Dear Mr Reda Mohamed,

I am writing to inform you that blended learning is a formal education program in which a student learns at least in part online with some element of control over time, place, path or pace and at least in part at a supervised brick and mortar location. I think it might good idea to make a good program Veterinary Blended learning. Making and preparing will take you a lot of time, but believe in the end it is worth it. It will increase the interest of the subject and will be active lectures.

Best wishes in your project.

Andrija

Yes, I agree with Andrija Kozina. Additionally, in blended teaching and learning have to choose pedagogical approach carefully which can meet the objectives of Veterinary program. You can have a look of the article which proposes five pedagogical approaches: 

https://link.springer.com/article/10.1007/s10734-016-9990-2

Thanks for responding

You know, I did courses related to the blended learning. I applied the blended learning in veterinary anatomy in one semester and it was very appreciated by the students as it motivated them. but we look for application of many ideas such as online question, online lectures, etc

Thats really nice. Now you need to use Learning Management System (LMS) for doing such activities. 

Thanks 

Dear Mr Reda Mohamed,

I was mention some website in my paper work Blended learning in military education some forms of best on line teaching and course were tools.

Forums

Forums.com (http://forums.com)

ProBoards (http://proboards.com).

ReadUps (http://readups.com)

Tackk (http://tackk.com)

Videoconferencing

Fuze Meeting (http://fuzemeeting.com)

Google Hangouts (http://plus.google.com/hangouts)

GoToMeeting (http://gotomeeting.com)

Zoom (http://zoom.us),

WizIQ (http://wiziq.com)

OnlineWhiteboarding

Web Whiteboard (http://awwapp.com)

Google Drawings (http://docs.google.com/drawing)

CoSketch (http://cosketch.com),

Draw It Live (http://drawitlive.com)

Strips

Bitstrips (http://bitstrips.com)

Make Beliefs Comix (http://makebeliefscomix.com)

Pixton (http://pixton.com)

Storyboard That (http://storyboardthat.com)

Toondoo (http://toondoo.com)

Web-handbook

Mixbook (http://mixbook.com)

My StoryMaker (http://carnegielibrary.org/kids/storymaker)

StoryJumper (http://www.storyjumper.com)

Storybird (http://storybird.com)

TikaTok (http://tikatok.com)

Interactive multimedia posters

Glogster (http://edu.glogster.com/?ref=com)

Linoit (https://linoit.com)

Wallwisher (http://www.lessonpaths.com/learn/i/using-online-sticky-notes/wallwishercom-login)

Blog (weblog)

Blogger (http://blogger.com)

Edublogs (http://edublogs.org),

Kidblog (http://kidblog.org)

RebelMouse (https://rebelmouse.com)

Assessment

CoboCards (http://cobocards.com)

EasyTestMaker (http://easytestmaker.com)

Hot Potatoes (http://hotpotatoes.de)

ProProfs Quiz Maker (http://proprofs.com/quiz-­‐school)

Tools for transfer of reference materials

Dropbox (http://dropbox.com)

MediaFire (http://mediafire.com)

OneDrive (http://onedrive.live.com)

Google Drive (http://google.com/drive).

Use of it depends on you.

I hope I have been of some help.

Best wishes in your research,

Andrija

Hi!

I try in my research to see "blended learning" in a longer historical perspective to get some conceptual distance to it. Otherwise it easily becomes "half-distance", "half-technical" and "half-online" teaching and learning - all of these are conceptually unsustainable, ageing concepts. In the bigger and longer context, it is about integrating a new kind of technology in teaching and learning, until it becomes so integrated you do not notice it anymore. As you already probably have the technology of printed materials integrated, you probably have email as well, and a recorded lecture. See there, already blending! It becomes more reasonable to look at ICTs in education if you for example use a time and process perspective, how synchronous or asynchronous modes are shifting along the track of the course, be they digitally enabled or not. The use of new technology creates more affordances for adaption and facilitaion designs of the teaching and learning process, they don't do much magic in other ways. Don't misunderstand me - the "blended learning" discourse has been very produ uctive, as it has enabled teachers to work under an umbrella with their experiments with new technology in teaching and learning. But we are soon beyond the blend, into vaying new solutions where we cant proceed without ICTs. Attaching my paper about the time perspective on blends, and a thought experiment that tries to go from "unblended" learning  through history until today. Then we have a new blend in front of us, a real challenge - the blend with functions of artificial intelligence (as learning analytics, adaptive learning - see my PhD synthesis on this, attached). 

Article A time based blended learning model

Research A back-to-basics thought experiment about blended learning

Thesis From blended learning to learning onlife - ICTs, time and ac...

Dr. Mohamed

As mentioned earlier, Blended Learning is a kind of formal education where face-2-face teaching style is blended with technical educational tools. But in my humble opinion, I think that distributing the course contents via the LMS is not the ultimate goal of applying blended learning. In my understanding, blended learning corresponds to a set of tasks including:

• Blended learning materials
  • Slides
  • Tutorials
  • Media (video/ audio)
• Blended assessment
  • Quizzes
  • Assignments
  • Reports
• Blended delivery
  • face-2-face
  • online (external resources)
• Blended experiments
  • Virtual (using simulation tools to carry out experiments that are difficult in the real world)
  • Real (for achievable experiments)

Whichever LMS you are using, what makes the education blended is how you deliver and what you deliver to the learners. The subject might affect the shape of the course, but I know that blended learning has been successfully applied in many fields including medical education.

Best regards and good luck.

what do you prefer about dissection of animals?

1- Dissect cadavers for students

2- Let student to dissect

3- Both

Dear Dr. Mohamed,

I teach subjects in Computer Science.

In my classes, I use slides during F2F sessions and I give references to external materials. I provide videos demonstrating the installation of development tools, writing code...etc. I also introduce a project to the students to work on.

In my humble understanding, If the students are going to gain a skill or master a practical subject (including dissection) I think that they should know what they are doing (theory), how it is done (demonstration), and practice it (hands-on).

So, my simple answer to your question is "Both".