We are students of Mindanao State University in General Santos City. This blog is designed in response to one of the requirements in ED 103 class with our professor Ava Clare Marie O. Robles, Ph. D. In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. Assessment for learning occurs at all stages of the learning process. Through blogging we can start exploring the new face of education, the education through technology.
Group Profile
Soraima P. Pentungan-Leader
4th/AB Sociology/Uniting
Harigya Tamama- member
4th/ AB Sociology/Uniting
Norhaya Said-member
2nd/BSED Filipino
Momena Dianalan-member
3rd/BSED Filipino
Abdulkhadir Lucman- memeber
Uniting/Second Degree
What is blended learning?
Blended Learning refers to a mixing of different learning environments. The phrase has many specific meanings based upon the context in which it is used. Blended learning gives learners and teachers a potential environment to learn and teach more effectively.
Objectives:
To know and understand what is blended learning.
Significance of the activity:
One clear advantage of blended learning in education is its connection with differentiated instruction. Differentiated instruction involves “custom-designing instruction based on student needs.In differentiated instruction, educators look at students’ learning styles, interests, and abilities. Once these factors have been determined, educators decide which curriculum content, learning activities, products, and learning environments will best serve those individual students’ needs. Blended learning can fit into a number of these areas. By using blended learning, educators are definitely altering the learning environment when students work collaboratively in learning communities online, for example. Teachers could also add relevant curriculum content that would be unavailable or difficult to comprehend outside of the internet. Learning activities and products can also be changed to use technologies in a classroom that uses blended learning.In a study by Dean and associates, research showed that providing several online options in addition to traditional classroom training actually increased what students learned. (2001) Another study showed that student interaction and satisfaction improved, along with students learning more, in courses that incorporated blended learning. (DeLacey and Leonard, 2002)
Methodology:
Blended learning in educational research refers to a mixing of different learning environments. It combines traditional face-to-face classroom methods with more modern computer-mediated activities. According to its proponents, the strategy creates a more integrated approach for both instructors and learners. Formerly, technology-based materials played a supporting role to face-to-face instruction. Through a blended learning approach, technology will be more important.
Schedule of Activity:
March 24 2012( Saturday) this time we do a design of our blog
March 26 2012 ( Monday) we as a group we improve our blog by putting a picture, videos and gallery.
March 26 2012 ( Monday) we as a group we improve our blog by putting a picture, videos and gallery.
Materials
Computer, Ballpen, Book and USB.
TopicalContent
Related Literature
According to Karen Vignare ( 2002) Blended learning, also known as hybrid, mixed mode, flexible or distributed learning, is gaining accptance and being adopted throughout higher education. In this chapter, a review of the literature on blended learning is presented using the Sloan Consortium's Five Pillars quality framework for online asynchronous leanring networks. Evidence is mixed as to whether blended leanring is truly a unique learning environment or just a simple combination of traditional face to face and online instructional approaches. The early reserach indicates that blended learning can be as successful as either online or face to face instruction; however, there is a great need for more study on its effectiveness.The purpose of this article is to propose a blending with purpose multimodal conceptual model for designing and developing blended learning courses and programs. A blended learning model is presented that suggests teachers design instruction to meet the needs of a variety of learners. Specifically, Blending with Purpose: The Multimodal Model recognizes that because learners represent different generations, different personality types, and different learning styles, teachers and instructional designers should seek to use multiple approaches including face-to-face methods and online technologies that meet the needs of a wide spectrum of students. A major benefit of mulitple modalities is that they allow students to experience learning in ways in which they are most comfortable while also challenging them to experience and learn in other ways as well. Critical to this model is the concept that academic program and course goals and objectives drive the pedagogical approaches and technologies used. Issues related to definitions of blended learning, how teachers and students use technology, generational characteristics among studen populations, and learning styles are examined. ( Picciano Anthony, 2009)
Defining Blended Learning
According to Mdux C. D., Liu L. and Wenzhen L ( Undated) Even a cursory examination of the literature reveals that there is no widely accepted definition of blended learning. Various definitions have been suggested. Further, a large part of the literature in the field is devoted to the presentation and defense of various definitions. Most of these definitions can be placed into one of two categories: those that emphasize that both face-to-face instruction and non-face-to-face technology are both used, and those that further require that the combination be appropriate and effective before the term "blended learning" is justified. We classify definitions of the first type as Category I and definitions of the second type as Category II.
An example of a Category I definition is the one suggested by Rovai and Jordan (2004), who define blended learning as a mixture of “classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact” (p. 1). Bersin (2004), on the other hand, presents a Category II definition by suggesting that blended learning involves the thoughtful combining of face-to-face and online learning experiences. Similarly, Hoic-Bozic, Mornar and Boticki (2009) suggest a detailed definition that falls into Category II:
Blended learning is learning based on various combinations of classical f2f lectures, learning over the Internet, and learning supported by other technologies, aimed at creating the most efficient learning environment. Blended learning also incorporates other elements such as online and traditional learning environments, technology and media for learning content delivery, different teaching and learning methods (both online and traditional), group and individual learning activities, and synchronous and asynchronous interactions. The aim is to choose a mixture that will highly motivate the students, and assist them in successfully mastering the course. (p. 20)
Garrison and Kanuka (2004) assert that the terms “blended learning” or “hybrid learning” should be used only if the combination of traditional and e-learning results in a transformative and improved learning experience. Similarly, Sharma and Barrett (2007) emphasize that the most crucial characteristic of blended learning is that it makes use of an appropriate balance between face-to-face instruction and instruction based on technology alone. Garrison and Vaughan (2008) present another typical Category II definition as follows:
Blended learning is more than enhancing lectures. It represents the transformation of how we approach teaching and learning. It is a complete rethinking and redesign of the educational environment and learning experience. Blended learning is a coherent design approach that openly assesses and integrates the strengths of face-to-face and online learning to address worthwhile educational goals. (p. x)
Generally speaking, we have found that as time has gone by, there has been a gradual movement in the literature away from Category I definitions and a trend toward Category II definitions. Thus, recent definitions tend to emphasize that however it is defined; learning must be effective in order for a specific model to qualify as true blended learning. This is particularly true in the literature on blended learning that is authored by and for teacher educators. Category I definitions are more common in the literature on blended learning that is authored by those not involved in teacher education.
Photos of Blended Learning
Videos of Blended Learning
WHAT IS BLENDED LEARNING?
BLENDED LEARNING: IMPLIMENTATION
BLENDED LEARNING ENABLES LECTURE HOMEWORK FLIPPING
BLENDED LEARNING: THE FUTURE
Conclusion / Generalization
In general, Blended learning means many things to many people, even within our relatively small online learning community. It is referred to as both blended and hybrid learning, with little or no difference in the meaning of the terms among most educators. In general terms, blended learning combines online delivery of educational content with the best features of classroom interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate instruction from student to
Student across a diverse group of learners.
Topical Content
Module 1: Overview in Assessment of Learning
Module 2: Establishing the Learning Targets
Module 3: Keys to Effective Testing
Module 3: Keys to Effective Testing
Module 4: Development of Assessment Tools
Module 5: Characteristics of a Good Test
Module 6: Analyzing and Using Test Item Data
Module 7: Educational Statistics
Module 8: Rubrics, Portfolio and Performance-Based Assessment
Module 9: Grading and Reporting Practices
Module 7: Educational Statistics
Module 8: Rubrics, Portfolio and Performance-Based Assessment
Module 9: Grading and Reporting Practices
By: Momena Dianalan
Module I: Overview in assessment of learning
In Module I, we’ve learned about the assessment, measurement, evaluation, test and testing. We’ve discussed also about the types of measurement and their differences, 1st is the norm-referenced test, it is refers to measure the performance of the students compared with the others students while criterion-referenced test refers to measure the performance of the students with respect to some particular criterion or standards. We’ve learned also about the four types of assessment, these are the placement assessment, diagnostic assessment, formative assessment and the summative assessment.
By: Harigya Tamama
Module II: Establishing the learning targets
In this Module II about the establishing the learning targets, we’ve learned the different types of learning targets that we can utilized in order to be effective teacher in our profession someday. In these types of learning the students will able to know where they are going as they begin to their learning objectives and also the teachers will have the direction of his topic lesson to teach in their students.
By: Norhaya Said
Module III: Keys to effective testing
In Module III, we’ve learned about how to make a TOS, we’ve learned also that TOS helps teachers to decide on what to include and leave out in a tests, it is said, that it is also helps the teacher to determine the weight to give for each topic covered and objective to be tested
By: Lucman Abdulkadir
Module IV: Development of assessment tools
In Module IV, is all about the Development of Assessment Tools, we have different assessment tools namely the multiple choice test, true or false test, matching type test, completion test, essay test and other assessment tools. In these assessment tools are very significant for the students and teachers.
The teachers will able to know their student progress if they met the learning objectives based on what she/he taught.
The students will know how to evaluate themselves and knowledgeable regarding to their subject matter content.
By: Soraima P. Pentungan
Module V:Characteristic of a good test
Through this lesson, we learned if how to make a valid test. There are advantages of validity of test for both teacher and students. For the teacher they will able to know if their test made was reliable to the learners or it has content validity, criterion related validity and construct validity so the learners learning target will met. For the students, they can evaluate themselves if they acquired the learning targets or they can evaluate if the whole contain of a test was reliable.
When making the test the teacher makes sure that it is reliable so that the score or performance of the test will not be affected.
By: Harigya , Norhaya and Momena
Module VI: Analyzing and Using of Test Item Data
As a learners and future model of school institution we must understand deeply on how to analyze and how to use test item data in order to identify the learning and understanding of the students and their extent of knowledge after the lesson discussed.
In this module, we learned that in item analysis it must have a step to analyze the score of students like if the score of students belong to upper or lower proportion. It is important to arrange the proportion from highest to lower to solve the index of item difficulty and index of discrimination.
We also learned that the importance of solving of index of item difficulty, the teacher can identify base on the percent score of each students if the index of item difficulty is easy or difficult, then she/he can make and index of discrimination or can interpret the score of the test are retained, rejected or modified.
Therefore, this Analyzing and Using of Test Item Data, the teacher will determine if her/his methodologies strategies are good and effective.
By: Soraima P. Pentungan
Module VII: Educational Statistics
In this part of lesson, we learned and understand the educational statistics and its interpretation. Specifically, in solving the problem and computing base on the result of study.
As a future teacher, we must understand the difference of descriptive statistic and inferential statistics which both methods used to determined the small sample of the population and methods that lead to predict about entire set of data. As regards to measure of central tendency, we also learned that this measure give some idea of the average or typical scores in the distribution wherein.
Furthermore, we got the idea on how to solve the mean as most familiar and well known to measure the central tendency. Aside from mean, median and mode are also method used to measure the valid central tendency that students will use particularly in their thesis writing.
On property of range, we understand its meaning and all about quartile deviation and standard deviation. We also learned about quartiles that it is an extension of the median concept where items in the distribution are divided into equal parts. It has three types: first are quartiles which divide the contribution into four equal parts, second are deciles which divide the distribution into ten equal parts and lastly are percentiles which divide the distribution into one hundred equal parts.
Generally, we thank for the discussion, for the learning in different kinds and step of the Assessment of Student of Learning that we got knowledge which contribute us to have an idea of different aspect of assessment that we used for the future.
SORAIMA P. PENTUNGAN
For you what is blog?
For me blog is a modern process of every students to learn, from the start i don't have any idea for this kinds of e-portfolio, but when maam robles introduce the blog a little by little i know the meaning of this in fact, i develop my self to do the blog, i discover my ability to explore beyond the classroom,textbook, and beyond my professor.
Furthermore, based on my readings, a blog is a website in which items are posted on a regular basis and displayed in reverse chronological order. The term blog is a shortened form of weblog or web log. Authoring a blog, maintaining a blog or adding an article to an existing blog is called “blogging”. Individual articles on a blog are called “blog posts,” “posts” or “entries”. A person who posts these entries is called a “blogger”. A blog comprises text, hypertext, images, and links (to other web pages and to video, audio and other files). Blogs use a conversational style of documentation. Often blogs focus on a particular “area of interest”, such as Washington, D.C.’s political goings-on. Some blogs discuss personal experiences.’
REFLECTION ABOUT BLOG
SORAIMA P. PENTUNGAN
For you what is blog?
For me blog is a modern process of every students to learn, from the start i don't have any idea for this kinds of e-portfolio, but when maam robles introduce the blog a little by little i know the meaning of this in fact, i develop my self to do the blog, i discover my ability to explore beyond the classroom,textbook, and beyond my professor.
Furthermore, based on my readings, a blog is a website in which items are posted on a regular basis and displayed in reverse chronological order. The term blog is a shortened form of weblog or web log. Authoring a blog, maintaining a blog or adding an article to an existing blog is called “blogging”. Individual articles on a blog are called “blog posts,” “posts” or “entries”. A person who posts these entries is called a “blogger”. A blog comprises text, hypertext, images, and links (to other web pages and to video, audio and other files). Blogs use a conversational style of documentation. Often blogs focus on a particular “area of interest”, such as Washington, D.C.’s political goings-on. Some blogs discuss personal experiences.’
NORHAYA SAID
For you what is blog?
For me blog is another process of teaching and learning for both teacher and students, which they will use of technology to develop their skills and be more creative.Through blog teachers can more elaborate the subject matter that they will plan to teach.
Based on my research, a blog is basically a journal that is available on the web. The activity of updating a blog is “blogging” and someone who keeps a blog is a “blogger.” Blogs are typically updated daily using software that allows people with little or no technical background to update and maintain the blog. Postings on a blog are almost always arranged in chronological order with the most recent additions featured most prominently.
For you what is blog?
For me blog is another process of learning for the students to enhance his/her ability, capability to do and discover the content of subject.
According to my interpretation,a weblog is kind of a continual tour, with a human guide who you get to know. There are many guides to choose from, each develops an audience, and there’s also comraderie and politics between the people who run weblogs, they point to each other, in all kinds of structures, graphs, loops, etc.’
LUCMAN ABDULKHADIR
For you what is blog?
A blog is a world website which can be your voice among online crowd. it is serve as a personal website, packed with features, as easy to use in our e-mail.
REFERENCES
http://en.wikipedia.org/wiki/Blended_learning
http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
http://msuglobal.com/files/Blended%20Learning%20Review%20of%20Literature%20Vignare.pdf
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