BLENDED LEARNING 101
What is BlendedLearning. Blended education. Whatever you want to call it, the definition of blendedlearning is easy to grasp – it combines online learning and face-to-face training to get the best of both worlds. BlendedLearning in Practice (Growth Engineering, 2017). Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions. The term ‘blended learning’ first appeared in the late-1990s when web-based learning solutions started to become more widely used and were integrated on one way or another with face-to-face methods. Of course, the ‘blending’ concept has been around for much longer than the past few years (Performance Productivity, 2015).
The shift to digital is a change from books, posters, hard copied documents and worksheets to websites that changes the learning resources. We, humans, learn and imply the learning in our practices. Such is the case of learning technology and implication of its in our daily routine. Technology has touched almost every necessity of our life and now it has turned the route towards education. Everything, with time, do change and absorb advances within. The present time is the age of digital learning. Digital learning is the need of hour where students are lacking interest in education by following the obsolete method of education that has been in custom since ages. Change is the demand of time and we need to bring forward more interesting yet qualitative methods of education. There are numerous use of implication of digital learning in our education schedule. Anytime Anywhere Learning: learning is unbounded process then why should time and place let the learning be hindered. Digital learning render access to learning throughout the day and anywhere. A flexible learning, through digital learning, makes education more accessible and affordable to students
Origin Learning (2015) states “for many, blended learning is still a muddled concept. One may be basking away in the glory of facilitating learning via all sorts of devices – PCs, laptops, tablets and smartphones, thinking that blended learning is ‘mission accomplished”. But Over the past few decades the world of corporate training has radically changed. In the 1920s and 1930s, we put training in the managers’ hands. Companies built industrial-strength learning departments, staffed by professional designers and instructors around the world (CLO Magazine, 2016).
However, the learning pundits and the instructional designers constantly innovate to create a perfect blend of the best of various learning modalities. In a world, not so long ago, blended learning was the norm -Blended Learning Models; Self- Blend Model and Blended Learning. Blended learning is on the rise, at least that is what the reports tell us. The use of mobile technology in nearly every facet of life today makes blended learning a natural choice. blended learning eLearning online learning (LearnDash, 2014). Various reasons are attributed to this situation. However, in order to overcome learning difficulties and motivate the concerned learners, it is suggested that the students should be well involved in the teaching/learning activities. Online resources in particular, can catch the attention of even a passive learner. While ascertaining the effectiveness of e-learning in general, the following aspects were also taken into account: relevance of e-learning, utilization of e-resource, e-training for the teachers etc. (InSync, 2014).
As noted by Origin Learning (2016), blended learning is the future of training. You can maximizing blended Learning by choosing and using the “Right Tools.” Today, it is not uncommon to see a blended learning approach with elearning, especially in the academic setting. For those of you who are unfamiliar, blended learning is an approach that uses both live instructors and eLearning to deliver the content. Blended learning is quite effective across a variety of contexts. The goal of blended learning is simple: expose learners to content across a variety of channels, primarily in-person and digitally. The entire blended learning concept is what can make flipped classrooms so effective. The transformation from the traditional role of ‘Learning and Development’ to the challenging role of ‘Performance Consulting’ in spite of many obstacles resisting such change (Origin Learning, 2016).This seems to be the perception as the use of various learning technologies becomes commonplace in training departments. But, is it really true? For example: Do you believe that a two-day project management program can be delivered as a four-hour virtual training class (InSync, 2014)? With social media, virtual classrooms, mobile learning, BYOD, and more, we are being asked to create blended learning that takes advantage of all the future has to offer.
The recent report, 2013-2014 Results—Personalized Learning Drives Student Achievement, summarizes some extraordinary results highlighting the success of blended learning classrooms compared to non- blended classrooms (Lambda, 2015).
You have probably heard about the benefits of blended learning but you may need to understand more about it before attempting to implement this approach. Blended learning is a method that involves mixing content delivery in a way that often includes live instruction and digital learning (LearnDash, 2016). When it comes down to the nuts and bolts of instructional design, the methodology you use should not be very different when designing a stand-alone traditional classroom course, e-learning module, or a blended learning curriculum (InSync, 2017).
One advantage of blended training is that. Blended learning can also address a problem common to organizations that are reliant. With blended . Seven Simple Secrets to.
Blended learning can be extremely effective when implemented properly. Problem is, sometimes the full potential of blended learning isn’t always realized. In fact, you can begin using some simple strategies to help make your blended learning approach more effective (LearnDash, 2015).
According to our research,most of organizations use a blended learning strategy to deliver training. They implement key benefits and best practices in the blended learning curriculums (Bottom-Line-Performance, 2017).
Blended learning programs can be a beautiful thing to cover a global workforce. Use virtual classrooms to engage learners everywhere. Can’t get employees to leave their desks?
Why should they? Attending classes after work can be draining and security is high today. Center for Global Training bring it to employees’ desks 24/7 – anywhere, anyplace.
Articles Retrieved from:
Bottom-Line Performance, (AUGUST 8, 2017). Blended Learning 101: Basics, Benefits & Best Practices
CLO Magazine (NOVEMBER 3, 2016). The Learning Function Has Become Invisible
Growth Engineering. (JUNE 16, 2017). Blended Learning is Splendid Learning
InSync (SEPTEMBER 10, 2015). Virtually There: Virtual Classrooms, Blended Learning, Microlearning.
Insync (January 2, 2017). The Year of Blended Learning, Emerging EdTech, & Modern Design
Insync, (MAY 28, 2014). Five Trends Driving Blended Learning
InSync Training, (NOVEMBER 6, 2014). Designing Blended Learning with Bloom’s Digital Taxonomy
InSync, (AUGUST 10, 2017). What’s Different About Blended Learning? I
InSync Training, (JANUARY 30, 2017). Overcome Your Blended Learning Phobia
Origin Learning, (SEPTEMBER 7, 2016). How do you create a perfect blend of the various learning components?
Lambda Solutions, (OCTOBER 9, 2015). Outperforms Non-Blended Classrooms
LearnDash, (APRIL 6, 2015). Blended Learning Success Tips
LearnDash, (APRIL 21, 2014). Blended Learning Becoming Standard
LearnDash, (AUGUST 17, 2016). Blended Learning 101
Origin Learning, (AUGUST 3, 2015). Unshrouding the Mystery of Blended LearningPerformance Learning Productivity (MAY 5, 2015). 70:20:10 – Beyond the Blend
9 MULTIPLE INTELLIGENCES
What is the theory of multiple intelligences (M.I.)?
9 Multiple Intelligences
Howard Gardner is the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. He also holds positions as adjunct professor of psychology at Harvard University. He has written twenty books, hundreds of articles, and is best known for his theory of multiple intelligences, which holds that intelligence goes far beyond the traditional verbal and linguistic and logical and mathematical measurements. Here he discusses student-directed learning, multiple intelligences, and a different approach to assessment.
The theory of multiple intelligences, developed by psychologist Howard Gardner in the
late 1970’s and early 1980’s, posits that individuals possess eight or more relatively autonomous
intelligences. Individuals draw on these intelligences, individually and corporately, to create
products and solve problems that are relevant to the societies in which they live (Gardner, 1983,
1993, 1999, 2006b, 2006c). The eight identified intelligences include linguistic intelligence,
logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic
intelligence, naturalistic intelligence, interpersonal intelligence, and intrapersonal intelligence
(Gardner, 1999). According to Gardner’s analysis, only two intelligences—linguistic and
logical mathematical—have been valued and tested for in modern secular schools; it is useful to
think of that language-logic combination as “academic” or “scholarly intelligence”.
Gardner developed the theory of multiple intelligences. He performed interviews with and brain research on hundreds of people, including stroke victims, prodigies, autistic individuals, and so-called “idiot savants.”
According to Gardner,
• All human beings possess all nine intelligences in varying amounts.
• Each person has a different intellectual composition.
• We can improve education by addressing the multiple intelligences of our students.
• These intelligences are located in different areas of the brain and can either work independently or together.
These intelligences may define the human species.
Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences:
1. Verbal-Linguistic Intelligence — well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
2. Mathematical-Logical Intelligence — ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns
3. Musical Intelligence — ability to produce and appreciate rhythm, pitch and timber
4. Visual-Spatial Intelligence — capacity to think in images and pictures, to visualize accurately and abstractly
5. Bodily-KinestheticIntelligence — ability to control one’s body movements and to handle objects skillfully
6. Interpersonal Intelligence — capacity to detect and respond appropriately to the moods, motivations and desires of others.
7. Intrapersonal Intelligence — capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
8. Naturalist Intelligence — ability to recognize and categorize plants, animals and other objects in nature.
9. Existential Intelligence — sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
The Nine Types of Intelligence – Defined
By Howard Gardner
- Naturalist Intelligence (“Nature Smart”)
Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like.
- Musical Intelligence (“Musical Smart”)
Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes. Young adults with this kind of intelligence are usually singing or drumming to themselves. They are usually quite aware of sounds others may miss.
- Logical-Mathematical Intelligence (Number/Reasoning Smart)
Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns. Logical intelligence is usually well developed in mathematicians, scientists, and detectives. Young adults with lots of logical intelligence are interested in patterns, categories, and relationships. They are drawn to arithmetic problems, strategy games and experiments.
- Existential Intelligence
Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
- Interpersonal Intelligence (People Smart”)
Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence. Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives.
- Bodily-Kinesthetic Intelligence (“Body Smart”)
Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union. Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence.
- Linguistic Intelligence (Word Smart)
Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language. Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers. Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.
- Intra-personal Intelligence (Self Smart”)
Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life. Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition. It is evident in psychologist, spiritual leaders, and philosophers. These young adults may be shy. They are very aware of their own feelings and are self-motivated.
- Spatial Intelligence (“Picture Smart”)
Spatial intelligence is the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence. Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.
Also see – Cultures are like chemical elements. You can mix two of them, and you might get something useful like water or table salt. But you might also blow up the kitchen.”
—Thomas Armstrong from Multiple Intelligences Around the World
Multiple intelligences (MI) theory has been introduced and implemented successfully in numerous countries around the world.
Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005
Intelligence Reframed: Multiple Intelligences for the 21st Century Edition Unstated Edition by Howard E. Gardner.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (10 anniversary ed.).
New York, NY: Basic Books.
Gardner, H. (1997). Is there a moral intelligence? In M. Runco (Ed.), The creativity research
handbook. Cresskill, NJ: Hampton Press.
Gardner, H. (1999). The disciplined mind : What all students should understand. New York:
Simon & Schuster.
Gardner, H. (2006a). Five minds for the future. Boston, MA: Harvard Business School Press.
Gardner, H. (2006b). Multiple intelligences: New horizons. New York: Basic Books.
Gardner, H. (2006c). Replies to my critics. In J. A. Schaler (Ed.), Howard gardner under fire:
The rebel psychologist faces his critics (pp. 277-344). Chicago: Open Court.
Gardner, H. Feldman, D.H. & M. Krechevsky, M. (Gen. Eds.). (1998a). Project Zero frameworks
for early childhood education: Volume 1, Building on children’s strengths: The
34experience of Project Spectrum. Volume authors Chen, J-Q., Krechevsky, M., and Viens,
- with E. Isberg. New York: Teachers College Press. Translated into Chinese, Italian,
Spanish, and Portuguese.
Gardner, H. Feldman, D.H. & Krechevsky, M. (Gen. Eds.). (1998b). Project Zero frameworks
for early childhood education: Volume 2, Project Spectrum early learning activities.
Volume author Chen, J-Q., with E. Isberg and M. Krechevsky. New York: Teachers
College Press. Translated into Chinese, Italian, Spanish, and Portuguese.
Gardner, H. Feldman, D.H. & Krechevsky, M. (Gen. Eds.). (1998c). Project Zero frameworks for
early childhood education: Volume 3, Project Spectrum preschool assessment handbook.
Volume author Krechevsky, M. New York: Teachers College Press. Translated into
Chinese, Italian, Spanish and Portuguese.
Gardner, H., & Laskin, E. (1995). Leading minds: An anatomy of leadership. New York, NY:
Gardner, H., & Moran, S. (2006). The science of multiple intelligences theory: A response to
Lynn Waterhouse. Educational Psychologist, 41(4), 227-232.
Dr. Howard Gardner, Hobbs Professor of Cognition and Education. Harvard Business School. https://howardgardner.com/multiple-intelligences/
BLOOM’S REVISED TAXONOMY
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Using information in another familiar situation
Implementing, carrying out, using, executing
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Recognizing, listing, describing, retrieving, naming, finding
The Cognitive Process Dimension and their alternative names (Adapted from Krathwohl, 2002).
Bloom’s Revised Taxonomy Action Verbs infographic
Bloom’s Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.
Bloom saw the original Taxonomy as more than a measurement tool. He believed it could serve as a:
• common language about learning goals to facilitate communication across persons, subject matter, and grade levels;
• basis for determining for a particular course or curriculum the specific meaning of broad educational
• goals, such as those found in the currently prevalent national, state, and local standards;
• means for determining the congruence of educational objectives, activities, and assessments in a unit, course, or curriculum; and
• panorama of the range of educational possibilities against which the limited breadth and depth of any particular educational course or curriculum could be contrasted.
The original Taxonomy provided carefully developed definitions for each of the six major categories in the cognitive domain. The categories were Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. With the exception of Application, each of these was broken into subcategories. The categories were ordered from simple to complex and from concrete to abstract. Further, it was assumed that the original Taxonomy represented a cumulative hierarchy; that is, mastery of each simpler category was prerequisite to mastery of the next more complex one.
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes. This new taxonomy reflects a more active form of thinking and is perhaps more accurate. Bloom’s Revised Taxonomy improved the usability of it by using action words. The Bloom’s Revised Taxonomy Action Verbs infographic includes some action words that are useful in writing learning objectives.
A goal of teachers everywhere is to help our students to not only learn basic information but also improve cognitive ability. In other words, we want to help improve our students’ ability to think. We don’t want students to just memorize information. After all, memorizing something is not the same as thinking about it or understanding it. Helping someone improve their thinking skills isn’t easy, but we can use Bloom’s Taxonomy to help us reach our goal.
BLOOM’S TAXONOMY OF INSTRUCTIONAL OBJECTIVES
Oracy in the Classroom: Strategies for Effective Talk
School 21 develops confident students who can articulate their thoughts and learning with strategies like discussion guidelines and roles and structured talk tasks.
September 15, 2016
George Lucas Educational Foundation, London, UK
Embracing Failure: Building a Growth Mindset Through the Arts
Teach your students the recipe for success: taking risks, making mistakes, and integrating critical feedback.
Mentoring in the Educational Field
Importance of mentoring in the educational field. (10:49)
RELIGION & ETHICS NEWSWEEKLY
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Premiere Date: October 06, 2016
THE OPEN MIND
Howard Gardner’s “Five Minds for the Future”
Harvard Professor of Cognition and Education Howard Gardner discusses his theory of multiple intelligences.
Premiere Date: May 01, 2007
THE OPEN MIND
Howard Gardner and HIS “multiple intelligences”, Part I
Premiere Date: May 08, 2008
Educational psychologist Howard Gardner discusses “Good Work: When Excellence and Ethics Meet.”
THE OPEN MIND
Howard Gardner and HIS “multiple intelligences”, Part II
Premiere Date: May 08, 2008
Educational psychologist Howard Gardner discusses “Good Work: When Excellence and Ethics Meet.”