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This is Steve using Sally's pc writing into padlet while screensharing 20141121 11:33am

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Some of the first courses I taught online were actually blended (1998). For graduate/professional students this was highly advisable and allowed us to explore together and allow more in-depth exploration beyond course time, especially important when they have increases application at their respective learning sites.

At Greenville Tech, supporting course redesign, I helped faculty teams/FLC/Communities of Practice build their online course environments to support the courses and the instructors that allowed them to bring more active learning into their classes and address building foundational skills in online individualized learning programs.

Latest is my current exploration of Walden University which is actually a blended program model (online course & learning plus periodic face-to-face multi-day residencies).

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At SUNY Brockport we have a Women and Gender

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At SUNY Brockport we have a Women and Gender

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Studies course with The University of Novgorod Russia that is a blended course. We meet as a whole class (Brockport and Novgorod 9 times a semester and then use online tools for student to student, student to faculty and faculty to class.

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Flipped Classroom, using Panopto software to record short videos that prepare students for interactive in class activities

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I use blended learning through Blackboardlearn

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Use Google Docs for students to do hands on activities in between class meetings. Can have ongoing online communication between face to face sessions.

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Use Google Docs for students to do hands on activities in between class meetings. Can have ongoing online communication between face to face sessions.

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Eric Mazur Master Class, HGSE

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On Thursday, November 13, the fourth class in Harvard Graduate School of Education's Master Class series took place with Eric Mazur, Balkanski Professor of Physics and Applied Physics, School of Engineering and Applied Sciences. Richard Light, Carl H. Pforzheimer, Jr. Professor of Teaching and Learning, will serve as the discussant. Mazur spoke to the Harvard EdCast about what could be expected from his entry in the Master Class series.

A live stream of Mazur's session, "Confessions of a Converted Lecturer," will be available beginning at 4 p.m. You can participate remotely in the polling using any web-enabled device. Point your browser to http://rwpoll.com and entering session ID: EMAZUR. (This session will begin running at the beginning of the Master Class.) Be sure to participate together with someone else so you have a discussion partner.

The video from our Master Class with Eric Mazur is now available. This, and all HGSE's Master Classes, can be found on the Master Class playlist on HGSE's YouTube channel.

Spring slate of HGSE Master Classes Announced

On Thursday, February 26, 2015 HGSE will welcome Dan Levy, senior lecturer in Public Policy at HKS, faculty chair of the Kennedy School's SLATE (Strengthening Learning and Teaching Excellence) initiative, and co-chair of the HarvardX research committee. Dan, who teaches courses in quantitative methods and program evaluation, has won multiple teaching awards throughout his career, including the Kennedy School's Carballo Award.

On Thursday, April 2, 2015 we are honored to be joined by Rakesh Khurana, Marvin Bower Professor of Leadership Development at HBS and Dean of Harvard College. Rakesh is an expert on the topic of teaching leadership, who has also won multiple awards for mentoring, advising, and teaching.

About HGSE Master Class
Master Class is a series at HGSE celebrating inspiring teaching in its many forms. Each event is 90 minutes in length and involves a demonstration of teaching followed by a reflective discussion with the participants. The "demonstration" part of the time is intended to be an authentic experience of learning for members of the audience, drawing on the faculty member's chosen teaching approach and topic. The "reflection" part is a dialogue in which the faculty member shares his or her pedagogical assumptions, intentions, and moves, and engages in a discussion with the audience that "pulls back the curtain." Each Master Class is open to the entire Harvard community. We invite you to join the conversation about HGSE Master Classes on Twitter using #hgsemc.

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On Thursday, November 13, the fourth class in Harvard Graduate School of Education's Master Class series took place with Eric Mazur, Balkanski Professor of Physics and Applied Physics, School of Engineering and Applied Sciences. Richard Light, Carl H. Pforzheimer, Jr. Professor of Teaching and Learning, will serve as the discussant.

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There are a number of ways instructors at UC Irvine teach hybrid/blended courses.

In most models, the lecture content for the course is converted into chunked videos, and provided to the students before class. There is typically some sort of assessment, to ensure that the students are thinking about the important questions (i.e. a auto-graded quiz). Then, during the scheduled class session, the instructors engage the students in active learning.

This is just the 'basic' model... Many of our instructors are playing with a variety of different methods.

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Here are some blended learning models:
HyFlex ( http://www.teachthought.com/technology/what-you-should-know-about-hyflex-blended-learning )

Six models of blended learning (http://www.dreambox.com/blog/6-models-blended-learning )

"sandwich design" (= beginning and ending f2f meeting sandwiching most of the work being done online)

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Blending online learning experiences and face-2-face experiences is my favorite way to teach and I have used it in my classes at Lesley University for many years. Students bring their laptop computers to class because there are course resources available online that would not be available otherwise.

During class, I expect my students to be fully engaged in the conversations and projects we are working on together.  Having them do a portion of their work online before and after class means that I can monitor and provide feedback to each student on their progress. Online feedback allows for a cycle of revisions which I consider to be critical in order to ensure that every student has met instructional goals.  I use multimedia feedback tools such as screencasts combined with comments on the documents students turn in digitally.  I ask my students to post work on Blackboard, as well as on Google websites -  so that they can share their work with me and other members of their courses.  Shared work products are a bonus of blended instruction, as students can view and comment on the ideas of their peers.  Blended learning supports the critical goal of having all students come to class fully prepared and able to contribute to group processes.

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Using blended learning with Maker Education.

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Currently teaching a course that doesn't meet our official definition of hybrid 51% online, but which blends 6 online meetings with 9 f2f ones. The purpose was simply to make this new course more attractive to students, but I had to work to make the online meetings as relevant/important as f2f.

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Co-developed a blended Faculty Learning Community on blended learning using the opensource UCF Blendkit content.

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I taught a podcasting course several times and eventually arrived at the following blend:

Week 1: Synchronous online Elluminate meeting - welcome and orientation to course

Week 3: In Person Meeting - for podcasting tools training

Weeks 2, 4 and 5: Attend class asynchronously online to learn about the topic and finally to create a series of podcasts and upload them to iTunes U for delivery and our review.

Sample course w/o student data:

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edit575clone [licensed for non-commercial use only] / Edit 575 Podcasting: Course HomePage

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I actually have not taught in a way that I would define as fully "blended" or "flipped" quite yet.

I do teach face-to-face and fully online, and one thing I am considering for the First-Year seminar this year is instead of their project assignment being only a non-digitally constructed creative research project is that they will post it within an WordPress blog site.

We are also going to use these student WordPress sites as a reflective and assignment e-portfolio that will serve both the formative and summative aspects of our assessment and hopefully this will push more of the reflective/meta-cognition aspects of their thinking.

One thing to be said is we do not want to lose the non-online project presence for in the past we have had them exhibit the work in the Living Centers on campus (the dorms) and this has been pretty successful for the students to make their work public and also as promotion of the First-Year programs, so that has been a challenge for developing a course design that supports both a digital and non-digital projects without making the workload like double!

Would love to hear suggestions!

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We are steadily pursuing the blended learning model for entire programmes in terms of online lectures via Moodle,  tutorials via discusion boards and live via Fuze Meeting, while practical labs & some tutorials remain F2F.  This requires total system changes including teaching-learning models, policy guidelines, standards, and support sytems...

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I use flipped classroom for different sections within my course and for my Hybrid class. Students were to practice certain computer skills and then we would do more with them in class.

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In our online and hybrid course development program for faculty , we use blended learning by having the participants do most of the work online and only meet face-to-face for an orientation session and show and tell session.

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I use the flipped classroom method

teaching math. I use Khan Academy where I originally

learned about the flipped classroom method. I introduce

a new concept in class, have the class watch a video, at home

they do the exercises and watch the videos again if necessary; when we meet again

I clear up any confusion and give them worksheets to do in class.

The Khan site is set up for the teacher (coach) and students to keep

track of progress

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I have taught blended learning classes in Cambridge

College's Master of Management Program. I post a question

on the discussion board every week for the students to contribute

and react with each other and with me in between our once monthly

F2F classes.

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We blend our faculty development courses. We offer F2F sessions on active learning and then ask the faculty to implement the strategy and blog about it in Blackboard to reflect on their experience. Other participants are asked to comment on the blog postings to add insight or support.

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I taught an on-boarding course for program managers. We used WebEx for synchronous sessions and eCampus for asynchronous activities.

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I use Adobe connect to record lectures and vignettes.
I also use discussion boards for outlining and com-
municating with other students.

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http://blended.online.ucf.edu/

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flipped classroom (higher education and on the ob)

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flipped classroom (higher education and on the ob)

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Use this space to share one or two ways you are blending learning.

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Use this space to share one or two ways you are blending learning.

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In preparation for Nov 14th FRLV

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The TLT Group, A Non-Profit Organization - FridayLive! Blended Learning as Cuisine: Discovering Your Inner Chef : November 14th