Category Archives: BlendKit 2015

When quality standards ignore learners’ needs

I have found it quite frustrating to attempt aligning my blended course to specific “standards” identified by post-secondary institutions, such as eCampus Alberta (http://quality.ecampusalberta.ca/). Many of these standards are specifically for post-secondary, academic-focused courses. My blended course is designed for … Continue reading

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Theme-based teaching + technology = advance learning possibilities

A uniform approach to presenting the units of study not only makes sense, but helps reinforce learning. A common mode of organization is a hierarchical module—sections—lessons—supportive activities approach. Within each learning activity, uniformity also helps to guide students through the … Continue reading

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BlendKit2015 – Answering the question, “Can they do it?”

After reading Chapter 3 of the BlendKit Reader, “Blended Assessments of Learning,” I realized, even more so than before, how different I operate my classroom and, therefore, how I deal with assessments. I teach ESL to adult learners, using a … Continue reading

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BlendKit2015 – Interactions: Beyond student to instructor or other classmates

Interaction is important regardless of the delivery method of the course. In a blended program and an online program, it is especially important. As Kevin Kelly and Ruth Cox point out in their article, “Techno Expression”1, students may often drop … Continue reading

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BlendKit 2015 – What is Blended Learning?

I am now enrolled in the EDUCAUSE BlendKit 2015 with the hopes of enhancing my knowledge in the area of using online learning to enhance the F2F learning. The first reading consisted of a definition of what exactly is blended learning, the … Continue reading

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