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User talk:SV Resolution

Serial Data Communication
I see that you are somewhat new to this wiki, and possibly Wiki writing in general. I would recommend that you add comments onto the discussion page of the article instead of embeding them within the text of the article itself. The purpose of this is to try and keep the text itself clean in terms of editing.

I know that you had some criticisms about the content of the Prerequisite section of the Programming:Serial Data Communications Wikibook. Some of this is semantics that you are picking at, but I can acknowledge that there is a need to reword what I am saying there. Thank you for that criticism, and I'll try to rework it to something that makes the intent come across in a more positive manner, as well as be more clear where and how it seems from by background where most computer programmers seem to pick up this knowledge. I was trying to suggest that learning about serial data communications, or most remote access environment protocols, does not come from a university class that they took trying to get a degree but rather something they had to pick up "on the job" when they were given an assignment by a supervisor to take care of some issue. That learning usually came from a book, and a poorly written book at that. I know this Wikibook isn't that great to behold either, but at least it is a start, and it has the potential to become something much better. --Rob Horning 20:47, 17 August 2005 (UTC)

Printable wikibooks
(Sorry it took so long to reply) Yes, I'll try and write a script that converts wikibooks to PDF, possibly by changing the mediawiki code itself. I'm not planning to do this in the immediate future though -- I don't have enough time for this now. It's a larger project than it sounds...

Sideris 20:54, 23 August 2005 (UTC)

wikijunior
If you can point me at the articles you are working on, I'll give some more specific advice. I think material should be understandable by anyone in the age group, so it might be that simpler expressions are more appropriate, but I think the content itself can be aimed pretty high. If you want some info on who wants these books, maybe User:Zanimum on wikipedia might have some info. I do have a lot going on, but if there's some specific help you need I'll do my best. Pedant 05:50, 26 August 2005 (UTC)
 * Zanimum also comes around here from time to time. Sj 02:31, 2 September 2005 (UTC)

Images
Yes I did use to use MS Word but I did eventually get a proper drawing program (Serif Draw Plus) and I used that to create the Sun diagram. However there is nothing to stop you from taking the PNG and putting it as a background and so putting new text over the top. Or you could use a bitmap image editor like the Gimp and directly alter it that way. Theresa knott 21:33, 28 August 2005 (UTC)

Hi. Please see my note on the Solar System Talk Page. Danny 03:28, 7 September 2005 (UTC)

I was glad to help, if only a little. I am in the process of moving right now, from New York to Florida, closing up one job and starting on another, so my time is rather limited. On the good side though, I will have LOTS more time to devote to Wikipedia once I start my new job. Danny 22:53, 11 September 2005 (UTC)

Wikijunior proofreading process
I don't think it's a dumb idea at all! I'm glad you thought of it, it really got this project moving along. :) Maybe you could tell me what you think of my idea. I want to create a page called "Pages needing images" or something like that, for all current (and future) Wikijunior projects. For Solar System images aren't a problem, but for other modules there are either poor quality images on commons, none at all, or fair use or copyrighted images on the Wikipedias. Hopefully, we can get some good images, and it'll be another way for people to contribute. What do you think? --Shanel 00:58, 12 September 2005 (UTC)

 * Thanks, I actually didn't know WORD could do that. You're right, it is really hard to bring the reading level down. Even after I edited it to have simpler words and sentences, the reading level only went from 9.5 to 9.4. :( I really wish we could get our hands on some actual kids; this would be alot easier. :D--Shanel 00:33, 15 September 2005 (UTC)

 * I found this website. I think it also would be very helpful in bringing down the grade level.--Shanel 01:55, 18 September 2005 (UTC)

Capitalization
Hi,

Please use on Meta sentence-style capitalization, also in headers and page titles, that is the standard there.--Patrick 21:12, 13 September 2005 (UTC)

Missing information in Wikijunior
I noticed that for Neptune, there's no section for how long a year is. When we're done proofreading, will we have a chance to add missing information to the modules?--Shanel 19:41, 18 September 2005 (UTC)

 * OK, I'll add it in now. Any idea on when's the latest we can finish all this proofreading? It seems like you and I are the only ones doing anything!--Shanel 21:33, 24 September 2005 (UTC)

October 3?!
There's no way we'll reach that deadline without some help! I'm going to try to recruit people from the Simple English Wikipedia. I'll also see if I can get my silly brother and some friends to help out.--Shanel 00:11, 25 September 2005 (UTC)

Wikijunior Solar System
Can you point me at a couple of tasks I could do to help get the wikijunior Solar System book out? Pedant 19:49, 27 September 2005 (UTC)

Deadline
Are we still trying to make the October 3rd deadline, or is there a new timeline? -- Rachel 20:37, 1 October 2005 (UTC)

Beck Foundation
In answer to your question at meta, it's the John and Frances Beck Foundation. This was confirmed today by Michael Davis who checked the name on the $10,000 check they sent us. Angela 19:22, 3 October 2005 (UTC)

On Copy Editing Solar System
sorry about the changes in your sentences on wikijunior: solar system, but the sentences I changed dont make sence gramatically. I understand they're for 8-12 year olds, but the book does not flow well the way those sentences are currently placed. I am also checking punctuation, Grammar, Spelling and such. Part of the copy edit is to make the book flow correctly, and currently (as a result of so many people working on it) it does not. Please share your thoughts -Basejumper123 17:43 (UST), 31 October 2005

Thanks
I really don't think that its nessasary to reopen copy edit, perhaps a final grade-level check would be nice, but don't you think that the most of the work was already done? I mean, the book flows well, it sounds reasonable for 8-12 year olds, and it has VERY few gramatical errors. I dont know, but maybe the page just wasent ready for the phase it was in when I found it. Your thoughts,

-Basejumper123 17:50 (UST), 1 November 2005

Hi
No problem, ill find some other sources, but i mean i checked the data on wikipedia versus other sites and it seemed to be accurate. Just about every teacher i know will accept wikipedia as a credible source....so...... but anyway its not a problem

-Basejumper123

HA HA Ok
Im really not trying to argue at all, and trust me i have read your profile. -Basejumper123

Ok
I will set a source at each of the facts, can you just leave short messages in future? I dont need examples, and i dont need you to treat me as an inferior, ok?

Copy of my response to your post re "About weight and gravity"
Thanks for your comments, SV Resolution. I agree that its all too easy for Wikijunior books to become overgrown, but this module About weight and gravity is offered as a replacement for About gravity, mass, and weight (or, at least, most of a replacement). I feel a decision needs to be reached as to whether one or other of these modules is included, or none like them at all. I think there's a case for including such a module, as I've already come across areas in the book where it might usefully be referenced, e.g. the Comets module which I have been (but have currently suspended) copyediting. Best wishes, David Kernow 12:26, 19 November 2005 (UTC)

Wikijunior Solar System/Solar System

 * '' Since you removed the "this module is finished" noticed, the module is getting "unfinished". Words are getting added.  The reading level is going up.  I am almost convinced that it is absolutely impossible to get an entire book ready for publication at the same time. Do you have any ideas on how to get a module proofread and then held static? Thanks for your thoughts.

 * '' --SV Resolution 02:01, 6 December 2005 (UTC)

I'd suggest something along the lines of the following. Have an administrator announce that a module is to undergo a final period of copyediting and proofreading, leading to a vote to protect that version of the module from further editing. All those wishing to take part in the vote have N days in which to register their interest. After that, once those who have registered to vote reach a consensus that the module is ready, the supervising administrator protects that version of the module and anyone else who has come along since (or who didn't register their interest, etc) will be editing what will/might become the next version of the module. Once this has occurred for all modules, you have a first (second, third, etc) version of the Wikibook for printing.

As regards my intervention in the Solar System module, this arose because I have begun to work my way through the Wikijunior Solar System modules removing the adult-style superscripted reference numbers, URLs, etc from the text and replacing them with quotes from the text linked to the references in each module's separate References section. While beginning to do this for Solar System I felt there were some fundamental steps missing from the story outlined at the start of the module. If my attempt to insert them has created too demanding a text, I apologise and believe it should be possible to resimplify the text without losing them.

I am convinced that is impossible to declare an entire Wikibook – even a Wikijunior book – ready for publication unless something in the spirit of the above is agreed. Otherwise, yes, "Maybe a wiki is a lousy place to write a book".

David Kernow 03:49, 6 December 2005 (UTC)

Wikijunior Solar System

 * ''Are you familiar with the process of rounding up admins, getting them to do stuff, etc? I'm not.  If you want to propose a change in the finished project of the proofreading process, why not go ahead and do that.  Follow your own approach.  Do "we" agree on taking the references out right now?  How about on how to do that?  The nice thing about having them where they are is that they show which facts have been checked.
 * ''--SV Resolution 01:16, 9 December 2005 (UTC)

A vote was started sometime ago here on how to treat referencing and as there has been no votes or comments against keeping them away from the text, I have forged onward. I believe young people prefer reading texts without superscripts or the like (see here). I'm aware that the format I'm implementing is less specific, but so far I feel it is still sufficiently specific to indicate the source/s of nearly each and every fact. Since most of the references I've parsed thus far refer to the same four or so sources per modules, I'm tempted to plan a second pass through them to remove such redundancy. I would however propose such an idea first.

I am more concerned that my efforts to copyedit (not proofread) the modules may result in sentences etc that are too demanding for our target audience. I would very much appreciate your (and anyone else) pointing out when you feel that has happened – or, probably better, simply rephrasing it. Back on the Wikijunior Solar System talk page (and perhaps elsewhere) I've enquired whether anyone has easy contact with a bunch of 7-12 year olds so we can benefit from some feedback. Elsewhere someone has mentioned they received a positive response from a (or maybe a few) young person/people but I'd like to feel reassured about the assumptions modules already make about young people's grasp of numbers, scale, history, etc, etc before I unwittingly add any more.

Meanwhile, I'm not familiar with the process of rounding up admins etc but if (or probably when) push comes to shove I'd sort out what to do and put what we've been discussing before them.

Best wishes, David Kernow 03:18, 9 December 2005 (UTC)

What is SIMPLE about?
If you are still interested, Simple English Wikibooks are books written with simple words and grammar. The project is still very young, it just got it's first sysop this week! The developers are (to my knowledge) working on a single log in for all wiki sites. I'll get you the link if you are interested. -- Gerard Foley ~

Re: Unclesamwantsyou.jpg
Hello, SV Resolution. Thanks for the message. I don't think I ever uploaded the image, so I unfortunately don't have any copies of it. I do recall, however, working with the image previously but can't remember how - how did you see my name attached with the image? I can't seem to remember now. If you need a higher resolution image, I would suggest checking with Brian0918, who uploaded it originally to Commons, or searching the Library of Congress archives. Good luck, and thanks! Flcelloguy 00:27, 4 September 2006 (UTC)

Stubs and categories
Hmm tricky one. The articles should have categories as well as stub categories. When I last looked the two hierarchies didnot correspond, so no automated solution was possible. Definitely, though, the stub category should not be thought of as a replacement, ersatz or place holder for a real category. These articles should have uncatstub put on them. Rgds, Rich Farmbrough, 16:23 2 August 2007 (GMT).

title: User talk:SV Resolution


text:
Authoring Foreign Language Textbooks

While many foreign language books here on Wikibooks present their content in similar ways, each has its own approach determined by the authors' style and the characteristics of the language. This wikibook seeks to provide insight into the various issues specific to language books and help Wikibookians choose a style and structure to best aid the reader navigate the available contents and learn the material.

This book is meant to detail guidelines, not rules, on how to make an excellent wikibook teaching any language. You can pick and choose from all the suggestions this book has to offer and implement them in your wikibook to make it an effective and useful foreign language wikibook.

Content

 * /Learning styles/
 * /Learning curves/
 * /Lesson plans/
 * /Practice/
 * /References/
 * /Media/
 * /Approaches/
 * /Guidelines/
 * /Useful tricks/
 * /Quizlet and Memrise/

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Authoring Foreign Language Textbooks


text:
Wikibooks:Education bookshelf

Books for students

 * Becoming a Medical Doctor
 * Circuit Idea How to grasp the basic ideas behind circuits
 * College Survival Guide
 * Guide to Schools
 * How To Become A Good Student
 * How to pass a course
 * How To Succeed in College
 * Mentoring Handbook
 * Note taking
 * Parent Education Course Writer's Guide
 * Study Skills
 * Technologies for Rural Development
 * University of Alberta Guide

Books for educators

 * Blended Learning in K-12
 * Choosing High Quality Children's Literature
 * Circuit Idea How to present circuit ideas to students
 * Classroom Behavior Management
 * Classroom Management and Discipline
 * Classroom Management Theorists and Theories
 * Collaborative Learning
 * Contemporary Educational Psychology --principles of learning, motivation, instruction, and assessment for future teachers
 * Design and Analysis of Advanced Instructional Technologies
 * Early Literacy
 * Free Direct Instruction Curriculum and Training
 * Free Direct Instruction Reading 1
 * Free Direct Instruction Science 1
 * Free ABA Student Skills Assessment
 * Free ABA Basics
 * Guide to First Year Teaching
 * Handbook of English Language Standards
 * How to Teach a Language
 * Instructional Technology
 * Lore of Learning
 * NET Teacher Survival Guide
 * Positive Behavior Management For Teachers
 * SA NC Doing Investigations
 * Teaching Assistant in France Survival Guide
 * Teachers' Toolbox Inspirational introductions to teaching methods.
 * Teaching Science to Teenagers
 * Training Best Practices
 * Wikipedia in the Classroom and Beyond
 * Technologies for Rural Development
 * Choosing High Quality Children's Literature

Other books

 * See Games and athletics bookshelf for books about physcial education.

 * Bloom's Taxonomy
 * Constructivist Theories in Education
 * Change Issues in Curriculum and Instruction
 * Educational Technology Innovation and Impact
 * Foundations and Assessment of Education
 * Foundations and Current Issues of Early Childhood Education
 * Foundations of Education and Instructional Assessment
 * Future Teachers Meet Wiki
 * The Future of Feedback
 * Learning Theories
 * Scienceshow
 * Social and Cultural Foundations of American Education
 * South African Curriculum

de:Regal:Pädagogik

title: Wikibooks:Education bookshelf


text:
Blended Learning in K-12

This book,"Blended Learning in K-12", is an overview of the concept of "blended learning" and how it relates to the integration of technologies in the K-12 environment by Edumix partners.
 * 1) Introduction to Blended Learning in K-12 (Higgins, Forbes, Flannell)
 * 2) What is "Blended Learning"?
 * 3) /The many names of Blended Learning/
 * 4) /Why is Blended Learning Important?/
 * 5) /Evolution of Blended Learning/ (Krones, Meeker, Vavouliotis)
 * 6) /Types of Blended Learning/ (Hall, Watson, Benish, Morrison)
 * 7) Multimedia and Virtual Internet Resources
 * 8) Classroom Websites
 * 9) Course Management Systems
 * 10) Synchronous and Asychronous Discussions
 * 11) /Characteristics of Blended Learning/ (Ferratier,Cheifetz, Ro)
 * 12) /General Comparisons in Blended Learning/
 * 13) /Pedagogical Models- blending constructivism, behaviorism and cognitivism/
 * 14) /Synchronous and asynchronous communication methods/
 * 15) Blended Learning by Design (Day, Yunker, Uhls)
 * 16) Designing a Lesson
 * 17) Guiding Principles
 * 18) /Success Tips/
 * 19) /Application of Blended Learning in K-12/ (Darche, Reed, Leven, Heater)
 * 20) /Blended Learning In Grades K-2/
 * 21) /Blended Learning in Grades 3-6/
 * 22) /Blended Learning In Grades 7-8/
 * 23) /Blended Learning in Grades 9-12/
 * 24) /References/ (please add your references using APA style)

title: Blended Learning in K-12


text:
Blended Learning in K-12/Introduction

Introduction
While teachers have always used a variety of teaching methods and media, blended learning includes the recent availability of digital learning technologies and Internet-based tools that facilitate communication, interaction, and collaborative learning. Neither e-learning nor the traditional classroom are ideal for all types of learning. Blended learning offers the opportunity to incorporate the 'best of both worlds' to improve teaching and learning, to take "advantage of the strengths of both learning environments and be more successful in avoiding their weaknesses." (Node, 2003) Evidence from a study conducted by Alfred P. Rovai and Hope M. Jordan "suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses" (Rovai and Jordan, 2004).

The subheadings in this chapter will provide more information about blended learning, beginning with What is "Blended Learning"?. This section will discuss what prominent authors in the field are saying about what blended learning really is. While most authorities in the field agree on blended learning's usefulness, each author has a slightly different opinion about what makes a class "blended". Quotes will be used from these researchers, explaining their definitions in detail. Blended learning has taken many forms since it was first created several years ago. As blended learning evolved, its name and meaning also changed. It has been called hybrid learning, mixed mode learning, and several other names. The second subheading in Chapter One, The many names of Blended Learning, will discuss the countless names of blended learning, review each meaning, and look at how it has evolved into the term we know today.

Finally, Chapter One will examine Why is Blended Learning Important?. Research from many educational areas will be used to show the merits of using blended learning instead of just traditional or e-learning environments.

title: Blended Learning in K-12/Introduction


text: Template:Navigation

title: Template:Navigation


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User talk:Scagnoli~enwikibooks

Blended Learning in K-12
Hi there. Please read WB:NP before continuing with this book. Also, what is the purpose of the page Blended Learning in K-12 / Blended Learning in K-12 ? - Aya T E C 23:09, 17 August 2005 (UTC)

Blended Learning
Is this another book, or part of the Blended Learning in K-12? - Aya T E C 00:33, 18 August 2005 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Scagnoli. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Scagnoli~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:28, 19 April 2015 (UTC)

title: User talk:Scagnoli~enwikibooks


text:
User talk:84.60.5.108

Kefir and kombucha
Hi there. Please read WB:NP before continuing with this book. Thanks. - Aya T E C 23:17, 17 August 2005 (UTC)

title: User talk:84.60.5.108


text:
User talk:151.42.234.41

Radiation Oncology wikibook
Thank you for your many useful contributions to the Radiation Oncology wikibook. Please keep in mind however that all content of the Wikibooks is released under the GFDL, so copyrighted material cannot be included. Abstracts from scientific publications are copyrighted. You may provide a link to the abstract through PubMed, which can be done easily by typing PMID (PubMed ID) followed by the id number of the publication. Data and conclusions from the article should be paraphrased in your own words. It is probably acceptable to cut and paste a small amount of text from an abstract (one or two key sentences), but not the whole thing. Thanks. — Brim 23:19, 17 August 2005 (UTC)

title: User talk:151.42.234.41


text:
Blended Learning in K-12/Definition

Dr. Margaret Driscoll identifies four different concepts in defining blended learning The first defines blended learning as meaning "to combine or mix modes of Web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal." (Driscoll, 2002) Other authors also define blended learning according to Driscoll’s first. For example in the introduction to "Building Effective Blended Learning Programs", Harry Singh (2003) indicates blended learning models “combine various delivery modes. Anecdotal evidence indicates that blended learning not only offers more choices but also is more effective."

Dr. Driscoll’s second definition describes blended learning as meaning "to combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology." (Driscoll, 2002)

As Charles Graham points out in his introduction to the article “Blended Learning Systems: Definition, Current Trends, and Future Directions”, both of these first two concepts “suffer from the problem that they define BL so broadly that there encompass virtually all learning systems.” (Bonk & Graham, 2004)

The third definition from Dr. Driscoll (2002) defines blended learning as meaning "to combine any form of instructional technology (e.g., videotape, CD-ROM, Web-based training, film) with face-to-face instructor-led training." (Driscoll, 2002)  Most authors echo this definition such as Gary Harriman, who indicated in his article, “What is Blended Learning” (2004), that “blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities." (GrayHarriman, 2004) In addition, Judith Smith in her article, “Blended Learning: An Old Friend Gets a New Name”, defined blended learning “as a method of educating at a distance that uses technology (high-tech, such as television and the Internet or low-tech, such as voice mail or conference calls) combined with traditional (or, stand-up) education or training." (Smith, 2001) Simply put the Rochester Institute of Technology reported in the “Blended Learning Pilot Project: Final Report for the Academic Year 2003–2004” that "blended learning aims to join the best of classroom teaching and learning with the best of online teaching and learning." (Rochester Institute, 2004) New South Wales Department of Education and Training (2005) echoes the above authors in the article, "Blended Learning” by stating "blended learning is learning which combines online and face-to-face approaches." (NSW, 2005) Richard Voos (2003) also repeats this definition that blended learning is a combination of face-to-face and online media while he goes on to state that blended learning also results in "seat time" being “significantly reduced”. (Voos, 2003) Carla Garnham and Robert Kaleta (2002) identified blended learning or hybrid courses as joining the best features of “in-class teaching with the best features of online learning to promote active independent learning and reduce class seat time." (Garnham and Kaleta, 2002) Alfred Rovai and Hope Jordan (Aug 2004) in the article "Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses" indicate "a blended course can lie anywhere between the continuum anchored at opposite ends by fully face-to-face and fully online learning environments." (Rovai and Jordan, 2004) “According to Colis and Moonen (2001) blended learning is a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning." (Rovai and Jordan, 2004) e-Learning Centre's Library defines blended learning as "a learning solution created through a mixture of face-to-face, live e-learning, self-paced learning as well through a mix of media – ‘the magic is in the mix!’ or ‘the beauty is in the blend!’ " (e-Learning Centre, 2005)  The Australian National Training Authority’s (2003) “Definitions of Key Terms Used in e-learning” provides a definition of blended learning from Flexible Learning Advisory Group (2004) as “learning methods that combine e-learning with other forms of flexible learning and more traditional forms of learning. “

The fourth concept from Dr. Driscoll defines blended learning as meaning "to mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working." (Driscoll, 2002) This fourth definition gives an indication as to the popularity of blended learning as part of corporate training. "Blended Learning is the latest buzzword in corporate training. Mixing e-learning with other types of training delivery." (Bersin, 2003)

There are other authors who have defined blended learning by combining Driscoll’s first and third concept. The Royer Center for Learning and Academic Technologies (2004) defines blended learning as intermingling “multiple learning strategies or methods with a variety of media. In contemporary terms, learning strategies and media typically include aspects of face-to-face instruction and online (or distance) learning, in combination with a rich variety of learning strategies or dimensions." (Royer, 2004) From “The Node's Guide to Blended Learning: Getting the Most out of Your Classroom and the Internet” (2001), the Node Learning Technologies Network defines blended learning as learning that uses “multiple strategies, methods and delivery systems” including the “integration of multiple strategies, methods and delivery systems”.

"Good teachers have always used a mix of strategies, methods and media to reach their objectives–that’s not new. What is new is that today’s Internet-based tools can facilitate communication, interaction, and collaborative learning in ways that were not possible before. What’s also new is the relative accessibility of digital learning technologies and the ease with which instructors can blend them with classroom resources" (Node, 2003).

Purnima Valiathan (2002) in "Blended Learning Models” also combined the Driscoll’s first and third concepts of blended learning in stating that the term blended learning is “used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices … to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning." (Valiathan, 2002)

In defining “blended learning”, a few authors concentrate on the word blended. As defined in The Concise Oxford Dictionary, 8th edition, to blend means to “form a harmonious compound, become one”. (Concise Oxford Dictionary 8th edition,1990) As Peter Isackson (2002) emphasizes, the definition of blended learning needs to focus on the "blending" of the methods and strategies and not just the "tossing" together of the different modalities. Isackson (2002) uses the analogy of good blending "like a good Scotch whiskey"; Royer Center (2004) offers additional analogies of blending as "compared to gourmet coffees, wines, hybrid vehicles, and even gasoline. Each blend offers a variety of choices that form an appealing whole." (Royer, 2004) In connection with these analogies the Royer Center (2004) goes on to explain that blended learning can have a variety of flavors and thus “there is no single approach for ‘how to blend’ ”, just as there exist different recipes for one type of food dish. “Successful blended learning, like a successful recipe, mingles a range of complementary ingredients in order to support the unique purpose of each learning event." (Royer, 2004) Thus, as Isackson (2004) points out, “much of what people claim to offer today as "blended learning" isn't so much blended (like a good Scotch whisky) but "tossed" (like a salad).” There is the need to “distinguish between blended learning -- where there is a real input/output strategy and a dynamic structure -- and "tossed learning" where the form of input alternates." (Isackson, 2002) As reported in “The Node's Guide to Blended Learning: Getting the Most out of Your Classroom and the Internet”, "blended learning can be many things–there is no prescription and no recipe." (Node, 2003)

Finally, as there are a number of concepts for defining blended learning, Martin Oliver and Keith Trigwell (2005) in their article, "Can 'blended learning' Be Redeemed", are critical of using the term at all. Oliver and Trigwell (2005) argue that the term ‘blended learning’ is “ill-defined and inconsistently used. Whilst its popularity is increasing, its clarity is not.” Oliver and Trigwell (2005) state that definitions of blended learning lack “an analysis from the perspective of the learner." Oliver and Trigwell (2005) suggest the need for a "shift away from manipulating the blend as seen by the teacher, to an in-depth analysis of the variation in the experience of the learning of the student in the blended learning context.Along the same line as Oliver and Trigwell's (2005) criticism of the use of the term "blended learning", Don Morrison (2003) writes, "Personally, I’m much more comfortable talking about the strategic use of learning delivery channels than ‘blended learning’. Every enterprise has learning delivery channels—it's a question of identifying them and deciding which to use when." He continues by saying, "I have heard blended learning dismissed as the Emperor's New Clothes on the basis that all learning—from infancy, through the classroom, and into the enterprise—is blended learning." (Morrison, 2003)

title: Blended Learning in K-12/Definition


text:
Blended Learning in K-12/The many names of Blended Learning

Blended Learning has been around for many years, but the name has changed as the uses and recognition have increased. Many people may be using a form of blended learning in lessons and teaching, but may not realize it or be able to give it an actual name. Blended learning is something that is used in the world of education as well as the world of business. Blended learning is not a new concept, but may be a new term to many users. Below is a list and explanation of just a few of the more common, but older, names of blended learning.

"You may hear blended learning described as “integrated learning”, “hybrid learning”, “multi-method learning” (Node, 2001). "The term "blended learning" is being used with increasing frequency in both academic and corporate circles. In 2003, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry" (cited in Rooney, 2003) (Graham, 2004).

Blended Learning - Descriptions
Blended Learning: Learning methods that combine e-learning with other forms of flexible learning and more traditional forms of learning. (Flexible Learning Advisory Group 2004)

Blended learning (also called hybrid learning) is the term used to describe learning or training events or activities where e-learning, in its various forms, is combined with more traditional forms of training such as "class room" training(Stockley, 2005).

Blended learning is usually defined as the combination of multiple approaches to teaching. It can also be defined as an educational processes, which involves the deployment of a diversity of methods and resources or to learning experiences, which are derived from more than one kind of information source. Examples include combining technology-based materials and traditional print materials, group and individual study, structured pace study and self-paced study, or tutorial and coaching (Blended Learning, 2005).

Blended learning can be delivered in a variety of ways. A common model is delivery of "theory" content by e-learning prior to actual attendance at a training course or program to put the "theory" into practice. This can be a very efficient and effective method of delivery, particularly if travel and accommodation costs are involved. This mixture of methods reflects the hybrid nature of the training. (Stockley, 2005)

These explanations show how blended learning is viewed in different situations, different environments, and by different people. As is suggested blended learning involves the use of some technology as well as the use of more traditional methods to allow the student to work and learn at his/her own pace. Blended learning is a relatively new term. However, the ideas of this style of teaching and learning behind it are more common. The following is a list of synonyms or previous terms that are linked to blended learning.

Hybrid Learning - Descriptions
"Hybrid instruction is the single greatest unrecognized trend in higher education today"—Graham Spanier, President of Penn State University (TLC, 2002).

Hybrid courses (also known as blended or mixed mode courses) are courses in which a significant portion of the learning activities have been moved online (generally 30 - 75%), and time traditionally spent in the classroom is reduced but not eliminated. The goal of hybrid courses is to pair the best features of face-to-face teaching with the best options of online learning to promote active and independent learning and reduce class seat time. Using instructional technologies, the hybrid model forces the redesign of some lecture or lab content into new online learning activities, such as case studies, tutorials, self-testing exercises, simulations, and online group collaborations (NJIT, 2005).

Using computer-based technologies, instructors use the hybrid model to redesign some lecture or lab content into new online learning activities, such as case studies, tutorials, self-testing exercises, simulations, and online group collaborations (TLC, 2002).

Hybrid courses seem to be the pre-step to blended learning. Hybrid courses involve a great amount of technology. They also greatly increase the independence of the student by allowing him/her to work at his/her own pace outside of the typical classroom. this is obviously a synonym of blended learning as the explanations and ideas seem to differ very little from those of blended learning.

Integrated Learning - Descriptions
Teaching strategies that enhance brain-based learning include manipulative, active learning, field trips, guest speakers, and real-life projects that allow students to use many learning styles and multiple intelligences. An interdisciplinary curriculum or integrated learning also reinforces brain-based learning, because the brain can better make connections when material is presented in an integrated way, rather than as isolated bits of information (ASCD, 2005).

ILS (integrated learning system): A complete software, hardware, and network system used for instruction. In addition to providing curriculum and lessons organized by level, an ILS usually includes a number of tools such as assessments, record keeping, report writing, and user information files that help to identify learning needs, monitor progress, and maintain student records (ASTD, 2005).

As stated by Node in the introduction, integrated learning is also seen as a stepping stone to blended learning. This term shows a need for more methods of teaching than the traditional classroom can offer. This is of course the basis for blended learning. Integrated learning allows a teacher to provided instruction to students in a way that will be meaningful and interesting to each learner. This again is the main concept behind blended learning.

Multi-method Learning or Mixed Mode Learning
As a capability, learning is often thought of as one of the necessary conditions for intelligence in an agent. Some systems extend this requirement by including a plethora of mechanisms for learning in order to obtain as much as possible from the system, or to allow various components of their system to learn in their own ways (depending on the modularity, representation, etc., of each). On the other hand, multiple methods are included in a system in order to gauge the performance of one method against that of another (Cognitive Architectures, 1994).

Node also mentions multi method learning and its connection to blended learning. Again it is not a synonym of blended learning, but instead a stepping stone. This shows a user how teaching outside the traditional box can and is more meaningful to learners.

e-learning
"e-learning is a broader concept [than online learning], encompassing a wide set of applications and processes which use all available electronic media to deliver vocational education and training more flexibly. The term “e-learning” is now used in the Framework to capture the general intent to support a broad range of electronic media (Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV and CD-ROM) to make vocational learning more flexible for clients" (ANTA 2003b, p. 5).

"E-learning (elearning, eLearning) is the newer, more encompassing term for those activities previously described by the term "computer based training". Computer based training has existed for many years now" (Stockley, 2005).

e-learning is not a synonym of blended learning, but is a major component of a successful blended learning unit. Without e-learning, there would be no real technology. Without technology, there would be little hope of blended learning. Therefore the concept of e-learning is a major aspect of blended learning and one that needs to be recognized and understood by those interested in blended learning.

Flexible Learning
The provision of a range of learning modes or methods, giving learners greater choice of when, where and how they learn. See also Flexible delivery.

www.trainandemploy.qld.gov.au/tools/glossary/glossary_f.htm

Describes an educational regime providing pathway choices and learner control of the learning process.

www.lmuaut.demon.co.uk/trc/edissues/ptgloss.htm (Google Web, 2005)

"The term flexible learning is referred broadly to mean increased learner choice in content, sequence, method, time, and place of learning. In addition it is also  associated with increased flexibility in administrative and course management processes.  However it is interesting to note that most literature refers to online learning as only a form of flexible learning, but there is a clear emphasis on the use of online technologies to achieve flexible learning goals" (VU TAFE, 2004).

Flexible learning aims to meet individual needs by providing choices that allow students to meet their own educational requirements in ways suiting their individual circumstances. Choices may be offered in:

time and/or place of study - opportunities to study on- and off-campus or combinations of both;

learning styles and preferences - the availability of a range of learning resources and tasks to suit individual needs;

contextualized learning - the ability to tailor some or all of the learning content, process, outcomes or assessment to individual circumstances;

access - flexible entry requirements, multiple annual starting points, recognition of prior learning, articulation between programs of study and cross-crediting arrangements;

pace - unit completion on the basis of achievement of specified competencies rather than according to a pre-determined calendar;

progression - flexible progression requirements and teaching periods allowing accelerated or delayed completion of study; and

learning pathways - degree requirements allowing choice in programs of study.

The student-centered approach underpinning flexible learning requires different teaching methodologies and also different relationship between teachers and students. In comparison to traditional educational models, flexible learning is broadly characterized by:

- less reliance on face-to-face teaching and more emphasis on guided independent learning; teachers become facilitators of the learning process directing students to appropriate resources, tasks and learning outcomes.

- greater reliance on high quality learning resources using a range of technologies (e.g., print, CD-ROM, video, audio, the Internet)

- greater opportunities to communicate outside traditional teaching times

- an increasing use of information technology (IT). Flexible learning is not synonymous with the use of IT but IT is often central to much of the implementation of flexible learning, for example in delivering learning resources, providing a communications facility, administering units and student assessment, and hosting student support systems.

- the deployment of multi-skilled teams. Rather than the academics responsible undertaking all stages of unit planning, development, delivery, assessment and maintenance, other professionals are often required to provide specific skills, for example in instructional design, desktop publishing, web development and administration and maintenance of programs (Centre for Felxible Learning, 2005).

Flexible learning is the main concept and reasoning behind blended learning. The point of creating blended learning was to allow flexible learning for the students. This term then is also a major aspect of blended learning. It needs to be recognized and understood by users in order to better create and deliver a blended learning unit to students.

As can be seen from the above examples and explanations, technology may not be a given to blended learning, but an addition. Instead we need to look at blended learning as using methods outside the traditional classroom and teaching to help interest and reach all learners. These methods could be using technology, or just some other form of teaching, like speakers or manipulative, to help all student learning, to reach all the students in the class.


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Blended Learning in K-12/Evolution of Blended Learning

Introduction
Although the term blended learning has moved to the forefront of educational jargon in the past few years, blended learning has been used for decades by educators at every level. In the pure sense of the term, blended learning simply means using more than one method of delivering a lesson to a student. But, in recent years, blended learning has been viewed as the combination of traditional face to face learning and technology, using whatever technology was prevelent at the time. This can include everything from calculators to televisions to computers and the Internet with all its advantages or disadvantages.

During the course of the last fifteen years blended learning has evolved dramatically. Both the number of educators teaching blended curriculums and the many different kinds of blends being used are a testament to the viability of these types of programs. In this section of the wikibook we will examine the history and evolution of blended learning and its subsequent consequences.

Evolution of Blended Learning
"We learn anywhere, anytime, anyplace; there are opportunities to learn all around us everyday. We learn in the home, office, on the road. Likewise, educational content can be shaped to fit all kinds of useful delivery media that is convenient, user-friendly, and (most important) serves the educational need of members without the content being shortchanged or trivialized." Smith,J.(2001)

Elliot Masie, in an Epic White Paper, answered the question What is Blended Learning? as follows: "It [Blended Learning] is the use of two or more distinct methods of training. This may include combinations such as: blending classroom instruction with online instruction, blending online instruction with access to a coach or faculty member, blending simulations with structured courses, blending on-the-job training with brown bag informal sessions, blending managerial coaching with e-learning activities."

So many of the commodities we take for granted today (telephones, washing machines, refrigerators) were new technologies not fifty years ago. Similarly, according to Elliot Masie, we are almost "lulled" into thinking that e-learning is the first time that technology has influenced learning in any significant way. "That is a big mistake, as the internet is merely the culmination of wave after wave of technological innovation in learning." (Masie, 2003)

The first major innovation in learning technology was the advent of written language and the use of paper. Many years later education was again revolutionized with the invention of the printing press. Books became significantly less expensive and instructors no longer had to read the textbooks aloud to the students. Broadcast media further changed the way educators taught by shrinking the planet and bringing diverse peoples closer together. Consumer storage media such as the Audio-cassette, video-tape, and compact-disc allowed people to save more and more information while the PC and CD-rom brought a world of new software into the home and classroom. Internet technology is simply the last component of a long line of technological innovation in education. (Masie, 2003)

Can one imagine teaching- or living- without printed books or written language? When the printing press was invented, did educators regard the printed word as a passing fad or did they lovingly embrace the new technology as something that could revolutionalize education?

Blended learning, especially that which involves technology use, was previously viewed as an adult learning environment. As more and more younger students are gaining access to computers and the Internet, this view is changing. We see blended learning at every level of education. The higher the level of education, the less face-to-face interaction seems to be required.

We think it is the introduction of new technologies to the teaching and learning process that has brought blended learning into the limelight, and generated a recent, and growing literature base. Blended learning is also a term that has been used to differentiate some programs from the backlash against the sometimes inappropriate use of too much technology. (Cross, 2003:Driscoll, 2002)" (Dewar, 2004)

A comprehensive history of current practices, those involving technology can be found at http://media.wiley.com/product_data/excerpt/67/07879729/0787972967.pdf.

Figure 1.2 of this document (Bersin, 2004) outlines the evolution of learning from the traditional classrooms of the 1950's through today's blended learning environment by displaying it in the following manner:

1. Instruction-Led Training: through the 1950"s

2. Main-Framed Based Computer-Based Training: 1960's -1970's

3. Satellite of Ground-Based Video or "Distance Learning:" 1980's-1990's

4. PC-Based ,CD ROM, "CBT:" 1980's-1990"s

LMS Beginnings

AICC Standards

5. First Generation Web-based Training: 1998-Present

Virtual Classrooms

E-Learning

6. Integrated Blended Learning: 2000-...

Web, Video, Audio, Simulation,ILT, and more '''

Invest in the Future
"Obviously technology is going to be one of the major venues through which people will be learning in the future. This translates to how an association builds and reinforces its members’ professional needs as our society evolves into a knowledge management economy. People need survival skills to interact within the culture and society, in addition to the core needs. Training and education that involves technology (note — the word is "involves," meaning includes — but not to the exclusion of all other kinds of learning) will need to be flexible as far as when and where it is taught, and the methods used. Blended learning offers associations that kind of flexibility.

Blended learning takes advantage of the power of technology to deliver training "just in time," anywhere and anytime. However, in blended learning, technology (and in particular, online education) is not used as an isolated tool, but as a key part of a comprehensive workplace performance solution. Online education, therefore, is not considered the only means to educate, but it should be considered an adjunct to the overall education process.

If you are interested in seeing an example of a blended learning classroom scenario, check out the model at http://online.matc.edu/mktg-104/orientation.htm."(Smith,J., 2001)

For a comprehensive guide on how to integrate face to face teaching and technology visit the website listed below: http://www.schools.nsw.edu.au/learning/yrk12focusareas/learntech/blended/index.php. ( New South Wales, 2005)

Blended learning has traditionally been a part of the K-12 school experience. Business and industry has recognized that employees learn in different ways and schools move more in that direction each year. Mixing teaching methods and varying the tools  used is what allows a greater number of students to be successful. Most institutions of higher learning are offering online courses or courses that offer a combination of face to face interaction combined with technological components.

Blended learning is not a passing fad. Nor is it a new name for something that's been around for a while. Rather, e-learning is a technological innovation that, when successfully incorporated into the k-12 classroom, will forever change the way teachers teach and students learn. E-learning has the capability to alter education in the same way the innovations of printing and televised media have.

K-12 schools are never the pioneers when it comes to such learning; they are the recipients of the trickle down effect. K-12 programs will be the last members of the education world to incorporate online education. Classes below the high school level require the largest amount of learning time with face to face instruction. To be successful, students need to work from previous knowledge and the lower the grade, the more directed activities a student requires.Using technology, such as e-mail, Yahoo Groups, the Internet, a myriad of software programs are the latest tools K-12 teachers can add to a long list of blended learning venues they have always used.

A major stumbling block in incorporating e-learning in the K-12 curriculum has been the security issues surrounding the use of the Internet. Many parents still refuse to sign off on allowing their child unrestricted use of computers while they are at school. Schools spend a considerable amount of their funds to install filters and firewalls that attempt to block unsuitable sites, but they are not always successful.

Universities and colleges that grant teaching degrees are investing more and more time in training new teachers to use the most up-to-date technology- "teach the teachers", in an effort to advance technology training coupled with face-to-face instruction for K-12 students. For technology aspects of blended learning to expand, teachers, both new and experienced, must be prepared to change the way they have traditionally taught.

Despite the fact that K-12 blended learning has endless possibilities, more and more schools are being strapped with No Child Left Behind mandates and are finding funding shifted from expanding computer access for students to needing more computers for bookkeeping purposes.

The devastation caused by Hurricane Katrina has led to major changes in blended learning in K-12 classrooms in the areas most affected by this catastrophic situation. With the displacement of many teachers and schools struggling to reopen, the quickest and most effective way to get schools up and running, with minimum staff,has been to create classroom and learning situations that include a greater amount of computer assisted learning. Industry has often partnered with school districts to provide complete computer labs or smart boards for individual classrooms. Some industries have been involved in creating prep materials for standardized testing, often getting these contracts by providing needed computer hardware and software to school districts. Katrina presents a very different situation, where educators are forced to start anew and they are finding that the most cost effective means of reaching the most students in the best way is by incorporating technology into classrooms at every level (K-12).

Life Experiences
Just working in an elementary school in the computer lab has allowed me to see a side of blended learning that maybe not all teachers or scholars have seen. In today’s fast paced world it is absolutely necessary for children (K-12) to be exposed to as many technologies as possible. I am confident that time will make it more and more convenient for teachers to utilize technology in the traditional classroom setting, but it is certainly not going to happen over night. When looking at the “Evolution of Blended Learning”, there is clearly not much research or years of study on the topic. This is primarily because it is a new topic! There is not a plethora of books and articles on the subject. Since it is a new field of study, it will probably be several more years before the “evolution” is actually precise with any sort of factual timeline. Therefore, we can only go with how it all began, and how far we have come.

Of course there has always been technology. And over time, it has become more advanced to the point where we can do just about anything we want. What is so wonderful about technology today, though, is that it has become a magnificent learning tool for children in school and at home. It started with games. Kids whose parents had enough money were able to have a computer at home with a black screen and green text, and were able to play a couple of simplistic games. After a few years of that, there were colored screens with much more graphically advanced games (even though looking back we would laugh). Some schools at the time had these machines, but it was still considered a “luxury”. In computer class, simple games were played but there was still no World Wide Web. In fact, the most basic functions of the Internet began in 1969 at UCLA. It was invented for government purposes, and was never anticipated to be the colossal technology that it is today. Now, with the press of a button, the world is at our fingertips. In order for blended learning to become successful and incorporated into classrooms without “forcing” teachers, they must be educated on what technology will bring to their students.

Looking at computer use, it is an absolute necessity (more and more everyday) for people to have the skills and savvy to compete and succeed educationally and professionally. Many teachers still cannot turn on a computer, or find programs easily. Some still struggle with email and the basic functions it entails. This is the first step that must be corrected if blended learning is going to be functional. Students cannot look to their teachers for guidance, if they know more about the subject matter. It is embarrassing that many children help their teachers when they run into a computer problem. It is rare to see students helping their teachers figure out math or science equations, and it shouldn’t be any different with technology. Teachers should be thoroughly educated in computer knowledge equal to the grade level they teach, especially in the elementary grades. The job should start in college when earning a degree in teaching, and then on-going technology education must be enforced by administrators and technology coordinators. Once there is something solid in place, blended learning must be part of the curriculum. It cannot be incorporated into a standard curriculum until the teachers are using what is available to them correctly. If this is not the case, it can allow a class become less and less functional. In order for blended learning to become a common term and knowledge in schools, is to start at square one and not insist on jumping ahead. If done right, our children can benefit in ways that are unprecedented. The evolution has only just begun.


text: Category:Book:Blended Learning in K-12

title: Category:Book:Blended Learning in K-12


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Blended Learning in K-12/Types of Blended Learning

As stated previously, K-12 may be the last to utilize Blended Learning but it has certainly gone beyond the 'trickle down effect.' There is a growing trend to use technology in K-12 classrooms and more grants and financial opportunities are making Blended learning a reality. Because there are multiple tools available for use when incorporating Blended Learning in the K-12 classroom by a teacher, it is important to highlight what is available to create a blended learning environment. According to "Building Effective Blended Learning Programs" by Harvey Singh, "Blended Learning Programs may include several forms of learning tools, such as real-time virtual/collaboration software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job-task environment, and knowledge management systems. Blended learning mixes various event based activities, including face-to-face classrooms, live e-learning, and self-paced learning" (Singh, 2003).

"From a course design perspective, a blended course can lie anywhere between the continuum anchored at opposite ends by fully face-to-face and fully online learning environments." (Rovai and Jordan, 2004) This chapter presents explanations of the various types of tools available to create a blended learning environment in the classroom. The following categories will be used to organize major types:

 * 1) The use of Multimedia and Virtual Internet Resources in the classroom. Examples include the use of videos, virtual field trips, and interactive websites.
 * 2) The use of Classroom Websites in the classroom. Included is a growing list of examples of useful blended learning websites.
 * 3) The use of Course Management Systems. Examples include the use of Moodle, WebCT and Blackboard.
 * 4) The use of Synchronous and Asychronous Discussions in the classroom. Examples of resources available include Yahoo Groups, TappedIn, Blogs, and Elluminate.


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Blended Learning in K-12/Characteristics of Blended Learning

What are the main characteristics of Blended Learning? What makes blended learning unique, different, special?

The term “Blended Learning”, while popular, has been subjected to criticism, mostly because the definition lacks specificity. (See section 1.1 "What is Blended Learning?")The term applies to diverse situations, including professional development in the business world, and technology integration in the K-12 and university settings, and describes a range of instructional practices. Indeed, one critical article has suggested that it is the very focus on instructional practices that is problematical, and that blended learning should instead focus on content from the learner’s, rather than the instructor’s, perspective. (Oliver and Trigwell, 2005) Although criticizing the terminology appears to be merely a discussion over semantics, the lack of specificity raises an interesting question: What are the characteristics of blended learning? A number of sources summarize the following characteristics as being unique to the blended learning environment.

 * General Comparisons in Blended Learning

 * Pedagogical Models- blending constructivism, behaviorism and cognitivism

 * Synchronous and asynchronous communication methods

Taking each of these point for point, we may attempt to characterize blended learning by examining its appearance point for point. In other words, by describing these blends as they should appear in a “real” context, we can begin to understand blended learning not as a textbook definition, but as a concept for learning and instruction in the Twenty-first Century.


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Blended Learning in K-12/Design of Blended Learning in K-12

Blended Learning by Design
Instructional design can be defined as a process, "It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities." (Applied Research Laboratory, 1996). A blended learning program will not succeed because it happens to include both online and face-to-face practices. It is the thoughtful, systematic process of instructional design using the combination of these elements that will facilitate structured development and lead to desired results.

"Blended learning is hot and understandably so, combining the best features of online learning (e.g., 24/7 accessibility) with the best features of classroom instruction (e.g., live, face-to-face interaction). No doubt it’s here to stay. But why do so many blended initiatives turn into frustrating boondoggles, consuming far more time... than anyone anticipated?" (Troha, 2002) Unfortunately, the undesired outcomes often appear during the implementation of the lesson, or even long after substantial amounts of time, effort, and enthusiasm have been expended. How can the practicing K-12 teacher avoid blended learning pitfalls?

This section develops a model of best practices to reduce the potential headaches and  realize the promise of  blended learning lessons. The importance of planning is reinforced. At each stage, control needs to be maintained from the beginning of the planning stage to ensure desired results.

Understand that before this plan can be implemented, some presumptions must be made. In order for a K-12 teacher to successfully apply this process to their own classrooms, they should have already designed successful traditional classroom lesson plans, prepared appropriate instructional documents (i.e. course syllabi, content-valid worksheets, etc.), and have an understanding of basic learning technologies. K-12 teachers may be familiar with creating a sound traditional lesson plan - one that includes a general description, its goals, objectives, activities, its practice methods and assessment. For many K-12 teachers, this is old hat. Incorporating technology into the lesson plan takes the design much further, still stating the goals and objectives, etc., but also assuming that the teacher has personally acquired skills to efficiently make use of the technology. These technologies should include models of instructional design and their most commonly used components, such as a word processor, a spreadsheet, communicating via email, and presentation creations such as Powerpoint. Without this foundation the information presented here will be less useful.

Three major, interrelated components comprise the recommended model for blended learning. They include a Lesson Design Process, Guiding Principles, and Success Tips. The lesson design process starts with gathering information that reveals the objective(s) of the lesson. It also includes a general outline which is used to guide the development of the lesson, its delivery and evaluation. The guiding principles provide perspective on the question “What’s the best mix of traditional, live, teacher-led presentation and synchronous or asynchronous, technology-driven methods of teaching?” {It is important to determine your role as a K-12 teacher in the learning process. Should it be one that is primarily directive or facilitative? Also, decide the importance of interaction amongst the students. These questions may be answered differently depending on the grade level being taught. In any event, blended learning lends itself to learner-centered, teacher-guided (as opposed to teacher-directed), interactive, and student-collaborative learning.} Success Tips help establish and maintain communication between students and their teacher. It serves as a type of FAQ - a reference source for students. Included in success tips should be exemplary examples from previous students. These make for a wonderful resource for student success.

 * Designing a Lesson
 * Guiding Principles
 * Success Tips


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Blended Learning in K-12/Application of Blended Learning in K-12

While e-learning with no face-to-face contact may be a practical method of instructional delivery for college student, it is often not suitable for younger students. When implemented correctly, blended learning can provide the best of both traditional classroom learning and the use of web-based resources more appropriate for students in grades K-12. It should be noted, however, that in some cases, online learning for high school students is available, but also appropriate. In a traditional classroom, blended learning provides elementary and high school students with direct contact with a teacher, while also utilizing resources that extend the learning experience beyond what is available in the classroom. These resources include live synchronous experiences (video-conferencing, instant messaging, chat rooms, virtual classroom), asynchronous collaboration (e-mail, threaded discussions, online bulletin boards, listserve), and self-paced learning experiences (web learning modules, online resource links, simulations, and online assessment). School districts that encourage blended learning may realize benefits that include cost savings and the opportunity to provide unique learning opportunities to their students. The following pages describe blended learning techniques which vary in their application based on the grade level for which they are utilized.


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User:Orderud

Favorites

 * C++ Programming
 * LaTeX
 * R programming language

Other

 * C Programming
 * Template:TopNav

title: User:Orderud


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Origami

Contents

 * Introduction

Techniques

 * Yoshizawa-Randlett system
 * Practice
 * Model bases

Types

 * Action Origami
 * Pureland Origami
 * Modular Origami
 * Iso-Area Folding
 * Wet Folding
 * Standard Origami

 * /Paper Fundamentals/
 * Paperfolders

Origami Origami Origami

title: Origami


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User talk:151.42.234.228

Radiation Oncology wikibook
Thank you for your valuable contribuations to the Radiation Oncology wikibook. However, please note that abstracts are copyright material and should not be copied into this wikibook. In the future, please put the results of a study using your own words. I have corrected several of your additions. Thanks — Brim 00:52, 18 August 2005 (UTC)

title: User talk:151.42.234.228


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User talk:129.137.173.32

Origami
Hi there. Please read WB:NP before continuing with this book. I strongly recommend using the '/' subpage delimiter, as it will save you a lot of effort creating inter-page links. Thankyou. - Aya T E C 00:58, 18 August 2005 (UTC)

title: User talk:129.137.173.32


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Origami/Folders

Eminent Paperfolders and Origami Book Authors

 * David Brill
 * Max Hulme
 * Tomoko Fuse
 * Robert J. Lang
 * Jun Maekawa
 * John Montroll
 * Joseph Wu
 * Akira Yoshizawa
 * Satoshi Kamiya
 * Anibal Voyer
 * Fernando Gilgado
 * Manuel Sirgo
 * Michael laFosse
 * Dave Venables

title: Origami/Folders


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Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...f5

= Rousseau Gambit =

3...f5

 * White has two strong choices: The first is to support with 4. d3. This results in a reversed King's Gambit Declined, dangerous for both sides.  Black often places their pieces in typical Giuoco Piano fashion and waits for white to castle kingside before pushing f4.  Black will attack the kingside and white will attack in the center.
 * White can also play 4. d4. Black responds by taking one of the pawns.  If 4...exd4 then 5. e5 and black will play 5...d5 or 5...d6 allowing the center to open; white quickly castles with a huge initiative.  If 4...fxe4 then 5. Nxe5 and white is in an improved version of the main line of the Latvian Gambit.
 * Taking with 4. exf5? is a common mistake by beginners. After 4...e4, white has to find the piece sacrifice 5. Nd4!, planning to respond to 5...Nxd4?? with Qh5+ and going into massive complications that favor white.  But if black plays the correct 5...Nf6 then black already has a small advantage.  Attempting to defend the pawn with 4. Nc3?? is a losing blunder.
 * Taking with 4. exf5? is a common mistake by beginners. After 4...e4, white has to find the piece sacrifice 5. Nd4!, planning to respond to 5...Nxd4?? with Qh5+ and going into massive complications that favor white.  But if black plays the correct 5...Nf6 then black already has a small advantage.  Attempting to defend the pawn with 4. Nc3?? is a losing blunder.
 * Taking with 4. exf5? is a common mistake by beginners. After 4...e4, white has to find the piece sacrifice 5. Nd4!, planning to respond to 5...Nxd4?? with Qh5+ and going into massive complications that favor white.  But if black plays the correct 5...Nf6 then black already has a small advantage.  Attempting to defend the pawn with 4. Nc3?? is a losing blunder.

 * Key themes for White at this point are to attack Black's kingside using the light bishop and to resist attempts by black to simplify the position via exchanges. Exchanges involving White's light bishop are particularly suspect.  The best advice for Black is to not play this gambit, as it's considered to be refuted.

Theory table
.

1.e4 e5 2.Nf3 Nc6 3.Bc4 f5


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Phoenix/Weapon 3

Weapon 3 shoots three bullets in a spray fashion, with one going straight ahead and the remaining two firing at 30 degree angles to the first.

title: Phoenix/Weapon 3


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Radiation Oncology/Eye/Choroidal metastasis

Prevalence
In disseminated breast cancer:
 * PMID 9924304 — "Frequency of asymptomatic choroidal metastasis in patients with disseminated breast cancer: results of a prospective screening programme." Wiegel T et al.
 * Risk was 5%. Higher risk of 11% when more than one organ was involved in metastatic spread. Risk factors were lung and brain metastases.

Prospective trials

 * German ARO 95-08 (1994-98)
 * 50 pts with 65 involved eyes. Treated 40 Gy in 20 fractions.
 * 2002 PMID 12208569 -- "External beam radiotherapy of choroidal metastases--final results of a prospective study of the German Cancer Society (ARO 95-08)." (Wiegel T, Radiother Oncol. 2002 Jul;64(1):13-8.)
 * Median f/u 5.8 months. MS 7 mo. Improvement in visual acuity in 36%, stable in 50%, decreased in 14%.
 * Conclusion: Radiation therapy with 40 Gy is an effective and safe palliative treatment for symptomatic and asymptomatic choroidal metastases to preserve vision in the majority of the patients. A unilateral field for unilateral metastasis seems to be sufficient to prevent contralateral disease.


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User talk:24.109.237.17

--Cspurrier 02:35, 18 August 2005 (UTC)

title: User talk:24.109.237.17


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Muggles' Guide to Harry Potter/Magic/Accio

Overview
Accio is the Summoning Charm; it can be used to bring an object to the spell-caster.

Extended Description
There are two instances in Harry's fourth year where he is witnessed using this spell (outside of classes and practice or homework). First, in the First Task of the Triwizard Tournament to Summon his Firebolt broomstick; and secondly, to retrieve the Triwizard Cup when dueling Lord Voldemort.

In his sixth year, Harry tries to use this spell to retrieve his wand after Draco Malfoy has put him in the Body-Bind Curse on the Hogwarts Express; he fails because he is not holding his wand. Harry later uses this spell in an attempt to Summon the Horcrux from the middle of the lake in the cave, but is intercepted. Again he uses this spell in Hogsmeade to Summon some of Madam Rosmerta's brooms, on which to fly to Hogwarts.

In his seventh year, Harry, Ron, and Hermione use this spell a number of times to bring things to them, or try to. Some objects, such as the Sword of Gryffindor, prove unresponsive to this charm; Hermione suggests that there are ways of preventing the Accio charm from working.

There are various other instances where this spell is used by other characters.

Analysis
The name of the object can follow the spell word; Harry uses that form, as "Accio Firebolt", to summon his broom. It seems that is an aid to concentration, as the spell-caster should be concentrating hard on the object being summoned. Early in Harry Potter and the Goblet of Fire, Mrs. Weasley uses the unadorned "Accio!" to relieve the twins of the prototype charmed sweets they are carrying, before they set off to the Quidditch World Cup, which shows us that naming the object being Summoned is not always necessary.

Despite its apparent simplicity, the Summoning charm is apparently fairly complex. In Harry Potter and the Goblet of Fire, we learn that Professor Flitwick has assigned several books on the subject for homework, and Harry has significant trouble with it, being unable to master it until immediately before the First Task. After the Task is completed, Professor Flitwick apparently thinks it worth discussing the Summoning charm with Harry. Flitwick apparently feels that Harry's charm was performed perfectly, which, along with Flitwick's desire to discuss it, would lead us to think that this charm is seldom performed correctly.

One has to wonder what could make this apparently simple charm such a major concern. One possibility is that the charm requires a complete awareness of what it is that you are summoning, where it is, and where you want it to end up. This would be particularly true when the item being Summoned, like Harry's broom, is out of sight. We have already determined that many spells, notably Portus, Apparition, the Patronus charm, and Riddikulus, require a significant mental exertion; so it is not unlikely that the Summoning charm, and probably the analogous Banishing charm, would also require significant mental effort. It is entirely possible that the use of the name of what one is summoning is merely an aid to concentration; that it is the mental image of what one wishes to summon that is the determinant of whether this charm works or not.

The spell's name's origin is directly from Latin. "Accio" translates directly to "summon".


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Wikijunior talk:Ancient Civilizations/Egyptians

English?
The Spanish speaking contributor makes a couple of very valid points, especially the arguement about the Sphinx possibly being far older than formerly believed. But most kids reading an English language Wikibook no hablan Espanol....

 * It would be useful to transfer some of that spanish language text to the Spanish Wikijunior, although the Ancient Civilizations Wikijunior book has not been started there. Translating this text (even through Babelfish) would be useful for this article at the moment.  --Rob Horning 17:35, 1 December 2005 (UTC)

Question
"The abundant water of the Nile River allowed vegetables to be grown almost all year round except summer." Is this correct? If so, we should elaborate. Kfasimpaur (talk) 22:58, 10 March 2008 (UTC)


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Wikijunior:Solar System/Saturn/Phoebe

Phoebe is a moon of Saturn.

How big is Phoebe?
Phoebe is about 220 km wide. However, because Phoebe is not very spherical in shape, it is wider in some places and narrower in others.

What is its surface like?
The surface of Phoebe is dark and heavily cratered. Craters are up to 80 km across, one of which has walls 16 kilometres high.

How long is a day on Pheobe?
One day on Phoebe is equal to 9 h 16 min 55.2 s on Earth. Unlike the other moons of Saturn, Phoebe does not have synchronous orbit. This means that the time it takes for Phoebe to rotate once is different from the amount of time it takes for Pheobe to orbit once around Saturn.

How long is its orbit around Saturn?
One orbit around Saturn is equal to 550.6 days, or 1 and a half years! Phoebe's orbit is retrograde, meaning it moves in the opposite direction of moons such as Rhea or Titan.

What is it made of?
The dark colour of Phoebe led scientists to believe that it was a captured asteroid. However, recent pictures from Cassini show that Phoebe's craters vary greatly in brightnes. This means that underneath the dark surface, there is a large quantity of ice. In addition,quantities of carbon dioxide have been detected on the surface, something which has never been found on an asteroid. It is believed that Phoebe is around 50% rock, unlike the other moons of Saturn, which are about 35% rock. For there reasons, scientists now think that Phoebe is a captured Centaur, an icy planetoid from the Kuiper Belt that orbits the Sun between Jupiter and Neptune.

How much would Phoebe's gravity pull on me?
If you stood on Phoebe, you would weigh only 1/25th of what you do on Earth! For example, a 100 lb person on Earth would weigh only 4 lbs on Phoebe.

Who is it named after?
Pheobe is named after a Titan in Greek mythology. She was the grandmother of Apollo and Artemis, and mother of Leto and Asteria.

How was it discovered?
Phoebe was diacovered by William Henry Pickering on March 17, 1899 from photographic plates that had been taken starting on August 16, 1898, at Arequipa, Peru by DeLisle Stewart. It was the first satellite to be discovered photographically.

Wikijunior Sonnensystem/ Saturn/ Phoebe

title: Wikijunior:Solar System/Saturn/Phoebe


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< TeX

Synopsis
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\end ends the current TeX document. \end is not recommended because it is low-level and conflicts with LaTeX.

Should I use \bye instead?

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Piano/Introduction

Introduction

The piano, attributed to Bartolomeo Cristofori of the eighteenth century, is a popular keyboard instrument widely used in western music for solo performance, chamber music, and accompaniment, and also as a convenient aid to composing and rehearsal. The piano produces sound by striking steel strings with felt hammers. These vibrations are transmitted though the bridges to the soundboard and projected acoustically through a soundboard. The piano has long been a crucial contributor to many musical genres, from classical to contemporary.

Etymology
The word piano is a shortened form of the word "pianoforte," which itself is derived from the original Italian name for the instrument, "clavicembalo col piano e forte"--literally "harpsichord with soft and loud." This refers to the ability of the piano, unlike the harpsichord, to produce tones at different volumes depending on velocity with which its keys are struck.

History
By the 1650s, the harpsichord and the clavichord, two predecessors of the pianoforte, were arguably among the most used instruments in Europe. Composers at the time were upset with not being able to control musical dynamics, or, in simpler terms, the ability to make certain notes louder than others. By the eighteenth century, Bartolomeo Cristofori (1655-1731) created a mechanism by which dynamism could be achieved. Over time what he called the pianoforte gained traction, and soon made its way to upper- and middle-class families.

By the beginning of the 19th century, piano manufacturers experimented with piano assembly, thus greatly reducing the selling price of the piano. The famous 1920s saw piano coming into popular culture with musical styles different from that of the traditional classical pieces of music. The Great Depression, however, decreased the popularity of the piano and many piano manufacturers went out of business. But by the 1940s, the piano underwrote a rival of sorts, and the baby grand piano (smaller pianos) became extremely popular as a cheaper and more encouraging option to middle-class families.

By the 21st century, keyboards increasingly began to replicate the sound of acoustic pianos, and, just as baby grands in the 1940s, began to stand as another option, and continues to do so today.

Mechanics
As a keyboard stringed instrument, the piano is similar to the clavichord and harpsichord in that all produce sound by causing strings to vibrate and are operated by striking black and white keys. The three instruments differ in the mechanism of sound production however. In a harpsichord, strings are plucked by quills or similar material. In the clavichord, strings are struck by tangents which remain in contact with the string.

In a piano, the strings are struck by hammers which immediately rebound, clear of the vibrating strings. Unlike the clavichord and harpsichord, the piano has mechanisms called a "dampers" to prevent the strings from vibrating indefinitely or causing sympathetic vibration in other strings. Each key on the piano has a felt damper that rests against the strings to stop unwanted vibration. When a key is struck, the corresponding damper pulls away from its strings, allowing those strings to vibrate freely until the key is released and the damper falls back on the strings for that key, stopping the vibration and thus stopping the sound. This, along with the ability to produce both loud and soft noise makes the piano the responsive and expressive instrument we love today and is one of the main reasons the piano has far surpassed the clavichord and harpsichord in popularity.

Significance
The piano is a crucial instrument in Western classical music, pop, jazz, rock, film, television and electronic game music, and most other complex western musical genres. It has also become the main instrument in many churches, supplementing or even supplanting the traditional church organ. Since a large number of composers are proficient pianists, the piano is often used as a tool for composition, such as solo piano pieces. Beethoven's "Fur Elise" and "Moonlight Sonata", Mozart's "Turkish March", Chopin's "Prelude In A Major" and ragtime pianist Scott Joplin's "The Entertainer" are some popular pieces for piano.

Pianos were, and are, extremely popular instruments for private household ownership, especially among the middle- and upper-class. Pianos have gained a place in the popular consciousness, and are sometimes referred to by nicknames, including: "the ivories", "the joanna", "the eighty-eight", and "the black(s) and white(s)." Playing the piano is sometimes referred to as "tickling the ivories".

title: Piano/Introduction


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Piano/The Basics

The best way to learn to play the piano is, like most other things, practicing it daily or at least regularly. It is good to initially practice scales and chord cadences. To put your right hand in the position to play the C-G notes, put your fingers on the keyboard in the order shown in the image below:

You should memorize the notes in relation to black keys: B is not the seventh key from C, but it's the key on right side of the three black keys. Additionally, you should sit at the front of the bench (or chair, although it is recommended for you to get a piano bench or something that resembles it) and place the middle c key right in front of your bellybutton. The middle c key in the keyboards containing 61 keys is the white key after 3 sets of black keys (meaning that you'll count ten black keys starting from the left and put the white key right before the black one to the right in front of your navel) For regular pianos (88 keys), add an extra 6 black keys to the set of ten.

Sit down and play around for a bit; experiment, have fun. (Keep your wrists straight and relaxed.) It's best to have a real piano for this, but if one isn't available, at least make sure the keyboard you're using has touch sensitivity.

Your wrists should be straight and but your hand should be relaxed. Let your arm fall to your side, relaxed and parallel to the keys. Make your hand into a fist and then extend your fingers straight. Then relax and let your fingers fall. The result is the correct hand position. Of course this is only the starting position, in real playing it immediately flies out of the window. A relaxed hand has fingers that are slightly curved, a bit like how a hand looks resting over a computer mouse. This will allow you to play the black and white keys easily. The first things you'll probably notice (if you don't know already) is that keys on the left are low, and keys on the right are high; also that playing two adjacent keys simultaneously sounds dissonant.

The number of keys may seem overwhelming at first, but their organization is simple -- they're in a repeating pattern of octaves, one of which is pictured above. Try finding one of the C notes in the middle of the keyboard. Now play another C above or below it -- you'll hear immediately why they have the same name.

The black keys are chromatic notes and used when the key requires notes that sound 'in-between' what you get when playing on the white keys.

title: Piano/The Basics


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Piano/Why Play Piano?

There are many and varied reasons to play the piano. It is a beautiful instrument with a beautiful look and a beautiful sound. It can be a soloist's instrument or a group instrument. It sharpens the mind and body. The gift of music is therapeutic. There are many careers that require piano skills. The list goes on and on.

One quality that the piano and not many other instruments share is that you can play more than one note at a time. It is polyphonic. Thus, unlike instruments like the flute or violin, one can play pieces with complex and rich harmonies when playing alone. That makes the piano a dynamic solo instrument. At the same time, the piano sounds beautiful accompanying other instruments. So, whether you are introverted or extroverted, the piano will suit your style.

Unlike wind instruments like the flute or tuba, the piano leaves the voice free to sing along. Unlike the violin, any notes that sound out of tune can not be blamed on the performer. As long as you engage a piano tuner at least once a year, each note will always sound in tune, regardless of your skill level.

Playing the piano also develops a high level of manual dexterity. While it may seem very simple to just push the keys, learning to perform complex pieces with precision AND emotion needs a little time and a very human touch. That is one reason why professional pianists have not been replaced by computers. It is more complicated than patting your head while rubbing your tummy! But it is ever so much more rewarding too!

The piano is also a staple of family sing-along - whether you are singing Christmas carols or playing some favourite movie tunes. The very design of the piano lends itself to groups of people gathered around, singing along. This is one of the most social of activities. This is where some of our warmest and most treasured memories are made.

Recently, research has shown that children who learn the piano do far better scholastically than their fellow students. Not only are their artistic and musical skills above the norm, but also their language and mathematics skills are also improved. While this benefit is sometimes difficult to measure, piano students also receive a very tangible benefit. Many schools are recognizing the achievements that children make in piano and reward them with high school credits when they pass certain grade levels. In Alberta, Canada, passing a recognized piano exam level/grade 6, 7, and 8 is worth 5 credits each for a total of 15. When you consider the fact that one needs only 100 credits to graduate high school, this is a huge recognition.

Pianists also learn some basics in posture which can reap huge rewards. For one thing, the basic hand position required for the piano is also the one required for the typewriter/keyboard. Considering how vital the computer is these days, learning this technique is invaluable. With the proper hand position, one can avoid carpal tunnel syndrome that is plaguing our modern-day offices now that computers are being used so extensively. At the very least, the basic concept of sitting tall in a chair will help with basic posture and back pains.

Anyone aspiring to be an orchestral or choral conductor is required to study the piano. Learning the piano trains the pianist to understand and hear the interplay of the various harmonic lines in each piece of music. This is a vital skill for a conductor who must hear and guide all the instruments of his/her orchestra and voices in his/her choir.

If you go to colleges which teach music, or if you are applying towards a degree in music or you want to learn to master an instrument at a university it is necessary to take a year or more of piano. Piano is a really good music classroom teaching tool and is the key and basis to learning music theory. With a bass or a guitar, you might make beautiful chords, but there are cases in which many people have no idea what these chords theoretically are or what is it that they are playing. Instead, piano aids in music by providing a structure that makes sound, but to make such sound beautiful you must know what you are doing. This is not to say that guitarists or other players never know what they do! Rather, piano aids in the composition and greater experimentation with music. Since the piano differs from the guitar or wind instruments in which the person usually memorizes digital and finger patterns, the piano uses both hemispheres of the brain, requiring your ten fingers to be controlled independently! This might sound hard but with practice and time you'll be able to even do more than one thing simultaneously. A piano player who decides to play drums, if skilled enough can pick them up more easily than someone who hasn't had the experience to play such instrument.

Moreover, There are many jobs and careers for pianists. One can be the piano player in a lounge, on a cruise ship, in a church (mass, weddings, funerals), or in a band. One can be an instructor with a college or university or teach out of a home studio. One can accompanying vocalists, choirs, violinists, and others as they perform for competition or for an audience. One can compose movie scores or commercial jingles or orchestral pieces. The possibilities are endless.

The ability to play a musical instrument and to express one's self with a musical instrument is very healthy and therapeutic. Stresses can melt away. The piano is always there, ready for you to pour out your soul. It is a most patient and agreeable companion. If you're upset, go ahead and thunder away on the keyboard, and when you're done and feeling better, go ahead and pick up a more languid or cheerful piece.

And, of course, a piano is a beautiful addition to any living room!

title: Piano/Why Play Piano?