Blended Learning 4-pack
Blended learning is one of the most talked about trends in higher education today, with a documented ability to improve student performance more than either face-to-face instruction or online technology can independently. Learn how you can design a course making the best of both worlds.
Improve Student Performance
Blended learning is one of the most talked about trends in higher education today, with a documented ability to improve student performance more than either face-to-face instruction or online technology can independently.
In this Magna 20-Minute Mentor Blended Learning 4-pack, learn how you can design a course making the best of both worlds.
Presenters Dr. Ike Shibley and Dr. Tim Wilson, both award-winning faculty members, share their comprehensive approach to blended course design in a series of four fast and focused presentations based on established pedagogical theory and shaped by real-world experience:
- What Is Blended Learning? – An overview of how combining classroom instruction and online activities can transform student learning
- In Blended Courses, What Should Students Do Online? – Explaining how Bloom’s Taxonomy of Learning can help faculty determine whether to deliver content face-to-face or online
- Should I Use ADDIE as a Design Map for My Blended Course? – Providing a comprehensive approach to designing a blended course
- What Three Things Could I Do to Improve My Blended Course? – Focusing on the phases of learning, using technology, and increasing collaboration to enhance blended learning course design
Magna’s 20Minute Mentor programs are renowned for offering quality content in an accessible format at an affordable price.
This Blended Learning 4-pack gives you information and insights you can use for a specially reduced price of $299 – a savings of just under $100!
These professional development programs will show you how to:
- Enhance student learning with different delivery techniques
- Use Bloom’s Taxonomy to deliver differing course content in the most appropriate format
- Create synergy between face-to-face instruction and online activities
- Increase student engagement in classroom sessions
- Rethink the role of the teacher in learning
- Adopt a productive attitude toward the use of technology in education
- Find colleagues who can help you improve blended course design
Blended learning is here to stay. Add this valuable 4-pack to your professional development library so faculty members can implement blended learning best practices into their courses for years to come.
Product code: PM00GA
Ivan A. Shibley, Jr. (Ike), Ph.D., is associate professor of chemistry at Penn State Berks, a small four-year college within the Penn State system. He teaches introductory chemistry, general chemistry, organic chemistry, biochemistry, philosophy of science courses, first-year bioethics seminar, and senior science seminar.
His research involves pedagogical approaches to improving science instruction at the college level. He has won both local and university-wide awards for his teaching including the 2009 Eisenhower Award presented to a tenured Penn State faculty member who exhibits excellent teaching as well as mentoring other teachers.
Ike has been teaching blended courses for almost a decade. He first became involved in blended design as part of an 18-month project to completely redesign the general chemistry course at Berks.
As part of a team of six professionals who invested over 1,000 man-hours in the redesign Ike helped provide the pedagogical and subject matter expertise to help guide the redesign.
The course has now been delivered in a blended format for seven years with an average GPA almost 25% higher than previous years. Every section of general chemistry taught at Penn State Berks now uses the same blended design.
Ike has co-authored several manuscript about the results. Ike has also redesigned a nutrition course that is offered in a blended as well as a fully online format.
He and a collaborator have blended upper-level biology courses on cell signalling, neurobiology, and developmental biology.
He presents his work on blended learning at numerous professional conferences and has become an ardent advocate of blended learning.
Timothy D. Wilson, PhD is an associate professor at the The University of Western Ontario (UWO) in the Schulich School of Medicine and Dentistry. In the Department of Anatomy and Cell Biology, Tim is part of a teaching team of gross anatomists who provide anatomical training to allied health sciences students in Kinesiology, Physiotherapy, and Occupational Therapy in addition to the Medical and Dental students at the school.
Tim’s educational upbringing is a transdisciplinary one. It spans from Kinesiology (BSc -Waterloo) to mathematical modelling of exercise in the elderly (MSc UWO) to his PhD investigating the autonomic control of cerebral blood flow (UWO). His postdoctoral training at the University of Pittsburgh was in Neuroscience where the vestibulo-sympathetic influences on blood flow were studied. Throughout the entire process however, Tim was attracted to the lectern and was successful. Tim teaches gross anatomy to a variety of disciplines and has a winning track record with numerous citations of excellence in every year of his teaching career. He is recognized as a leader and a innovator in pedagogy. He has won both departmental and university level teaching awards and was even cited as one of his provinces’ best lecturers.
Tim’s incorporation of blended learning approaches commenced last year as he redesigned one of his courses during a total curriculum restructuring in the professional school of Dentistry. The initial responses were very positive and he has commenced “sustainable” changes towards blended learning in other basic science classes. Despite his youth with blended learning, Tim is a staunch supporter of educational scholarship and research surrounding new methods of knowledge transfer, learning, and cognition. He has published and presented internationally on the subject and his lab affably termed the CRIPT (Corps for Research of Instructional and Perceptual Technologies) is devoted to ‘de novo’ learning, its metrics, and the impacts on the learner and learner behaviours.
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