Chugging along (hey I can see the light at the end of the tunnel!) with my review of Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which started some time last year.  Today under the microscope is chapter 10, which is titled Redefining the Classroom: Integration of Open and Classroom Learning in Higher Education.  The

First week of the new semester!  Last semester, with everything going on I decided to put off reviewing a book I told people I'd review, but for this semester I think I'll just forget ahead and get this done.  So, back for another review of a chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an

This past week, crazy events in Boston aside, two new MOOCs began: LTMOOC, on Blended Language Teaching, and the Phonetics and Phonology MOOC from the Virtual Linguistics Campus at the University of Marburg.  The Edx course on the Ancient Greek Hero took a hiatus week to allow people to catch up.  I am still sticking to the Ancient Greek Hero course, and I did try to catch up with the scrolls,

Here it is! The final week of BlendKit2012! I know it is only a 5 week MOOC, but it seems to have gone by pretty quickly! The topic of this week, as with any well designed course, is evaluation - or: how do you know that your learning intervention (in this case designing a blended course) has worked and your learners walked away with the knowledge they need to be successful. The reading this week centered

After a tittle like that, I feel like this blog ought to have a theme song ;-) Is this too dorky? Not dorky enough?  Chime in through the comments :-) In any case, it's Week 2 of #cfhe12 and the topic of the week is New Pedagogies: New models for teaching and learning. I find it interesting (and ironic) that Blended Learning and Online Learning are considered "new pedagogies" and "new models."

We are now in Week 4 (of 5!) of BlendKit2012 and the subject of the week is content and assessments. The questions to ponder for this week are as follows: In what experiences (direct or vicarious) will you have students participate during your blended learning course?  In what ways do you see these experiences as part of the assessment process? Which experiences will result in student work

 It's week 3 of 5 in BlendKit2012, and this week's readings are on the topic of assessment (a pretty important topic if you ask me!). Thus far the contributions of my fellow participants have been pretty interesting to read as well (keep it up! :-)  ). In any case, this week's readings give the reader a quick overview of the testing types that an online environment affords, talks (briefly)

BlendKit, prepare to have your mind blown! OK, I am a exaggerating a bit, but I am going to come to this MOOC from a non-traditional approach. I've been thinking about the DIY activities, and I have to say that the DYI tools (4th column, DIY project deliverables) are pretty nifty; not just for blended learning, but also for instructional design purposes in general. Now, I don't think I will have a

Yesterday I was reading the materials for Week 2 of BlenkKit, which are adapted from Handbook of Emerging Technologies for Learning by George Siemens and Peter Tittenberger†.  While the entire reading was quite interesting, what I latched onto were the roles of the educator in this chapter which consisted of: Atelier Learning (Seely Brown, 2006) Network Administrator (Fisher, nd) Concierge

This morning, while commuting to work, I was catching up on some blog posts from fellow #blendkit2012 participants and I came across a blog post titled Is blended the same as half-distance? but Andres Norberg. I was originally just going to comment on the blog post itself, but the response was getting quite lengthy, so I converted into a blog post. Anders asks: If traditional face-to-face education