List of Participants

List of faculty and staff participating in the Blended Learning Conference held at Bryn Mawr College on 7-8 May 2012

Building a Better Blend: Research-Based Blended Course Design

Slides from a faculty workshop organized by the Central Pennsylvania Consortium, held at Franklin and Marshall College in Lancaster, PA. In this talk I discuss how to use findings from the NGLC grant-funded study of blended learning at 40 liberal arts colleges and related pedagogical and cognitive science research to develop effective blended courses. Some of the topics covered include the testing effect, spacing learning learning over time, feedback, and metacognition

Using Blended Learning to Take Advantage of Learning Science Research

Why does blended learning work? Some observers have suggested that students simply spend more time with the material in a blended course, but evidence from studies of blended courses is mixed. Learning science research suggests that how learners study also matters, and a blended learning approaches incorporate many tactics shown to be effective, such as formative assessment, repetition at intervals, and metacognitive prompting

Using Blended Learning to Take Advantage of Learning Science Research

Why does blended learning work? Some observers have suggested that students simply spend more time with the material in a blended course, but evidence from studies of blended courses is mixed. Learning science research suggests that how learners study also matters, and a blended learning approaches incorporate many tactics shown to be effective, such as formative assessment, repetition at intervals, and metacognitive prompting

Building a Better Blend: Research-Based Blended Course Design

Slides from a faculty workshop organized by the Central Pennsylvania Consortium, held at Franklin and Marshall College in Lancaster, PA. In this talk I discuss how to use findings from the NGLC grant-funded study of blended learning at 40 liberal arts colleges and related pedagogical and cognitive science research to develop effective blended courses. Some of the topics covered include the testing effect, spacing learning learning over time, feedback, and metacognition

Blending Beyond Courses

Over the past few years, Bryn Mawr College staff have been experimenting with things other than academic courses, such as orientations, advising, and non-academic education programs. This lightning presentation shares some examples and an overview of common goals, tools used, and major impacts and challenges observed so far

List of Participants

List of faculty and staff participating in the Blended Learning Conference held at Bryn Mawr College on 7-8 May 2012

Blending Beyond Courses

Over the past few years, Bryn Mawr College staff have been experimenting with things other than academic courses, such as orientations, advising, and non-academic education programs. This lightning presentation shares some examples and an overview of common goals, tools used, and major impacts and challenges observed so far

An Approach to Constructing Student Models: Status Report for the Programming Domain

Student models are important for guiding the development of instructional systems. An approach to constructing student models is reviewed. The approach advocates constructing student models in two steps: (1) develop a descriptive theory of correct and buggy student responses, then (2) develop a process theory of the way students actually generate those responses. The approach has been used in the domain of introductory programming. A status report is provided: (1) Goal-And-Plan (GAP) trees have been developed to describe student program variations, and (2) a Generate-Test-and-Debug (GTD) impasse/repair architecture has been developed to model the process of student program generation