Building Relationships in an International Blended Learning Program

2010 ◽  
pp. 329-341 ◽  
Author(s):  
Ravisha Mathur ◽  
Lisa Oliver
Keyword(s):  
Instructional Technology ◽  
Blended Learning ◽  
Cultural Context ◽  
Central American ◽  
Learning Program ◽  
Building Relationships ◽  
American University ◽  
Course Content ◽  
The North ◽  
Central American Country

Several challenges that were encountered in establishing a joint international Masters program in Instructional Technology in a Central American country were explored. These challenges involved aspects of program development, delivering effective course content, using appropriate learning strategies, operating in a cross-cultural context, and working in an organization that had limited technological capacities. The foundation for working with these challenges involved establishing strong, mutually beneficial relationships with the Central American country, the Central American University (CAU), and the students. In addition, the overriding theme in developing this blended learning program was to allow for capacity-building since one goal for creating this program was so that the North American University (NAU) would build the program and relationships to the point that the CAU would be able to take over and manage the Instructional Technology program on its own.

scholarly journals Creation of an Online Library Instruction Course for Faculty

2021 ◽  
Vol 7 ◽  
pp. 1-25
Author(s):  
Diane Zerr ◽  
Tasha Maddison
Keyword(s):  
Blended Learning ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Information ◽  
Learning Program ◽  
New Faculty ◽  
Course Content ◽  
Literacy Course ◽  
Online Library

Librarians at Saskatchewan Polytechnic developed an online information literacy course, created through interdepartmental collaboration, to be completed by new faculty as part of the Adult Teaching and Learning program. Changes to the academic model coupled with mandatory assessment of program development necessitated a major revision of the introductory course, transitioning to a blended learning methodology. As part of this revision, librarians were asked to create an online course to replace some of the content that was formerly offered in face-to-face sessions. Librarians began with the creation of an instructional plan using Bloom’s Taxonomy, learning outcomes, learning steps, and assessments to create an interactive introduction to research and writing. After implementation, the librarians assessed the blended learning approach. The online course content was adjusted and it continues to be reviewed and revised based on participant feedback. The overall process for the development of this online course can be used as an example to guide other librarians’ online delivery of information literacy creating authentic learning experiences.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

scholarly journals Past, present, and future of smart learning: a topic-based bibliometric analysis

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Xieling Chen ◽  
Di Zou ◽  
Haoran Xie ◽  
Fu Lee Wang
Keyword(s):  
Cloud Computing ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Content Management ◽  
Research Field ◽  
Smart Devices ◽  
Major Research ◽  
Research Issues ◽  
Course Content ◽  
Smart Learning

AbstractInnovative information and communication technologies have reformed higher education from the traditional way to smart learning. Smart learning applies technological and social developments and facilitates effective personalized learning with innovative technologies, especially smart devices and online technologies. Smart learning has attracted increasing research interest from the academia. This study aims to comprehensively review the research field of smart learning by conducting a topic modeling analysis of 555 smart learning publications collected from the Scopus database. In particular, it seeks answers to (1) what the major research topics concerning smart learning were, and (2) how these topics evolved. Results demonstrate several major research issues, for example, Interactive and multimedia learning, STEM (science, technology, engineering, and mathematics) education, Attendance and attention recognition, Blended learning for smart learning, and Affective and biometric computing. Furthermore, several emerging topics were identified, for example, Smart learning analytics, Software engineering for e-learning systems, IoT (Internet of things) and cloud computing, and STEM education. Additionally, potential inter-topic directions were highlighted, for instance, Attendance and attention recognition and IoT and cloud computing, Semantics and ontology and Mobile learning, Feedback and assessment and MOOCs (massive open online courses) and course content management, as well as Blended learning for smart learning and Ecosystem and ambient intelligence.

The San Salvador Earthquake of October 10, 1986—Seismological Aspects and Other Recent Local Seismicity

1987 ◽  
Vol 3 (3) ◽  
pp. 419-434 ◽  
Author(s):  
Randall A. White ◽  
David H. Harlow ◽  
Salvador Alvarez
Keyword(s):  
Main Shock ◽  
Fault Plane ◽  
Vertical Plane ◽  
Aftershock Sequence ◽  
Central American ◽  
Fault Plane Solution ◽  
San Salvador ◽  
The North ◽  
Volcanic Chain ◽  
Plane Solution

The San Salvador earthquake of October 10, 1986 originated along the Central American volcanic chain within the upper crust of the Caribbean Plate. Results from a local seismograph network show a tectonic style main shock-aftershock sequence, with a magnitude, Mw, 5.6. The hypocenter was located 7.3 km below the south edge of San Salvador. The main shock ruptured along a nearly vertical plane toward the north-northeast. A main shock fault-plane solution shows a nearly vertical fault plane striking N32\sz\E, with left-lateral sense of motion. This earthquake is the second Central American volcanic chain earthquake documented with left-lateral slip on a fault perpendicular to the volcanic chain. During the 2 1/2 years preceeding the earthquake, minor microseismicity was noted near the epicenter, but we show that this has been common along the volcanic chain since at least 1953. San Salvador was previously damaged by a volcanic chain earthquake on May 3, 1965. The locations of six foreshocks preceding the 1965 shock show a distinctly WNW-trending distribution. This observation, together with the distribution of damage and a fault-plane solution, suggest that right-lateral slip occurred along a fault sub-parallel with Central American volcanic chain. We believe this is the first time such motion has been documented along the volcanic chain. This earthquake was also unusual in that it was preceded by a foreshock sequence more energetic than the aftershock sequence. Earlier this century, on June 08, 1917, an Ms 6.4 earthquake occurred 30 to 40 km west of San Salvador Volcano. Only 30 minutes later, an Ms 6.3 earthquake occurred, centered at the volcano, and about 35 minutes later the volcano erupted. In 1919 an Ms 6 earthquake occurred, centered at about the epicenter of the 1986 earthquake. We conclude that the volcanic chain is seismically very active with variable styles of seismicity.

scholarly journals Phylogeny of the North-Central American clade of blood-sucking reduviid bugs of the tribe Triatomini (Hemiptera: Triatominae) based on the mitochondrial genome

2020 ◽  
Vol 84 ◽  
pp. 104373
Author(s):  
Magali Aguilera-Uribe ◽  
Rubi Nelsi Meza-Lázaro ◽  
Troy J. Kieran ◽  
Carlos N. Ibarra-Cerdeña ◽  
Alejandro Zaldívar-Riverón
Keyword(s):  
Mitochondrial Genome ◽  
Central American ◽  
North Central ◽  
The North ◽  
Blood Sucking ◽  
American Clade ◽  
Reduviid Bugs

scholarly journals MYENGLISHLAB AS ONE OF THE GROUNDBREAKING BLENDED LEARNING TOOLS

2021 ◽  
Vol 17 (2 (24)) ◽  
pp. 85-91
Author(s):  
Marianna Ohanyan
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Educational Activity ◽  
English Language Learning ◽  
Learning Tools ◽  
Course Content ◽  
European Languages ◽  
Grammatical Skills

Online learning is one of the most rapidly growing trends in educational use of digital technologies. The article touches upon the importance of MyEnglishLab as one of the newest tools for blended English language learning. Due to the pandemics of the 2020 many learners began to implement different tools of digital technology to an increasing extent. An effective and appropriate tool for learning English aimed at developing communication skills allows to increase individualization of educational activity, to optimize mastering language structures and grammatical rules, and also to overcome some obstacles of both oral and written competences of the students. An interactive platform is one of the newest blended learning tools that combines different English language learning activities in a variety of formats. It is a web-based system providing learners 24 hours a day, 7 days a week online access to the teacher-managed course content, supports different learning styles, provides students with a large number of supervised practices. The platform MyEnglishLab contains lexical and grammatical tasks, audio materials listening and reading as well as watching videos. Tasks are performed in three stages: the formation of lexical and grammatical skills; improvement of language skills and using those phrases and sentences that were consolidated in the first stage in the dialogue with a computer; development of skills to use lexical and grammatical knowledge acquired during the previous two stages. The platform has options for choosing the number of attempts to perform both test exercises and training. In this article we present a research carried out among the freshmen of Yerevan State University Faculty of European Languages and Communication.

scholarly journals Engaging Multiple Teams to Design a Blended Learning Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Monica W. Tracey ◽  
Tamme Quinn Grzebyk
Keyword(s):  
Blended Learning ◽  
Stakeholder Involvement ◽  
Design Teams ◽  
Parenting Skills ◽  
Learning Program ◽  
Web Based ◽  
Design Case ◽  
Based Instruction ◽  
Novice Students ◽  
Made In

In the following design case, a blended learning program was designed and developed for parents interested in improving their parenting skills with their children. Numerous design teams developed the program, consisting of both synchronous live events and asynchronous web-based instruction. Teams were comprised of novice students, professors, and expert designers. This design case explores the design space and design decisions made in light of varied and unique stakeholder involvement. It also illustrates the products developed.

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