Do you find cell phones are a help or hindrance?

Hello,

I normally do not incorporate hyperlinks in my course content. After completing this learning activity it seems like it would be a very good option form my students to retrieve their supplementary reading materials instead of uploading them in the Doc Sharing blog.  I also love the fact that I can have a guest lecturer in the course by circulating a print-based version of what the lecturer would have said. The best part is that I can have the student email their questions to the guest. I love that idea. 

Prof. Cassandre Milien, MSN

How do you think it would be best to address the students that are always looking to put in the least effort and only approach an assignment in the 11th hour?

Then: multiple choice tests are not going to be used in blended courses?

I think that this aspect of giving students time to process information, will be restricted in West Coast University in the seven days of the correspondig week, or I'm wrong?

Please, anyone of you can give me specific examples of activities to be developed in the classroom, in such a way that the students could be motivated, and besides help to reinforce the dianamic learning process?

I was educated in a country where technology is in the hands of the government as an instrument of power. The Cuban people do not have access to information about what is happening in the world. And that's why I find it more difficult than any other of you, to master the computer tools. On the other hand I will use computer tools that students master much better than me. We are facing a generation that technology is part of their games, their daily entertainment, and handle it as easily as if it were incorporated into their chromosomes. However, my generation has the strength of making use of mathematics as a logical method of thinking. I know that it will not be easy for me to incorporate the technology, but I know that for them it is and will be more difficult to incorporate the logical thinking as we do.  So, using their technological tools to help them in the cognitive process, is the great strength of this method that we are going to use. And I hope that it will work better than the tradicional face to face method, and the hybrid one.

I am interested in how to incorporate portfolios into science learning.  This is the one area I would like to focus on as I progress through blended applications. Any suggestions?

I have found that I have learned more about the topics I teach as an instructor than as a student.  I utilize this in my classroom.  The students work in small groups practicing the concepts.  When I mentor one of the students in the group, I have them do the same for the other members.

As  an instructor of blended courses, I find the time management for blended courses to be overwhelming.  After a ten to twelve hour day teaching and 2 plus hours driving, I am not motivated to get on the computer at the end to respond to discussion responses.  I have no problem on my short work days.  Any suggestions on how to manage this aspect?

I have never used or seen a guest lecturer used. What are some strategies for incentivizing a guest to come lecture or answer questions on a topic. I think we could benefit from using guest lectures to illustrate different expressions the technical skillset we teach, but what does it look like when you use this learning tool? I would have a hard time not feeling like I was having them do my job, how do you view it?

What do you find are the most effective "learning elements" or learning activities for students who are learning hands on skills and clinical applications? I am thinking video and interactive scenarios would be good but what do ya'll find to be most effective? How do you create an opportunity to engrain or "practice" a clinical skill in a web based learning platform? I am excited to learn more about this and surely these questions will be answered as I move through this material but I figure I would use this tool at my disposal.

We are not the course designers for ECPI, I am confused as to why we are required to complete these lessons.

Often in the online environment, there is a wide variety of computer navigating experience levels because there are 'adult learners' that are not from the current 'tech savvy' sociiety.

What type of support do you provide to bridge the gap for these 'new computer' students to ease their navigation difficulties?

Although I appreciate integrating visuals into my classroom, I am finding more and more animations and gifs to be a distraction to a student's encoding & retention of information.  Has anyone researched or have information regarding the correlation of 'moving graphics' and the effect on student retention?

Is it okay to use these in our online courses? How can we get permission (if at all) to use these creations?

I am using a pilot online approach with our sudents.  Thlis gives them the opportunity to take distance online courses and still maintain a family life and continued to be employed full time.  The approach is hybrid online.  They have a week to submit their work and they are required to come to campus one day a week.  During this one day they will have the structure, support, and guidance that will help them navigate, upload or download information.  The students get face to face this one day a week.  This helps solidify and encourage their learning experience or at least review what they did not understand on their own.  There are forum discussions, homework submissions and weekly quizzes.  Its been a journey and very interesting so far.

I teach finances at master degree level, I use simulation business game with excellent results.

I am teaching a basic Office class and the labs are automated how can I prevent them from getting frustrated?

I'm developing a new approach to online math: one that uses embeddded videos, enriched topic material, student to student mentoring, in addition to standard online tools. Does anyone have experience with attempts or successes with these ideas.