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:
- The deeply student-centered learning experience
- Soaring numbers of digital learners
- Supporting standards and higher-order thinking skills
- Realizing benefits for both teachers and students
- Data-driven instruction to personalize learning
- Personalized learning accompanied by a lean, blended, iterative approach
- Productive gamification
- The mobile world is where learners live now
- BYOD is here and key to active three-screen days
- More broadband, please!
For a more in-depth look into these trends, read DreamBox Learning full report here.
George Veletsianos resent published a blog post about the use of Twitter in MOOCs. The post was based on a republished article on that subject. The study employed data mining to aggregate data from 116 MOOS “with course-dedicated hashtag” on Twitter. His conclusion is thus:
This research used a large-scale data set to investigate participation on course-dedicated hashtags. It examined the participation patterns of hashtag participants, the types of users posting to those hashtags, the types of tweets that were posted, and the variation in types of posted tweets across users. While popular narratives suggest that social media provide a space for enhancing learner participation, this study provides
little evidence to support these claims in the context of Twitter as an adjunct to MOOCs, finding that an active minority of users contributed the preponderance of messages posted to Twitter hashtags and that learners make up only about 45% of users. Nor do these findings reveal substantive evidence of learners contributing to multiple hashtags, which may suggest that learners did not find Twitter to be a useful space that provided added value or responded to their needs. Ultimately, these results demonstrate the need for greater intentionality in integrating social media into MOOCs.
The pre-published version of this article is available here: http://www.veletsianos.com/wp-content/uploads/2011/07/veletsianos_twitter_in_MOOCs.pdf