I have found it quite frustrating to attempt aligning my blended course to specific “standards” identified by post-secondary institutions, such as eCampus Alberta (http://quality.ecampusalberta.ca/). Many of these standards are specifically for post-secondary, academic-focused courses. My blended course is designed for high beginners of ESL adult learners, many who may have limited computer skills. I agree […]
Category: BlendKit 2015
A uniform approach to presenting the units of study not only makes sense, but helps reinforce learning. A common mode of organization is a hierarchical module—sections—lessons—supportive activities approach. Within each learning activity, uniformity also helps to guide students through the content (Kaminski & Currie, 2008, as quoted in “Blended Content and Assignments,” Ch.4, BlendKit Reader, 2nd […]
After reading Chapter 3 of the BlendKit Reader, “Blended Assessments of Learning,” I realized, even more so than before, how different I operate my classroom and, therefore, how I deal with assessments. I teach ESL to adult learners, using a task-based approach. In a task-based approach, learners are practicing and developing their language skills through […]
Interaction is important regardless of the delivery method of the course. In a blended program and an online program, it is especially important. As Kevin Kelly and Ruth Cox point out in their article, “Techno Expression”1, students may often drop out of an online course if they don’t feel connected to the other students and/or […]
I am now enrolled in the EDUCAUSE BlendKit 2015 with the hopes of enhancing my knowledge in the area of using online learning to enhance the F2F learning. The first reading consisted of a definition of what exactly is blended learning, the benefits of blended learning, and the important elements to include in the designing of a […]
