Remove Activities Remove Lecturing Remove Online Learning
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Remote Learning Begs the Question: Must Lectures Be So Long?

Edsurge

One source for insights on how to proceed is the cross-pollination that takes place when educators working in separate spheres learn from one another. What’s the Use of Lectures? Many things did not translate well online. Let’s start with one of education’s most hallowed traditions: the lecture.

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How Online Learning Research Can Improve Remote Instruction

Edsurge

“It’s one of the easiest things to do to really understand what that environment looks like, feels like and behaves like,” says Kerry Rice, a professor at Boise State University who has studied effective online learning. There's not a lot of research on very young children and online learning,” Rice says. “So,

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Increase Engagement in Video Conferencing Sessions with Mentimeter

Catlin Tucker

Last night I had the opportunity to be a guest lecturer for students in the credential program at UC Riverside. As I was planning my presentation, I knew I wanted to engage the group attending my lecture. This word association activity creates clarity about what the group is thinking about a particular issue or topic.

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UDL and Blended Learning: Removing Barriers with Design

Catlin Tucker

As teachers use the range of blended learning models to combine active, engaged learning online and offline, they are freed from feeling pressure to spend large chunks of a lesson at the front of the room controlling the experience. Yet, when we think about many of the instructional strategies we have used for years (e.g.,

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Online Learning's 'Greatest Hits'

Edsurge

More than two decades ago, when I was hired at Stevens Institute of Technology, as dean of web-based distance learning—a quaint title for what is now known as online learning—few tools were available to help faculty migrate their on-campus courses online.

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5 Strategies to Engage Learners Around Flipped Instruction

Catlin Tucker

Even though the flipped classroom encouraged teachers to record lectures and mini-lessons to send home with students for homework, video can be woven into the class period to shift control from teacher to learner. “What if students do not watch the video? . “What if students do not watch the video?”

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Removing Barriers with UDL and Blended Learning

Catlin Tucker

We can indeed cover more ground when we present information in a traditional lecture format, but that doesn’t mean students understand the information. After engaging with information in a format that feels accessible, students can transition to an activity of their choice designed to help them make meaning.