blended learning

2018 NMC Horizon Report: The trends, challenges, & developments likely to influence ed tech

On 08/18/2018, in 21st century, A/V -- audio/visual, active learning, Artificial Intelligence/Agents/LLMs/and Related, attention, Augmented Reality (AR), blended learning, Bring your own device (BYOD), change, cloud-based computing / apps / other cloud-related, colleges, community colleges, digital learning, education technology, emerging technologies, engagement / engaging students, future, future of higher education, game-changing environment, global / globalization, higher education, ideas, innovation, intelligent systems, learning, learning ecosystem, Learning from the Living [Class] Room, learning spaces, pedagogy, platforms, smart classrooms, student-related, teaching & learning, tools, trends, universities, XR - extended reality, by Daniel Christian

2018 NMC Horizon Report — from library.educause.edu

Excerpt:

What is on the five-year horizon for higher education institutions? Which trends and technology developments will drive educational change? What are the critical challenges and how can we strategize solutions? These questions regarding technology adoption and educational change steered the discussions of 71 experts to produce the NMC Horizon Report: 2018 Higher Education Edition brought to you by EDUCAUSE. This Horizon Report series charts the five-year impact of innovative practices and technologies for higher education across the globe. With more than 16 years of research and publications, the Horizon Project can be regarded as one of education’s longest-running explorations of emerging technology trends and uptake.

Six key trends, six significant challenges, and six developments in educational technology profiled in this higher education report are likely to impact teaching, learning, and creative inquiry in higher education. The three sections of this report constitute a reference and technology planning guide for educators, higher education leaders, administrators, policymakers, and technologists.

Also see:

2018 Higher Ed Horizon Report Highlights Measuring Learning and Redesigning Spaces — from campustechnology.com by Dian Schaffhauser

You’re already harnessing the science of learning (you just don’t know it) — from edsurge.com by Pooja Agarwal

Excerpt (emphasis DSC):

Now, a decade later, I see the same clicker-like trend: tools like Kahoot, Quizlet, Quizizz and Plickers are wildly popular due to the increased student engagement and motivation they can provide. Meanwhile, these tech tools continue to incorporate powerful strategies for learning, which are discussed less often. Consider, for example, four of the most robust research-based strategies from the science of learning:

Retrieval practice
Spaced practice
Interleaving
Feedback

Sound familiar? It’s because approaches that encourage students to use what they know, revisit it over time, mix it up and learn about their own learning are core elements in many current edtech tools. Kahoot and Quizlet, for example, provide numerous retrieval formats, reminders, shuffle options and instant feedback. A century of scientific researchdemonstrates that these features don’t simply increase engagement—they also improve learning, higher order thinking and transfer of knowledge.

From DSC:
Pastors should ask this type of question as well: “What did we talk about the last time we met?” — then give the congregation a minute to write down what they can remember.

Also from Pooja Agarwal and RetrievalPractice.org

For teachers, here’s what we share in a minute or less about retrieval practice:

Retrieval practice can raise students’ grades from a C to an A, with a significant benefit even after an entire school year
Retrieval practice boosts learning for a wide variety of ages, subject areas, and settings
It doesn’t take more time! No extra prep, class, or grading time

And when it comes to students, the first thing we share are Retrieval Warm Ups. These quick, fun questions engage students in class discussion and start a conversation about how retrieval is something we do every day. Try one of these with a teacher to start a conversation about retrieval practice, too!

100 things students can create to demonstrate what they know [teachthought.com]

On 07/26/2018, in adjunct faculty, animation, art, assessment, attention, blended learning, blogs / blogging / vlogging, colleges, community colleges, creativity, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, drama/theater, e-books, e-publishing related items (EPUB and more), education, education technology, educational games / serious games, engagement / engaging students, hybrid learning, ideas, innovation, instructional design, K-12 related, more voice more choice more control, multimedia, online learning, online media, pedagogy, personalized/customized learning, podcasting, story, storytelling, student-related, teachers, teaching & learning, teaching online, tools, vendors, writing, youth, by Daniel Christian

100 things students can create to demonstrate what they know — from teachthought.com

Excerpt:

[Here] is a diverse list adapted from resources found at fortheteachers.org of potential student products or activities learners can use to demonstrate their mastery of lesson content. The list also offers several digital tools for students to consider using in a technology-enriched learning environment.

Get started with rubrics [Kolk]

On 07/24/2018, in adjunct faculty, assessment, blended learning, colleges, community colleges, faculty, higher education, instructional design, K-12 related, learning, online learning, pedagogy, student-related, teachers, teaching & learning, teaching online, tools, universities, by Daniel Christian

Get started with rubrics — from thecreativeeducator.com by Melinda Kolk
Make assessment a classroom conversation

Excerpt:

A rubric is an assessment tool that clearly outlines expectations for student work. A rubric describes which performances will be assessed and specifies the criteria for assessing them. Rubrics can be used throughout the process of student work, making them useful for project-based learning implementations.

Because rubrics describe what high performance looks like, they are great tools to help students gauge their work and provide an opportunity for conversation between students and teachers about high-quality work.

Creating a rubric for the final product and various components of project work can ensure a more accurate, specific, and useful assessment.

A rubric is an authentic assessment tool that:

Provides clear expectations for a project.
Considers the product as well as the entire project-building process.
Enumerates the performances on which students will be evaluated.
Explains what constitutes excellence for each performance.
Helps students understand what they need to do to excel.
Prevents subjectivity and bias during the evaluation process.

Also see:

Rubric-related postings out at FacultyFocus.com

From DSC:
Rubrics need to be very carefully designed/constructed though; otherwise rubrics can spoon-feed students the answers in an age where problem solving capabilities are really needed.

What is a learning ecosystem? And how does it support corporate strategy? [Eudy]

On 07/24/2018, in 21st century, 24x7x365 access, active learning, adjunct faculty, blended learning, business, career development, change, colleges, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, distance education, education, education technology, elearning, face-to-face, faculty, flipping -- inverted learning, heutagogy, higher education, homeschooling/homeschoolers, hybrid learning, ideas, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, library / librarians, lifelong learning, microlearning, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, personalized/customized learning, platforms, play, professional development, project-based learning, relationships, RSS, simulations, smart classrooms, social learning / networks, social media, staying relevant, streams of content, student-related, surviving, teachers, teaching & learning, technology (general), tools, training / L&D, universities, virtual tutoring, web-based collaboration, workplace, youth, by Daniel Christian

What is a learning ecosystem? And how does it support corporate strategy? — from ej4.com by Ryan Eudy

Excerpt:

A learning ecosystem is a system of people, content, technology, culture, and strategy, existing both within and outside of an organization, all of which has an impact on both the formal and informal learning that goes on in that organization.

The word “ecosystem” is worth paying attention to here. It’s not just there to make the term sound fancy or scientific. A learning ecosystem is the L&D equivalent of an ecosystem out in the wild. Just as a living ecosystem has many interacting species, environments, and the complex relationships among them, a learning ecosystem has many people and pieces of content, in different roles and learning contexts, and complex relationships.

Just like a living ecosystem, a learning ecosystem can be healthy or sick, nurtured or threatened, self-sustaining or endangered. Achieving your development goals, then, requires an organization to be aware of its own ecosystem, including its parts and the internal and external forces that shape them.

From DSC:
Yes, to me, the concept/idea of a learning ecosystem IS important. Very important. So much so, I named this blog after it.

Each of us as individuals have a learning ecosystem, whether we officially recognize it or not. So do the organizations that we work for. And, like an ecosystem out in nature, a learning ecosystem is constantly morphing, constantly changing.

We each have people in our lives that help us learn and grow, and the people that were in our learning ecosystems 10 years ago may or may not still be in our current learning ecosystems. Many of us use technologies and tools to help us learn and grow. Then there are the spaces where we learn — both physical and virtual spaces. Then there are the processes and procedures we follow, formally and/or informally. Any content that helps us learn and grow is a part of that ecosystem. Where we get that content can change, but obtaining up-to-date content is a part of our learning ecosystems. I really appreciate streams of content in this regard — and tapping into blogs/websites, especially via RSS feeds and Feedly (an RSS aggregator that took off when Google Reader left the scene).

The article brings up a good point when it states that a learning ecosystem can be “healthy or sick, nurtured or threatened, self-sustaining or endangered.” That’s why I urge folks to be intentional about maintaining and, better yet, consistently enhancing their learning ecosystems. In this day and age where lifelong learning is now a requirement to remain in the workforce, each of us needs to be intentional in this regard.

U.S. L&D Report – Benchmark Your Workplace Learning — from findcourses.com, via Alexander Caplan

Topics covered include:

L&D Benchmarking Survey: 2018
Virtual Reality: A New Reality for L&D
How to Promote a Learning Culture in Your Organization
How to Calculate Meaningful ROI for Workplace Learning

Also see:

LinkedIn’s 2018 Workplace Learning Report

6 Reasons Blended Learning Works [Kelly]; From DSC: Note the team-based effort in the ID section

On 05/31/2018, in adjunct faculty, blended learning, colleges, community colleges, digital learning, face-to-face, faculty, higher education, hybrid learning, ideas, instructional design, pedagogy, universities, using teams, by Daniel Christian

6 Reasons Blended Learning Works — from campustechnology.com by Rhea Kelly

Excerpts:

6 reasons why blended learning is so effective in higher education:

Improved instructional design
Increased guidance & triggers
Easier access to learning activities
Individualized learning opportunities
Increased engagement through social interaction
Time on task

From DSC:
Notice the use of teams of specialists in the improved instructional design section:

Improved instructional design. Blended courses (like online courses) may be more intentionally designed than face-to-face counterparts, if only because institutional initiatives for blended courses often involve instructional designers or educational technologists who support the faculty in a scheduled redesign process.

“Retrieval practice” is a learning strategy where we focus on getting information out. Through the act of retrieval, or calling information to mind, our memory for that information is strengthened and forgetting is less likely to occur. Retrieval practice is a powerful tool for improving learning without more technology, money, or class time.

On this website (and in our free Retrieval Practice Guide), we discuss how to use retrieval practice to improve learning. Established by nearly 100 years of research, retrieval practice is a simple and powerful technique to transform teaching and learning.

In order to improve learning, we must approach it through a new lens – let’s focus not on getting information “in,” but on getting information “out.”

What is retrieval practice?
Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know.

For instance, recalling an answer to a science question improves learning to a greater extent than looking up the answer in a textbook. And having to actually recall and write down an answer to a flashcard improves learning more than thinking that you know the answer and flipping the card over prematurely.

Often, we think we’ve learned some piece of information, but we come to realize we struggle when we try to recall the answer. It’s precisely this “struggle” or challenge that improves our memory and learning – by trying to recall information, we exercise or strengthen our memory, and we can also identify gaps in our learning.

Note that cognitive scientists used to refer to retrieval practice as “the testing effect.” Prior research examined the fascinating finding that tests (or short quizzes) dramatically improve learning. More recently, researchers have demonstrated that more than simply tests and quizzes improve learning: flashcards, practice problems, writing prompts, etc. are also powerful tools for improving learning.

Whether this powerful strategy is called retrieval practice or the testing effect, it is important to keep in mind that the act of pulling information “out” from our minds dramatically improves learning, not the tests themselves. In other words retrieval is the active process we engage in to boost learning; tests and quizzes are merely methods to promote retrieval.

Also on that site:

Learn more about this valuable book with our:

Summaries of each chapter in Make it Stick
Sketchnotes by Krystyna Gadd and Mary Kemper
Recommended research articles by leading experts

Also on that site:

Excerpt from the Interleaved Mathematics Practice guide (on page 8 of 13):

Interleaved practice gives students a chance to choose a strategy.
When practice problems are arranged so that consecutive problems cannot be solved by the same strategy, students are forced to choose a strategy on the basis of the problem itself. This gives students a chance to both choose and use a strategy.

…

Interleaved practice works.
In several randomized control studies, students who received mostly interleaved practice scored higher on a final test than did students who received mostly blocked practice.

From DSC:
Speaking of resources regarding learning…why don’t we have posters in all of our schools, colleges, community colleges, universities, vocational training centers, etc. that talk about the most effective strategies to learn about new things?

DC: Whoa! Consider the possibilities for global/blended/online-based learning w/ techs associated w/ Microsoft’s meeting room of the future

On 05/11/2018, in 21st century, A/V -- audio/visual, Artificial Intelligence/Agents/LLMs/and Related, blended learning, business, collaboration, colleges, communications, future, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, intelligent systems, languages and translation, learning, learning ecosystem, learning spaces, Microsoft, MOOCs -- Massive Open Online Courses, Natural Language Processing (NLP), online learning, platforms, productivity / tips and tricks, smart classrooms, tools, training / L&D, universities, vendors, vision/possibilities, voice recognition / voice enabled interfaces, workplace, by Daniel Christian

Microsoft’s meeting room of the future is wild — from theverge.com by Tom Warren
Transcription, translation, and identification

Excerpts:

Microsoft just demonstrated a meeting room of the future at the company’s Build developer conference.
…
It all starts with a 360-degree camera and microphone array that can detect anyone in a meeting room, greet them, and even transcribe exactly what they say in a meeting regardless of language.
…
Microsoft takes the meeting room scenario even further, though. The company is using its artificial intelligence tools to then act on what meeting participants say.

From DSC:
Whoa! Many things to think about here. Consider the possibilities for global/blended/online-based learning (including MOOCs) with technologies associated with translation, transcription, and identification.

Research roundup: 4 new reports on what’s working for blended-learning practitioners [Flores; christenseninstitute.org]

On 04/28/2018, in 21st century, blended learning, education, hybrid learning, K-12 related, learning, learning ecosystem, learning spaces, mathematics, pedagogy, research, student teaching/teacher education, student-related, teachers, teaching & learning, youth, by Daniel Christian

Research roundup: 4 new reports on what’s working for blended-learning practitioners — from christenseninstitute.org by Luis Flores

Excerpt:

At the start of the year, we published a blog post on interesting research from 2017 related to innovative approaches to school design. Even though we aren’t even half-way through 2018, there are already several insightful reports on blended and personalized learning from this year that are worth highlighting.

These reports examined various tools and approaches to implement blended and personalized learning models, as well as the potential impact these models could have on students and teachers. From examining how schools implemented their models sustainably to recommending methods to best support teachers, these are informative reports for anyone interested in implementing blended and personalized learning models in their schools.
…
1. Digital math tool produces gains in student achievement
2. Personalized learning can be implemented sustainably
3. PD-rich blended-learning plans increase chances of success
4. Ensure that teachers create, and design strategies for, their goals

Version 3 of the flipped classroom: We need to keep things simple (if possible). The more complex something is, the less adoption it will have.

On 04/17/2018, in adjunct faculty, blended learning, faculty, flipping -- inverted learning, higher education, hybrid learning, ideas, K-12 related, learning, learning ecosystem, pedagogy, teachers, teaching & learning, training / L&D, universities, user experience (UX), by Daniel Christian

From DSC:
The simpler something is, the greater chance that it will be adopted. Think of HTML and how simple it was years ago for people to create and post their own web pages. I would argue that it was that level of simplicity that lead to the explosive growth of the World Wide Web.

So when we look at what the term “flipped learning” or the “flipped classroom” is all about these days, I think we need to be careful that things don’t get too complex. Consider the growing complexity of the flipped classroom out at http://flr.flglobal.org/?p=417

Version 1.0 was easy to understand and therefore to implement. But Version 3.0 looks far less clear as to what we’re even talking about now. We need to find ways to keep it simple, if that’s possible. I realize that teaching and learning is messy, so I’m not sure it’s always possible to practice the KISS principle when we’re talking about pedagogies. But if we don’t try, we’ll have a harder time getting adoption in the future — because Instructional Designers, Teachers, Trainers, and Professors won’t even know what we’re talking about.

Robert Talbert gets at some of this too in his posting entitled, “Four challenges for flipped learning for the next five years.” Below is an excerpt from that posting:

1. Build a standard operational definition of flipped learning.
One of the biggest challenges facing flipped learning is simply defining what it is. Several competing definitions, all with some overlap but also with nagging differences, are in use today, and this is making it all but impossible to conduct or interpret research on flipped learning or practice it with students. It’s to the point that if you hear an instructor say she uses “flipped learning”, you have to dig deeper to know what she really means.

So as the first challenge, and as a prerequisite to the others, I propose that somehow, we all come up with an operational definition of flipped learning that can serve as the standard for research and practice. I’ve already proposed my own. I’m not saying this should be the standard, but I think something like this could be the starting point. How will “we” decide on a standard, and who’s the “we”? I don’t know, but I think it will involve some group of people a high profile to lead the discussion and decide on one, and then start using it and labeling it as “the standard definition”.

Can other people use models of flipped learning, such as the in-class flipped model, that don’t conform to a standard definition? Sure. Who’s going to stop them? But we need a starting point

FLGI Publishes the Top 100 Educators Leading Flipped Learning in 2018 [flglobal.org]

On 04/16/2018, in blended learning, digital learning, education technology, flipping -- inverted learning, hybrid learning, K-12 related, pedagogy, student-related, teachers, teaching & learning, tools, by Daniel Christian

FLGI Publishes the Top 100 Educators Leading Flipped Learning in 2018
The Flipped Learning Global Initiative identifies the movement’s leading educators, administrators, and technologists worldwide

CHICAGO, April 16, 2018 /PRNewswire/ — Today, the Flipped Learning Global Initiative (FLGI), a worldwide coalition of educators, researchers, technologists, professional development providers and education leaders, announced the publication of the FLGI 100. The annual list identifies the top 100 K-12 educators who are driving the adoption of the flipped classroom around the world. The list is compiled by the FLGI executive committee – led by Jon Bergmann, Chief Academic Officer and one of the pioneers of the flipped classroom movement. Educators from around the globe are represented, including Flipped Learning practitioners from Brazil, Australia, New Zealand, Italy, China, Taiwan, Spain, the United Kingdom, Turkey, Italy, Korea, Argentina, Iceland, Sweden, India and the United States. FLGI also identified the top 50 Flipped Learning leaders in higher education and the top 50 Flipped Learning administrators and tech coaches worldwide.

“The global Flipped Learning community continues to grow, introducing us to fresh ideas, new innovations, and emerging leaders. The 2018 FLGI Flipped Learning leaders lists include veterans from prior years, and many new names and faces. The FLGI 100 list, along with the two FLGI 50 lists, represent the practitioners who are showing us the connection between Flipped Learning, active learning, and world-class learners,” said Jon Bergmann.

The FLGI Flipped Learning leaders lists are updated annually, and all three lists are published in the April issue of Flipped Learning Review (FLR): the Flipped Learning 3.0 magazine. FLR is the first digital magazine dedicated to covering the ideas and people driving the global Flipped Learning movement. The issue features an insightful interview with one of the leading voices in the Flipped Learning community: Dr. Eric Mazur at Harvard University. Bergmann and Mazur discuss how Flipped Learning has evolved over the last decade and why group space mastery is the next frontier for this instructional model. The April issue also includes the full list of global delegates participating in the project to establish international standards for Flipped Learning. The 2018 FLGI 100 list, the Bergmann/Mazur interview, and the global delegates lists are accessible at http://flr.flglobal.org/

About the Flipped Learning Global Initiative
The Flipped Learning Global Initiative, (FLGI), was created to support the rapidly expanding adoption of Flipped Learning all over the world in countries including China, Taiwan, Spain, UAE, the United Kingdom, Turkey, Italy, Korea, Argentina, Iceland, Sweden, India and the United States. FLGI aims to fill the growing global need for collaboration across borders in three domains: evolving best practices in Flipped Learning, research curation and distribution, and technology selection and implementation.

FLGI serves as a global hub for coordinating, orchestrating and scaling the key elements required to expand Flipped Learning successfully around the world. FLGI is home to the Flipped Learning International Faculty, the Flipped Learning Innovation Center, the Flipped Learning Global Standards project, and Flipped Learning Review (FLR).

For more information, contact: Errol St.Clair Smith, Director of Global Development at 949-677-7381, 193454@email4pr.com or go to www.flglobal.org.

Also see this page, which states:

On Monday, April 16, 2018 The Flipped Learning Global Initiative (FLGI) will publish the 2018 FLGI 100. The annual list identifies the top 100 K-12 educators who are driving the adoption of Flipped Learning around the world. The list is compiled by the FLGI executive committee, led by Jon Bergmann, Chief Academic Officer. Educators from around the globe are represented, including Flipped Learning practitioners from Italy, China, Taiwan, Spain, UAE, the United Kingdom, Turkey, Italy, Korea, Argentina, Iceland, Sweden, India, and the United States. The initiative also identified the top 50 Flipped Learning leaders in higher education and the top 50 Flipped Learning administrators and tech coaches.

Implications of Learning Theories on Instructional Design [Oleyar-Reynolds]

On 03/20/2018, in blended learning, colleges, community colleges, hybrid learning, instructional design, learning, learning ecosystem, learning theories, online learning, pedagogy, teaching & learning, universities, by Daniel Christian

Implications of Learning Theories on Instructional Design — from elearningindustry.com by Jon-Erik Oleyar-Reynolds
Are you interested in becoming an Instructional Designer? Or are you just starting out in the world of learning theories? The focus of this article is to inform the reader of 3 unique learning theories while discussing the implications they have had in the field of Instructional Design (ID).

Excerpt:

Behaviorist Learning Theory
Behavioral learning theory can be summarized as learning that occurs through the behavioral response to environmentally sourced stimuli. The foundation of this theory is built upon assumptions that “have little regard for the cognitive processing of the learner involved in the task”.
…
The focus of behavioral learning theory resides in the use of reinforcement to drive behavior. Instructional Design can benefit from the use of reinforcement as a means to train learners to complete instructional objectives that are presented to them.

Cognitive Learning Theory
The primary focus of learning is on the development of knowledge by the creation of schemas. Schemas are like catalogs of information that can be used to identify concepts or experiences through a complex set of relationships that are connected to one another. In short, the catalogs act like a database of knowledge for the learner. 2 prominent theories that will be discussed are Gestalt theory and information processing theory; these 2 have paved the way for cognitivism and its impact on the field of Instructional Design.
…
Information processing theory further supports cognitive learning theory. Similar to Gestalt theory, the focus of learning is on the individual. The processing of information by the learner is similar to the way a computer processes information. The memory system is broken into 3 stages based on this approach:

Sensory memory
Working memory
Long-term memory

…

…the working memory may require more rehearsal to establish a clear connection to the concept and store it in long-term.
…
One of the most widely used strategies could arguably be a rehearsal. The expression “practice makes perfect” may seem cliché, but it does fit very well when discussing cognition and development. As one rehearses, the working memory is exercised.

While working memory has a limit of 7 (plus or minus 2), creating a chunk of information increases the amount that can be worked with.

Instructional Design shifted in the presence of cognitivism and includes a more system-like design approach with a focus on the learners.

Social Learning Theory
Social learning theory focuses on the impact of learning based on factors related to the social environment. In other words, learning occurs in the context of a social situation that the learner is placed in.
…
Self-Efficacy
Think of the expression “perhaps it rubbed off on me”. This has a direct relationship to social learning theory. Self-efficacy can be influenced by the design of lessons that allow for learners to view others of similar ability succeeding at instructional tasks. This could be achieved in a number of creative ways, but generally is most effective in collaborative activities where learners work in small groups. Overall, self-efficacy is the belief that one can be successful at particular tasks.
…
Collaborative learning groups and the use of peer review are widely used in many settings in which learning occurs.

From DSC:
I wanted to briefly relay an example that relates to the Cognitive Learning/Processing Theory — and more specifically to a concept known as Cognitive Load. The other day I was sitting at the kitchen table, trying to read an interesting blog posting. But at the very same time, the radio was (loudly) relaying an item re: Virtual Reality (VR) — which also caught my ear and interest.

Which “channel” do I focus on? My visual channel or my auditory channel?

For me, I can’t do both well — perhaps some people can, but our visual and auditory channels can only handle so much at one time. Both channels request our attention and processing resources. I ended up getting up and shutting off the radio so that I could continue reading the blog posting. But for me, I think of it like a traffic jam. There are only so many cars that can simultaneously get through that busy highway that leads downtown.

So another application of this is that it’s helpful NOT to have a lot of auditory information going on at the same time as a lot of visual information. If you have PowerPoint slides, use graphics, photos, and/or graphs and use your audio voiceover to speak to them…but don’t list a long paragraph of text and then simply read that text and then also ask the learner to absorb other visual information at the same time.

PD is getting so much better!! [Jennifer Gonzalez]

On 03/06/2018, in blended learning, education, educational games / serious games, engagement / engaging students, hybrid learning, ideas, innovation, K-12 related, learning, lifelong learning, microlearning, pedagogy, professional development, strategy, teachers, teaching & learning, training / L&D, by Daniel Christian

PD is getting so much better!! — from cultofpedagogy.com by Jennifer Gonzalez

Excerpts:

1. Unconferences
2. Intentional professional learning communities (PLCs)
3. Choice Boards
4. Personal Action Plans
5. Voluntary Piloting
6. Peer Observation
7. Microcredentials
8. Blended Learning
9. Lab Classrooms

2018 Key Issues in Teaching and Learning — from educause.edu

Learning Ecosystems

U.S. L&D Report – Benchmark Your Workplace Learning

6 Reasons Blended Learning Works [Kelly]; From DSC: Note the team-based effort in the ID section

Implications of Learning Theories on Instructional Design [Oleyar-Reynolds]

2018 Key Issues in Teaching and Learning

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