scholarly journals INTRODUCTION TO THE SPECIAL ISSUE ON BLENDED LEARNING

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Anthony G. Picciano
Keyword(s):  
Best Practices ◽  
Blended Learning ◽  
Educational Leaders ◽  
Lessons Learned ◽  
Faculty Members ◽  
Educational Goals ◽  
Instructional Designers ◽  
University Of Illinois ◽  
The University ◽  
Goals And Objectives

In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days.The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importanceof designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just a faculty-driven activity but needed support and guidance from the administration and instructional designers. As a result, three areas of focus helped organize the workshop activities namely: administration, pedagogy, and evaluation/assessment.

International and Multidisciplinary Experiences in Engineering Courses at UNAM

2012 ◽  
Author(s):  
Vicente Borja ◽  
Alejandro Ramírez-Reivich ◽  
Marcelo López-Parra ◽  
Arturo Treviño Arizmendi ◽  
Luis F. Equihua Zamora
Keyword(s):  
Information Sharing ◽  
Product Innovation ◽  
Lessons Learned ◽  
Faculty Members ◽  
University Of California ◽  
Focal Points ◽  
User Centered Design ◽  
University Of Munich ◽  
Design Students ◽  
The University

A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.

scholarly journals Educating Educational Leaders in a Blended Professional Doctorate Program: An Initial Action Research Inquiry

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Kathryn Strom ◽  
Bradley Porfilio ◽  
Bobbie Plough
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Action Plan ◽  
Educational Leaders ◽  
Faculty Members ◽  
Learning Program ◽  
Professional Doctorate ◽  
Initial Action ◽  
K 12 ◽  
The Impact

This paper describes the first cycle of an action research study investigating the impact of new blended learning courses in a professional doctorate program, the results of which will inform future course planning and pedagogy.  Specifically, core researcher-faculty members associated with the program were interested in understanding how a blended learning program impacted students’ learning experiences. In our findings from this initial inquiry, we detail both constraining and enabling elements of the hybrid experiences provided to students. We also describe the revised action plan created from these findings to improve our ability to utilize the online portion of our doctoral coursework to meet our larger goals of preparing educational leaders to fight for issues of social justice in K-12 settings and beyond.

scholarly journals ACHIEVING DIVERSITY THROUGH ONLINE INTER-INSTITUTIONAL COLLABORATIONS

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Shari McCurdy
Keyword(s):  
Best Practices ◽  
Technology Use ◽  
Culturally Diverse ◽  
Discussion Board ◽  
Asynchronous Discussion ◽  
State University ◽  
Web Based ◽  
University Of Illinois ◽  
The University ◽  
Institutional Boundaries

This paper examines best practices for technology use in online, collaborations between the University of Illinois at Springfield and Chicago State University in class sessions shared across institutional boundaries. We explore the collaborations between these two ethnically and culturally diverse institutions. The University of Illinois at Springfield received two grants in the fall of 2004 to address the challenge of encouraging diversity in online and on campus classes. One grant, from the Illinois Board of Higher Education supported the development of online collaborations between classes at UIS with astudent population that is approximately 9% ethnic minority and Chicago State University with a student population that is more than 90% ethnic. Highlighted are synchronous and asynchronous exchanges using Elluminate Live’s synchronous, web-based two–way audio conferencing and Blackboard’s asynchronous discussion board technologies.

scholarly journals A WORKSHOP ON LEARNING OBJECTIVES FOR ENGINEERING FACULTY MEMBERS

2011 ◽  
Author(s):  
Lisa Romkey ◽  
Susan McCahan
Keyword(s):  
Educational Practice ◽  
Initial Step ◽  
Lessons Learned ◽  
Faculty Members ◽  
Learning Objectives ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The University ◽  
First Time

As an initial step in preparing faculty members for the new outcomes-based accreditation process introduced by the CEAB, a pilot workshop on creating learning objectives was developed for engineering professors at the University of Toronto. As the Graduate Attributes will be mapped to individual courses within engineering programs, the need for course-based learning objectives is even more critical; although research already supports the development and use of learning objectives as an effective educational practice. . This paper will describe the process of developing the workshop, facilitating it for the first time, and the lessons learned that were used in developing a second iteration of the workshop.

Library Impact Practice Brief: Library Outreach Assessment

2021 ◽  
Author(s):  
Amanda Hornby ◽  
Emilie Vrbancic
Keyword(s):  
Best Practices ◽  
Lessons Learned ◽  
Qualitative And Quantitative ◽  
Assessment Program ◽  
Student Success Team ◽  
Planning Processes ◽  
Library Impact ◽  
The University ◽  
Impact Framework

As part of ARL’s Research Library Impact Framework initiative, the University of Washington (UW) Odegaard Library’s Undergraduate Student Success Team designed an assessment framework for outreach to undergraduates. This practice brief describes the UW team’s outreach and assessment planning processes, the qualitative and quantitative assessment methods employed, the results of their assessment program, the lessons learned, and the best practices that emerged over several years and several iterations of conducting library outreach assessment. The brief presents both long-term reflections and most recent applications between 2016–2021.

Informing new string programmes: Lessons learned from an Australian experience

2011 ◽  
Vol 28 (3) ◽  
pp. 285-300 ◽  
Author(s):  
Fintan Murphy ◽  
Nikki Rickard ◽  
Anneliese Gill ◽  
Helen Grimmett
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Primary Schools ◽  
Lessons Learned ◽  
University Of Illinois ◽  
Planning Phase ◽  
String Project ◽  
Australian Experience ◽  
The University ◽  
Regional Australia

Although there are many examples of notable string programmes there has been relatively little comparative analysis of these programmes. This paper examines three benchmark string programmes (The University of Illinois String Project, The Tower Hamlets String Teaching Project and Colourstrings) alongside Music4All, an innovative string programme run over three years in five primary schools in regional Australia. The paper discusses difficulties encountered in the Australian experience and gives recommendations for future programmes including allowing adequate time and resources for the planning phase and the importance of ongoing professional development for staff.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Blended Learning Internationalization from the Commonwealth

2012 ◽  
pp. 101-132
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

How can Educational Leaders Promote Greater Student Engagement Remotely During COVID-19

2020 ◽  
Vol 7 (7) ◽  
pp. 371-378
Author(s):  
Ann Toler Hilliard ◽  
Renee Foose
Keyword(s):  
Student Engagement ◽  
Best Practices ◽  
Student Learning ◽  
Learning Experiences ◽  
Educational Leaders ◽  
Faculty Members ◽  
Community Leaders ◽  
Adequate Level ◽  
Major Emphasis ◽  
Share Information

This study has been presented in order to share information as to how educational leaders can promote a greater opportunity for student engagement remotely during the COVID-19 crisis.  Adjusting in more ways than one during COVID-19 has been challenging for many students and faculty members at universities globally.  The leader sets the tone while working and sharing with faculty members ways to  engage students at an adequate level to continue student learning experiences remotely.  Adaptability and adjustments that most students and faculty members are making during this crisis have been notable by families and community leaders.   With educational leaders taking the lead, the major emphasis for this study was to focus on best practices for engaging students in the most productive ways during the COVID-19 crisis.

Supporting and Extending the SEACOOS Program: The Extension and Education Work Group

2008 ◽  
Vol 42 (3) ◽  
pp. 35-40
Author(s):  
Christina Simoniello ◽  
Lundie Spence ◽  
Jack Thigpen
Keyword(s):  
South Carolina ◽  
Best Practices ◽  
Information Needs ◽  
Work Group ◽  
Coastal Ocean ◽  
Lessons Learned ◽  
University Of Georgia ◽  
The Many ◽  
The University ◽  
Ocean Observing

In addition to the observation, collection and analysis of data, Southeast Atlantic Coastal Ocean Observing System (SEACOOS) funding supported the development of a complementary Extension and Education (E&E) component. Extension activities were operated through the Sea Grant Extension Programs of North Carolina, South Carolina, Georgia and Florida. Education activities were channeled through the three Centers for Ocean Sciences Education Excellence in the SEACOOS domain, and the University of Georgia Marine Extension program. E&E Work Group (WG) activities included identifying stakeholders and their needs, increasing awareness of SEACOOS and ocean observing systems in general, and developing concepts for potential products. This article is designed to describe (1) how education and outreach functions were developed with SEACOOS funding to E&E Principal Investigators, (2) the "lessons learned" from the many collaborations, and (3) "best practices" gleaned from the four years of activity funding. Best practices for E&E included defining clearly the target audiences, identifying information needs, providing products appropriate to the audience, designing evaluations with a strong feedback loop, and developing long-term relationships between audiences and providers. This article is one of seven published in this special edition of the MTS Journal to provide a forward-looking discussion of future development of the Southeast Regional Coastal Ocean Observing System (SE RCOOS).

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