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Blending Statistics Using Desire2Learn

Blending Statistics Using Desire2Learn. Julieta Arano-Ocuaman, Maryville University. Objectives:. Examine the attributes of meaningful learning in designing, developing and implementing a blended course

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Blending Statistics Using Desire2Learn

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  1. Blending Statistics Using Desire2Learn Julieta Arano-Ocuaman, Maryville University

  2. Objectives: • Examine the attributes of meaningful learning in designing, developing and implementing a blended course • Re-design an undergraduate course in Elementary Statistics anchored on these learning attributes

  3. ***Attributes of Meaningful Learning • Active – interaction and manipulation • Constructive – reflect, interpret, articulate • Intentional – identify and monitor learning goals • Authentic – contextualize, complex, real-life situation • Cooperative – collaborative, conversational ***Jonassen, Howland, Moore and Marra (2003). Learning with technology: A constructivist perspective. Prentice Hall, Inc. Upper Saddle River, New Jersey.

  4. Constructing Meaningful Learning ***Five Attributes of Meaningful Learning ***Jonassen, Howland, Moore and Marra (2003). Learning with technology: A constructivist perspective. Prentice Hall, Inc. Upper Saddle River, New Jersey.

  5. Design Matrix

  6. Snap Shot: Session#1 – F2F

  7. Snap Shot: Session #2 – F2F

  8. Snap Shot: Session #3 - Online

  9. Course Creation Timeline

  10. Show and Tell • Maryville Desire2Learn Course Management System

  11. Issues/Lessons Learned • Course scheduling • Availability of technical support or help desk • Culture and mind set of the students • Types of learners • Technology skills of teacher and learners

  12. Quote: Web-based learning communities are fast becoming a reality that can transform practice beyond traditional models and boundaries of schools and educational systems…The boundaries are limited only by imagination and need for access to expertise as learning needs and opportunities change in response to dynamic curriculum objectives. – Barbara L. McCombs and Donna Vakili, 2005

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