What’s Blended Learning, iMOOCs/iBLOCs/MOOCs?
- Blended learning - a combination of face-to-face with online experiences to produce effective, efficient and flexible learning. (Stein & Graham, 2014)
- iMOOCs – Internal Massive Open Online Courses (NUS)
- iBLOCs - Internal Blended Learning Online Course (Your Module)
- MOOCs - Massive Open Online Courses (Global Audience)
|What’s the potential of Blended Learning?|
A well-designed blended learning module aims to promote deeper level of engagement and deeper learning among learners. Blended learning assists in;
- Increased guidance and triggers
- Easier access to learning activities
- Individualised learning opportunities
- Increased engagement through social interaction
- Time on task
What is Flipped Classroom?
Image source: Knewton Infographics
“Flipping the classroom” means that students:
gain first exposure to new material outside of class, usually via reading or lecture videos, and then,
use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
Key elements - flipped classroom
Provide an opportunity for students to gain first exposure prior to class.
Provide in-class activities that focus on higher level cognitive activities.
Provide a mechanism to assess student understanding.
Provide an incentive for students to prepare for class.
What platforms are supported?
|Domain||Public||NUS only||NUS only|
|Web conference||Google Hangout||Google Hangout||WebEx|
How do I go about the video recording?
You may refer to Video Techniques section to explore varies options.
Where can I view the promo videos done by NUS colleagues?
What options do I have to record video?
Examples of past iBLOCs and MOOCs in NUS
}Be prepared. Set aside more time than you originally planned. More time spent than preparing for a real-life course.
◦Before the actual recording: Have a practice session to decide if the person who is recording will handle the slide changes and/or annotation. If there is whiteboarding, it must be done by the lecturer or student assistant. Limited annotation can be done in post-production
}Recording without a script is NOT RECOMMENDED. Best practice to provide a transcript of your video to the students if they are involved.
}Recording location: Recording booth? Office? Studio?
◦If office, have to check suitability - lighting, sound, environment.
}Visuals (and other material which is not yours):
◦create our own?
}For easy reading and on-the-spot editing:
◦Use large fonts. Preferably above 12.
◦Double space your lines.
}Do not talk over slide transitions as far as possible. This makes for easy saving and editing.
}Use PDF as backup.
}Annotations: One of the ways of doing this is having some motion on the slide. So, for example, if you are making a few points on the slide, Then, when talking about point one, you may just draw an arrow or underline, then when your are on point two you may circle something. This is to ensure that the video isn't just a static image, but there's some stuff moving
}About five hours a week engaging in the forums.
}Make a mistake while recording? Pause recording, recollect yourself, then restart recording from an appropriate point. e.g. "Cut so-and-so section onwards, then continue from here."
}Know where to draw the line. Go for good enough, not perfect.
# Take note of the effort in producing the content.
◦Planning 1 week content including sourcing for materials, writing scripts, preparing slides etc.
◦Planning and creating exercises, monitoring forum, survey questions..