org web site, BlendKit2012 will run as a five-week cohort (from Monday, September 24 to Monday, October 29, 2012) facilitated by UCF’s Dr. Kelvin Thompson and Dr. Linda Futch. The goal of BlendKit2012 is to provide assistance in designing and developing your blended learning course via a consideration of key issues related to blended learning and practical step-by-step guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institution). Unlike many traditional courses, registrants are encouraged to select the course components they find relevant as they participate at one of several engagement levels (i.e., completer, participant, auditor). Course components include regular communications from facilitators, weekly readings, hands-on tasks, a variety of real time and asynchronous interaction opportunities, and weekly webinars with experienced blended learning instructors.
Registration is free of charge.
For more information or to register, please visit: http://bit.ly/blendkit2012
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