Instructional Design 101 Series, Part VII

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Cengage Learning had make the second post in a new series called Instructional Design 101.  This second installment is “What Can You Do For Me?” The focus of the post is why instructional design is so important, especially for online classes.  While the series is used to market their Instructional Design (ID) Team, it looks like it will contain some useful information of the basics of working with instructional designers or to inform faculty on how to do the ID work themselves.

This link will take you to the current post, as will show additional posts as they are released: http://blog.cengage.com/tag/instructional-design-101/

10 Major Trends in Blended Learning

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Dearmbox Learning has released a white paper called Blended Learning Innovations: 10 Major Trends.  It looks at the dominant trends in the moving target that is blended learning.

A major influence that is driving this change results from acknowledging the reality of the way we live today. We can no longer ignore the ubiquity of technology—we must to welcome it into our classrooms and learning activities. To inspire engagement, we need to keep pace with students who operate in an increasingly mobile world where information and communication are accessed 24/7 through smartphones, laptops, and tablets.

That is combined with the need to address the learning styles, backgrounds, and differing needs of students in classrooms with 30 or more students in them.  That includes moving from a lecture centered model combined with memorization and repetition to a learner-centered model with “active learning strategies and learning guidance.”

The blended learning trends covered in the white paper are:

  1. The deeply student-centered learning experience
  2. Soaring numbers of digital learners
  3. Supporting standards and higher-order thinking skills
  4. Realizing benefits for both teachers and students
  5. Data-driven instruction to personalize learning
  6. Personalized learning accompanied by a lean, blended, iterative approach
  7. Productive gamification
  8. The mobile world is where learners live now
  9. BYOD is here and key to active three-screen days
  10. More broadband, please!

For a more in-depth look into these trends, read DreamBox Learning full report here.

Pearson Learning Design Principles

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Pearson has released a new website on learning design that takes a look at the research science behind how students learn and what works to help them in the learning process.  While in some ways they are trying to “upsell” resources for their textbooks, the resources linked below are a great way to review the research in each of these areas, get some examples for implementation, and do a self-assessment.

They have identified 6 learning design principles:

  1. Foundations
  2. Practices that foster effective learning
  3. Learning environments
  4. The nature of knowledge
  5. Learning together
  6. Moving learning science research into the classroom

Each of these design principles is broken down even further into key aspects of how people learn.  One of the greatest parts of this framework is the release of 43 documents that provide a summary of the research related to it, sample ways to implement it, learner impacts, and a self-assessment rubric so you can assess your courses/practices against the research science.  A white paper for the project is available here.

Below are links to each of the PDF files.   Continue reading “Pearson Learning Design Principles”

Instructional Design 101 Series, Part VI

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Cengage Learning had make the second post in a new series called Instructional Design 101.  This second installment is “Instructional Designer/Faculty Partnership.” The focus of the post is why instructional design is so important, especially for online classes.  While the series is used to market their Instructional Design (ID) Team, it looks like it will contain some useful information of the basics of working with instructional designers or to inform faculty on how to do the ID work themselves.

This link will take you to the current post, as will show additional posts as they are released: http://blog.cengage.com/tag/instructional-design-101/

Kessler International’s New Academic Dishonesty Survey

Kessler International recently released the results of a new student survey on Academic Dishonesty.  The most revealing parts of the survey were number of student who said they had cheated in school (86%) and the number who said it was OK to cheat (54%).  Additionally, 97% of those who said they had cheated said they had never been identified as cheating.

Kessler’s website privided this summary of their findings:

  • 86% of the students surveyed claimed they cheated in some way in school.
  • 54% of the students surveyed indicated that cheating was OK. Some went so far as to say it is necessary to stay competitive.
  • 97% of the admitted cheaters say that they have never been identified as cheating.
  • 76% copied word for word someone else’s assignments
  • 79% of the students surveyed admitted to plagiarizing their assignments from the Internet or citing sources when appropriate.
  • Only 12% indicated that they would never cheat because of ethics.
  • 42% indicated that they purchased custom term papers, essays and thesis online.
  • 28% indicated that they had a service take their online classes for them.
  • 72% indicated that they had used their phone, tablet or computer to cheat in class.

Another finding was that professors are becoming increasing unethical in the face of pressure to have their students perform well.  Students reported faculty provided exam answers in advance of exams or while students were taking exams, while others routinely curved results because of poor results.  Students also indicated they felt pressured to purchase books that the professor had written in order to complete the class.

The survey was of 300 students at public and private institutions, including online universities.

The results posted are available on Kessler’s site here.

Instructional Design 101 Series, Part V

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Cengage Learning had make the second post in a new series called Instructional Design 101.  This second installment is “Why Use An Instructional Designer?”  The focus of the post is why instructional design is so important, especially for online classes.  While the series is used to market their Instructional Design (ID) Team, it looks like it will contain some useful information of the basics of working with instructional designers or to inform faculty on how to do the ID work themselves.

This link will take you to the current post, as will show additional posts as they are released: http://blog.cengage.com/tag/instructional-design-101/

Faculty Focus: Tips for Encouraging Student Participation in Classroom Discussions

icon for Tips for Encouraging Student Participation In Classroom Discussions

This Faculty Focus Special Report puts together some of the best articles from the Teaching Professor newsletter on the topic of student participation and classroom discussion.  The following articles are included in the report.

  1. Assessing Class Participation: One Useful Strategy
  2. Participation Blues from the Student Perspective
  3. Roll the Dice and Students Participate
  4. Those Students Who Participate Too Much
  5. Teaching How to Question: Participation Rubrics.
  6. Student Recommendations for Encouraging Participation
  7. Is There a Place for Games in the College Classroom?
  8. Discouraging Over Participators
  9. Putting the Participation Puzzle Together
  10. To Call On or Not to Call On: That Continues to Be the Question
  11. Creating a Class Participation Rubric
  12.  It Costs to Cut Class

The pdf of the report is available here.