[INTRO:] The problem’s all inside your head / She said to me. / The ways to blend are easy if you / Use technology. / We’d like to help you in your struggle / As you teach. / There must be fifty ways / to blend your learning. // | [CHORUS:] crowdsource it on YouTube / Make a case study / You don’t need to remake your course / Just try one of these / Padlet or Voicethread / Don’t need a discussion board / Try a Google Community / And get them to play. // |
Add your favorite ways to the bottom of the list!
Thank you for contributing! You are awesome!
# | Lyric | Description (examples) | Example (URL) |
1 | Send them outside, Hyde | Have students curate local examples of course content. Use Siftr to place them on a map. | |
2 | Make an ID key, Bree | Use Nomen to create a field guide in class, or have students learn the taxonomies of your content by creating their own identification keys. | |
3 | No need for an iClicker, Victor | Make your own mobile or laptop friendly student response system using Google Forms and Sites. | |
4 | Just make the end vary, Larry | Allow capstone/executive summary projects in various formats, as chosen by student (YouTube, Case Scenario, Prezi, etc.). | |
5 | Take it to the field, Camille | Have students apply course theories and techniques to their own lives and reflect/report back to class. | |
6 | Go ahead and role play, Ray | Have students role-play as subjects working through case studies of classic experiments. Or have them role play in a social media context. | |
7 | Assess a lot, Lancelot | Provide weekly online low-stakes assessment quizzes to provide lots of distributed feedback and practice with the material. | |
8 | Assign mini papers, Akers | Have students do quick ½ page mini papers on how to apply a theory and meet in groups to solicit feedback and share ideas. | |
9 | Find an example, Temple | Provide examples of theory application from commercials or TV, and have students post examples (on Kaltura MediaSpace, G+, YouTube, Vimeo, etc.) | |
10 | Screen capture that presentation, Carnation | Students make a presentation with screen capture in Kaltura MediaSpace and then post presentations to Moodle for comments. | |
11 | Crowdsource that media, Hedia | Post a media clip that exemplifies theories from class and ask students to suggest through the comments what theories the clip illustrates. | |
12 | Try it yourself, Gotthelf | Discuss ways a theory is being used in organizations and have the students try it out themselves through a corporate website. | |
13 | Present an ethical dilemma, Emma | Present an ethical dilemma in online content related to class material and have students compare with each other how they resolve it. | |
14 | Let’s use our hindsight!, Wright | In online content, have students review corporate fiascos, disasters, and bad decisions. With hindsight, they can dissect the problem with application of theories from class. | |
15 | Measure their bias, Elias | Have students understand subtle class concepts by measuring their own performance on scales intended to measure the concept. | |
16 | Test with a slide, Adelaide | Students make one slide that represents what they find most interesting about the course content. Post to the course community on G+. | bit.ly/teachmad (UW G+ Teaching community) |
17 | Use Padlet (whiteboard), Violet | Get a gestalt picture of student reactions via one-word responses. | |
18 | Employ a side-chat, Matt | Open a collaborative back-channel of lecture/discussion where students can ask questions without interrupting (TAs and other students can answer). | |
19 | Create a Buzzfeed quiz, Liz | Have students use Playbuzz to create a Buzzfeed quiz that demonstrates that they know course content (how to) | |
20 | Travel in Time, Thyme | Students form groups and act as famous/influential people in a particular subject,then create wiki/facebook/blog-like pages and share ideas across time. | Timerime.com |
21 | Put’em in a clan, Stan (or Collaborate Nate) | group projects, including those that involve technology Students at SU engage in Projects-based Learning (PBL)- use Edutopia.org for ideas on how this works. | |
22 | Take a pause for the cause, Moz | Simply have students stop and reflect about what they are reading or learning to better prepare for in-class discussion. | |
23 | Use Piazza, Vatsa | Provide difficult practice problems for students to solve, and use as an administrative tool to lessen the amount of student emails to attend to. | |
24 | Edit the Wiki, Vicki | Students aren’t always world experts, but when they’re discussing a specific topic in one of your classes, they might be (because you are!). | |
25 | Make ‘em all chat, Pat | Desire2Learn’s chat looks like it’s inspired by 1999. Morton Ann Gernsbacher shared why this is actually a good thing for how she uses the oft-ignored synchronous chat in Desire2Learn for her online Psychology courses. | |
26 | Post it to Wordpress, Bess | Linsey Steege from Nursing has students collaborate create reflective, professional blog posts and entire blogs in Wordpress. | Wordpress in Nursing, wordpress.com |
27 | Quiz to prepare, Blair | Dan Lynch & Stacie LaPlante in Business use online quizzing to incentivize student preparation for class. | |
28 | Quiz til they’re right, Dwight | Professor Griffith has students take online quizzes outside of class for more in-class discussion. Students like the time flexibility and immediate feedback. Automatic grading makes grading easier and more accurate. | |
29 | Learn with games, James | Bob Batt uses a simulation that includes varying demand and price control to expose students to real-life examples of being a revenue manager. | |
30 | Video your response, Hans | Since his students have full-time jobs, office hours are hard. For efficiency and wide distribution, Professor Allee records responses to email questions with Camtasia Studio. | |
31 | Create a timeline, Klein | Use an easy-to-create Google Sheets-based timeline generator that can stand alone, be embedded in D2L and Moodle, shared via social media, etc. (how to make one). Use Tiki Toki in 3D mode as an alternative to PowerPoint. | (other timeline generators here) |
32 | Have students timeline too, Sue | Have students create timelines on content-related topics that interest them. | |
33 | Make the final a video, Rio | UW-Madison Introductory Biology Honors student groups created peer-reviewed videos (Intro Bio student videos) that creatively covered course concepts. Hundreds of instructors have offered video options for finals. | Blooms Taxonomy in Pirates of the Caribbean, Perry's Theory in Lion King, and Undergrad research in Thailand |
34 | Or other Digital Media, Lydia | DoIT Academic Technology implemented the Engage Adaptation Digital Media Assignments Award in 2010 to study the impact and processes around the creation of digital media assignments in the classroom. | Digital Media Assignment resources and examples |
35 | Make it concise, Bryce | Use the One-Sentence Summary technique as inspiration to assign one-slide summaries of course content that can be posted to L@UW, Google Communities, or your course Twitter feed. | |
36 | Respond in a Tweet, Pete | 50 more ideas for using Twitter: communicate due dates, assignments, track memes, career list, etc. | |
37 | End with a poster, Foster | Hold a poster fair! Or just have students create electronic versions of posters and have a virtual poster fair. | |
38 | Make a commercial, Herschel | Have students as a group create a radio commercial selling the key learnings of the content-related topic. | |
39 | Sign me up, Gup | Have students create a flyer to advertise the course to incoming students. Include what they’ll remember and what they liked the most. This is done with poster paper and markers. | |
40 | Take a real-time poll, Joel | Have students bring their mobile phones for texting. This online, real-time polling program offers an engaging option for soliciting student feedback. | |
41 | Use a shared slide, Clyde | Available for .pdf, PowerPoint, and other doc formats. Search function is robust. Content varies per topic. Attribution always a good idea! | |
42 | Make a mind map, Happ | Use online mind-mapping software to display to students - and/or have them engage with each other (better!) - via a collaborative, creative process for group decision-making and problem-solving | |
43 | Put it on your grave, Dave | Epitaphs. Know a thing by knowing what the world is like without it! Yes, it sounds a bit creepy. And, students enjoy this brush with their mortality! | |
44 | Time for a mindful sit, Mitt - a.k.a. “quiet time” | This simple, daily, in-class activity contributes to building a “mindful” community of learners (and, anyone can do it!). | |
45 | Template a lesson plan, Fran | Feeling less prepared for class than you’d like to be? Disorganization got you down? Use a template - complete with a “Plan B” for those moments when nothing else is working! | |
46 | Find one that’s free, Bee | Use alternativeto.net to find free or alternate-platform software that students can use to do whatever project you dream up. | |
47 | Look for exemplars, Lars | Educators are doing amazing things and sharing how they do it. K-12 teachers use Pinterest, but higher ed examples can be found too! | ~50 exemplars of student digital experiences, Teachers’ guide to Pinterest |
48 | Open the doc, Brock | Use an Open Google Doc, like this one right here, to brainstorm, collaboratively co-author, and publish work to the web. | Collaborative and Public Writing Techniques | Tools for Collaborative Writing |
49 | Tell a story, Tori | Use Storify to collect and curate social media content - if students are tweeting to a common hashtag or about a topic, pull all the relevant content together and point students there. | |
50 | Make a podcast, Celeste | Have students create a short podcast about a topic. | |
51 | Share it on Diigo, Igor | Diigo - An educational platform that reinforces communication and collaboration among students. Ex: Used in a physics class for communication & sharing research papers to discuss and analyze. | |
52 | Host a presentation fair, Blair | Have students prepare 2-3 minute presentations that they present repeatedly in a “presentation fair.” Instructor circulates at end after they’ve done it several times. | https://prezi.com/jwhwyydfzqxo/how-to-talk-about-your-thesis-in-3-minutes/ |
53 | Solve a case, Chase | Faculty develop a case using case scenario/critical reader builder. Students are able to do the case online and then the case can be discussed in class | |
54 | Have a Skype chat, Matt | Bring expert or guest speakers into the classroom virtually through tools like Skype, FaceTime, Firefox Hello or Google Hangout. | |
55 | Map it out, Scout | Make a 2-dimensional mind map in order to organize ideas before starting a writing project. | |
56 | Paste it on a Map, Hap | Have students add to a physical map on the wall (or virtual) examples/ideas to extend course content. | |
57 | find a spot, Dot | use siftr to geotag finds | |
58 | Just Hangout, Scout | instead of office hours in office, use Google Hangouts. | |
59 | Post on a communal board, Thor | Create a communal space using Padlet. | |
60 | Discuss, Gus | Try creating a class discussion group in yammer which is very facebook-like , or google groups, or a Facebook group. | |
61 | Go on a trip, Skip | Give an assignment that requires that the students locate/explore/document something outside the classroom. Upload their photo/video/musing/discovery to a common forum that other students can comment on (Google Community). You could use maps, videos, apps, tweets, etc. to guide the students on their journeys. | http://www.friendslakeshorepreserve.com/1918-marsh-audio-fieldtrip.html |
62 | Go ahead and translate, Kate | Translating Wikipedia articles is a matter of working collaboratively (or at least considerately in anticipation of future editors) and publicly. Translation gets interesting because it's culture as well as words. | https://blogs.ucl.ac.uk/ele/2015/04/15/when-ucl-students-edit-wikipedia/ |
63 | Make it bad, Chad | We learn from mistakes. Have students create “The World’s Worst [your content here] to demonstrate how not to (they also need to write up a list of the mistakes, of course). | http://www.theworldsworstwebsiteever.com/ |
64 | Reflect on a Clinic, Vinic | Have students in healthcare programs share clinical experience reflections in an online discussion. | |
65 | Copy a Scene, Dean | For language courses, have students group up and create a casting call video (e.g. via Google Hangouts chat) recreating a scene in a foreign film. (strengths: film models the language and passion, students get to be dramatic, entertaining group work) | |
66 |
From the presentation:
The problem is all inside your head She said to me The answer is easy if you Take it logically I'd like to help you in your struggle To be free There must be fifty ways To leave your lover [CHORUS:] You Just slip out the back, Jack Make a new plan, Stan You don't need to be coy, Roy Just get yourself free Hop on the bus, Gus You don't need to discuss much Just drop off the key, Lee And get yourself free | The problem’s all inside your head / She said to me. / The ways to blend are easy if you / Use technology. / We’d like to help you in your struggle / As you teach. / There must be fifty ways / to blend your learning. // [CHORUS:] Crowdsource it on YouTube / Make a case study / You don’t need to remake your course / Just try one of these: / Padlet or Voicethread / Don’t need a discussion board. / Try a Google Community / And get them to play. // |
Name:
Blended Fellows and John Martin |
Title (e.g., professor, director, advisor):
Sr. Learning Consultant |
Department/Unit:
DoIT Academic Technology |
Email:
john.martin@wisc.edu |
Session Title:
"50 Ways to Blend Your Learning" |
Provide a brief abstract or overview of your session. Include the topic, objectives, and/or format. (This text will be used in the program description; 75 word limit.)
The problem’s all inside your head / She said to me. / The ways to blend are easy if you / Take it logically. / We’d like to help you in your struggle / As you teach. / There must be fifty ways / to blend your learning. // [CHORUS:] Crowdsource it on YouTube / Make a case study / You don’t need to remake your course / Just try one of these / Padlet or Voicethread / Don’t need a discussion bored / Try a Google Community / And get them to play. // |
How will your session model active and engaged learning? (100 word limit)
To kick things off, there will be a live, 5-minute structured slide performance of a plethora of examples of easy (as taking the bus, Gus) blended learning examples shown. This broad sampler will be followed by an audience exercise of sharing specific examples they’ve seen — and putting them on a Blended Learning Continuum (how blended is each?). After creating a list, we’ll rank their “ease” for instructors and students (is it an easy one-class activity, or a high-risk semester-long investment?). Finally, in any remaining time, there will be dancing and singing as we crowd-source Blended Learning lyrics to several popular songs. |
Session Objectives. What might people learn as a result of your session, or what might they do following it? (This response will help reviewers to understand what participants will learn or gain from the session; 200 word limit.)
1) People will be entertained and they will participate in the co-production of a Blended Learning Toolkit resource. 2) In that playful, positive environment, they will learn that a) blending learning is easier than they may have feared; b) they can start with simple and effective, low-risk activities, and c) they don’t need to do it all. 3) Participants will leave with a list of “50 Ways to Blend Your Learning” (including links to examples), that will be expanded upon with their own examples/ |
Second Presenter's Name:
Lyn Van Swol |
Second Presenter's Title (e.g., professor, director, advisor):
Associate Professor |
Second Presenter's Department/Unit:
Communication Arts |
Third Presenter's Name:
Jesse Stommel |
Third Presenter's Title (e.g., professor, director, advisor):
Assistant Professor |
Third Presenter's Department/Unit:
Department of Liberal Arts and Applied Studies; Division of Continuing Studies |
Fourth Presenter's Name: (If you have more than four presenters, please list their names here as well)
Michael Maguire |
Fourth Presenter's Title (e.g., professor, director, advisor) (If you have more than four presenters, please list their titles here as well):
Faculty Associate |
Fourth Presenter's Department/Unit (If you have more than four presenters, please list their depts/units here as well):
School of Human Ecology - Department of Civil Society & Community Studies |
Fifth Presenter’s Name:
Jamie Henke |
Fifth Presenter's Title (e.g., professor, director, advisor) (If you have more than four presenters, please list their titles here as well):
Faculty Associate |
Fifth Presenter's Department/Unit (If you have more than four presenters, please list their depts/units here as well):
Department of Liberal Arts and Applied Studies; Division of Continuing Studies |