tag:blogger.com,1999:blog-35473225689922318962024-02-19T17:10:23.918+01:00Blended Learning QualityInformation and discussion platform dealing with quality issues in blended learning.Unknownnoreply@blogger.comBlogger25125tag:blogger.com,1999:blog-3547322568992231896.post-60836107434810793282016-07-17T14:31:00.001+02:002016-07-17T14:31:20.708+02:00Technology Enhanced Teaching<!--[if gte mso 9]><xml>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="clear: left; float: right; margin-bottom: 1em; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqmApl-smN9A-wdLEYggKRptfoRC2ZP9ZBIbFAYtCidAalPdbnLQvDPrW7oESWOmV-BX-67pDZMaS3TQUzneBep0yecLqGWc4z-_RRWCqjFGHPOWPTVV026NDm9T0fJEObtX0KLAaTnf0/s1600/Cover-Ver-03-kl.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqmApl-smN9A-wdLEYggKRptfoRC2ZP9ZBIbFAYtCidAalPdbnLQvDPrW7oESWOmV-BX-67pDZMaS3TQUzneBep0yecLqGWc4z-_RRWCqjFGHPOWPTVV026NDm9T0fJEObtX0KLAaTnf0/s320/Cover-Ver-03-kl.jpg" width="232" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Technology Enhanced Teaching - <br />how to work in classes with multiple devices</td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
<br />
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<span lang="EN-US">Technology enhanced learning is a non-precisely
defined term. In some context, it is used as a synonym for eLearning, in other
context it refers to technology enhanced classrooms and means “learning with
technology”.</span></div>
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<span lang="EN-US">Many articles and books have been written
to this topic. Today technology in the classroom has become reality. Flexible
(idealized) pedagogies have been developed and published.</span></div>
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</xml><![endif]--><!--[if gte mso 10]>
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<span lang="EN-US"><div class="MsoNormal">
<span lang="EN-US">Teachers and Technology</span> </div>
</span></h3>
<h3>
<span lang="EN-US"></span></h3>
<br />
<div class="MsoNormal">
<span lang="EN-US">What about the teacher working in a
technology enhanced environment? In a class with students using a laptop or
multiple device for their learning? How can this teaching be organized,
performed and done?</span></div>
<div class="MsoNormal">
<span lang="EN-US">For technology enhanced teaching almost no
literature exists. This gap will be filled by <b>my new book </b>“Technology Enhanced
Teaching”, which will be available end of August. It describes a sophisticated
and well proved method to handle lessons and is in some kind a variety of Blended Learning.</span></div>
<div class="MsoNormal">
<span lang="EN-US">The book presents also a study about the teaching method, the results of five years testing and other interesting content. </span></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-3547322568992231896.post-85595252490495244192016-05-17T17:14:00.001+02:002016-05-17T17:14:23.403+02:00How long may learning videos be for young people?Using a <b>learning platform</b>, it is easy to provide learning videos or videoed material for the learners. The question is if the learners really watch (or even want to watch) these videos. It seems to be obvious that the length of the video stands in direct context of the use by the learners.<br />
<br />
<div style="text-align: center;">
<i>Humans have shorter attention span than goldfish, thanks to smartphones</i></div>
<div style="text-align: right;">
<span style="font-size: x-small;">The telegraph, May 15, 2015<sup>1</sup></span>
</div>
<br />
The length also is correlated to the attention span of people. This attention span can be estimated with approximately 10 seconds. People who are regularly involved in learning or observation of processes may have a longer attention span.<br />
<br />
A study (part of the book "Technology Enhanced Teaching", 2016) gives interesting answers to the question mentioned above. Obviously, there is no difference between male and female students.<br />
The preference lies at 5 minutes, 20 % of the students would prefer a length of 2 minutes. <br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYzRHkm14d1fxJ6j4OTY8J2BPk6-s50jhzRQ4GGIC0HVOtV20RHM-CUhqz0CVjt5j8nW-OEpMaKGUgtNsWexeQYIy06K7tWcPEAuvSnFRQQzhjW5AkuC3UTWUFE95vy4ADPTiKrHI2Pco/s1600/Duration_of_a_video.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYzRHkm14d1fxJ6j4OTY8J2BPk6-s50jhzRQ4GGIC0HVOtV20RHM-CUhqz0CVjt5j8nW-OEpMaKGUgtNsWexeQYIy06K7tWcPEAuvSnFRQQzhjW5AkuC3UTWUFE95vy4ADPTiKrHI2Pco/s400/Duration_of_a_video.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Results or the study (from: <b>Technology Enhanced Teaching</b>, 2016)</td></tr>
</tbody></table>
<span style="font-size: x-small;"><b>Data of the study</b>: n = 72 (18 male, 54 female), age 16 – 18 years old attending a secondary high school.</span><br />
<br />
_______________<br />
<span style="font-size: x-small;"><sup>1</sup> http://www.telegraph.co.uk/science/2016/03/12/humans-have-shorter-attention-span-than-goldfish-thanks-to-smart/</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-420914784435233952016-04-21T18:42:00.000+02:002016-04-21T18:42:00.419+02:00Do Students like partner work?<h3>
Partner work in teaching physics using a learner-centered approach</h3>
Traditional teaching from a teacher centered approach is shifting to a modern teaching using a learner centered approach. Here the active involvement of students is an important issue. <br />
Teaching physics, I tried to bring students to active learning, being active parts in the learning and not passive consumers of the teacher’s presentation, explanations and physical test and lab experiments. I found out that for many students it seems to be difficult to develop skills to be actively involved in the teaching process.<br />
<h3>
Experience in teaching Physics </h3>
As the subject “Physics” enforces a competence based approach to learning and finally should bring the students to specific skills and knowledge to understand and explain background processes and to analyze facts and items of everyday life from a physical (and scientific) point of view I enhanced students’ involvement in teaching.<br />
Aston (1997) and others mentioned that positive group experience are relevant and in context to student learning, retention and learning success. This is also a mentioned issue in online learning (Roberts, 2004). Nevertheless, I got the feeling that student don't like these group experience so much. The joint creation of some learning outcome, based on self-experience and development in small groups brought the expected results. On the other hand, students hinted at their refusal of regularly done joint group work.<br />
<h3>
Asking students </h3>
Therefore, I asked the students about their opinion using a survey. The sample covered 75 students from the target group. I used a token-based tool to anonymize the survey but to be able to control the feedback. Applying this settings, I got a feedback of 92 % within three weeks. <br />
The result was astonishing but in the frame of the expectations. Approx. 41 % did not agree to group work or did totally disagree to use this during lessons. In a focus group I analyzed their intention and found out that many of them think that group work is less efficient as the teacher’s presentation, needs more time and creates a lower level of knowledge. As a positive factor they stated that everything done on their own will build a more intensive learning experience and therefor easier to be reflected or to be reminded for them.<br />
<br />
The other 59 percent appreciated more or less the group work, especially done in groups of two with a selected partner (normally the best friend).<br />
<br />
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<div class="MsoNormal">
<span lang="EN-US"><b>Astin</b>, A. (1993). What matters in college?
Four critical years revisited. San Francisco: Jossey-Bass.</span></div>
<div class="MsoNormal" style="line-height: 12.0pt; margin-bottom: 6.0pt;">
<span lang="EN-US" style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;"><b>Roberts</b>,
Tim S. (2004): Online collaborative learning. Theory and practice. Hershey PA:
Information Science Pub.</span></div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-37295872574186454562016-03-10T19:26:00.000+01:002016-04-04T19:30:03.701+02:00Does eLearning increase the motivation of the learner?El-Seoud, Seddiek, Taj-Eddin et.alt.<sup>1</sup> (2014) mention that “<i>… recent studies indicate that university students who have been enrolled on e-learning courses outperform those being taught on traditional courses</i>”. This would indicate a higher level of success using eLearning included in teaching activities.<br />
From my point of view, the technological approach does not necessarily guarantee neither the increasing learning outcomes. Students must be motivated to learn and for me it no context exists between the use of technology and a higher motivation of students.<br />
<b>Motivation </b>is, simply expressed, the reason of a person to do something. From this aspect, it is of interest, if students are motivated to learn and if the use of eLearning increases their motivation.
Teaching science for many years, I made the experience that complex content and relations as often found in mathematics or physics challenge the students. I got the impression, that they rather liked to get explained such complex relations than to <b>elaborate these in group work </b>or <b>using </b>some <b>eLearning</b>.<br />
I started a case study with students of an age of 16 (secondary highschool level) to find out their opinion. In that case study they got a <b>distance learning unit </b>in physics about rotation and the theory’s application to everyday processes.
The unit consisted of some <b>interactive simulations</b> (available at their learning platform Moodle) where students could study the forces occurring during rotation. Additionally, some questions related to the shown content were asked and discussed by the students in a (moderated) forum.<br />
A <b>final questionnaire </b>asked the students about their experience and feelings. One of the questions aimed for motivation:<br />
<b>My motivation to concern myself more intensively was increased by the eLearning unit.
</b><br />
<br />
The result was astonishing. No one agreed to the question (Values in brackets represent the numeric value).<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP26jiXEpjMbT_aOLPnkKVzYdWuNFfqub_gKlEKs-0QfVlpsKQqF57RDsD73mPPXhgOld37VactAqhKALCYty882pb4oph2f9tg3vEgXm085r_wh8iDDzC8A1nMqOHEz1PGm0i_Ct5L60/s1600/Motivation+through+eLearning.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP26jiXEpjMbT_aOLPnkKVzYdWuNFfqub_gKlEKs-0QfVlpsKQqF57RDsD73mPPXhgOld37VactAqhKALCYty882pb4oph2f9tg3vEgXm085r_wh8iDDzC8A1nMqOHEz1PGm0i_Ct5L60/s400/Motivation+through+eLearning.png" width="400" /></a></div>
<br />
<table>
<tbody>
<tr><td>Agree completely (1) </td><td style="text-align: right;">0%</td></tr>
<tr><td>Agree partly (2)</td><td style="text-align: right;">29%</td></tr>
<tr><td>Agree (3)</td><td style="text-align: right;">47%</td></tr>
<tr><td>Don't agree (4)</td><td style="text-align: right;">24%</td></tr>
<tr><td></td><td style="text-align: right;"></td></tr>
<tr><td>Means</td><td style="text-align: right;">2,94</td></tr>
<tr><td>Standard deviation</td><td style="text-align: right;">0,72</td></tr>
<tr><td>Sample n</td><td style="text-align: right;">34</td></tr>
</tbody></table>
<br />
I asked the students for their survey results and got the feedback that students rather prefer to get explained complex matters intensively by a good teacher than to work on their own to gain the findings and context. Some students explained their behavior by learning economy: For them it’s more time sparing to get things explained than to need a lot of time to understand the complex context.
The feedback to the way of realization was rather positive: The students appreciated the multimedia material and found it useful and well performed.<br />
<br />
<div style="border-top: 1px solid #cccccc;">
<sup>1</sup> Abou El-Seoud, Samir; Seddiek, Naglaa; Taj-Eddin, Islam; Ghenghesh, Pauline; Nosseir, Ann; El-Khouly, Mahmoud (2014): E-Learning and Students' Motivation: A Research Study on the Effect of E-Learning on Higher Education. In Int. J. Emerg. Technol. Learn. 9 (4), p. 20. DOI: 10.3991/ijet.v9i4.3465.</div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3547322568992231896.post-81718772016435472732016-01-03T17:50:00.001+01:002016-01-03T17:51:23.151+01:00What does quality mean in a Blended Learning Course?<b>Quality </b>is defined by the <b>ISO organization </b>and can be seen as “… the totality of features and characteristics of a product or service that bears its ability to satisfy stated or implied needs”. The transfer from production to teaching and learning is not so easy because you have to define the product or service.<br />
Therefore, in teaching <b>quality can be seen from different points of view</b>. I want to explain what product and service can mean in teaching and learning.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNCEeV3VIIxVtg7io_GZi1l8kXRQnaFuLtrxDJxgJoCatOU4lqCorLF6tJW1c-k3aK-yGOJ_UoOEzQDDDftRp7g53gS-torTvMLzfwbkFd1eL2ebUuvXBQzgyYN0Iya1dqS_3M28jVCsk/s1600/Quality-BL-01.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNCEeV3VIIxVtg7io_GZi1l8kXRQnaFuLtrxDJxgJoCatOU4lqCorLF6tJW1c-k3aK-yGOJ_UoOEzQDDDftRp7g53gS-torTvMLzfwbkFd1eL2ebUuvXBQzgyYN0Iya1dqS_3M28jVCsk/s320/Quality-BL-01.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Onsite teaching as a part of Blended Learning</td></tr>
</tbody></table>
<b>First</b>, there is the teaching organization. They offer a kind of product or service called course or teaching. The quality of this product depends on the teaching organization itself. That means the quality of organization, the planning and executing of the course, the quality of the materials as well as the quality of the teachers.<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4oZwJlhvOYRxbStMVRBHu8ledAuCbvi9LIMikbYbqi3ba5VPAWikVQpBhMAVC2lRaOhgDKKRUmrzPEGkYFJk9xcJPr0e00CmtjlHRoI-graVvlwqXdxoOliSc8T6HrsYaL7YQjduIXrY/s1600/Quality-BL-03.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4oZwJlhvOYRxbStMVRBHu8ledAuCbvi9LIMikbYbqi3ba5VPAWikVQpBhMAVC2lRaOhgDKKRUmrzPEGkYFJk9xcJPr0e00CmtjlHRoI-graVvlwqXdxoOliSc8T6HrsYaL7YQjduIXrY/s320/Quality-BL-03.JPG" width="227" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Distance Learning phase of the Blended Learning course</td></tr>
</tbody></table>
A <b>second </b>possibility is to focus on the learner, and here on the needs of the learner. Quality describes how the needs of the learner are satisfied, to which level the learner is supported in his/hers learning and also the learning success.<br />
<b>Another position </b>is the aim of learning, for example to get e certain degree or qualification. Here the learner must proof a certain level of quality in learning, in his motivation and in the maturity to manage the course.<br />
<br />
All these consideration makes it difficult to simply define quality in teaching or learning. It’s always necessary to explain in which context quality is meant. Well defined quality frameworks in Blended Learning take these different items in account and offer an encompassing system covering all issues mentioned above.
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-36877987933934597132015-09-18T19:58:00.002+02:002015-09-18T20:01:37.376+02:00What are the needs of learners in a Blended Learning course?<div class="MsoNormal">
Blended Learning is flexible, accessible and well-placed to
meet the diverse needs of various learners in different fields of education
(VET and Higher Education as well as in Adult Education). There exist several
documents<a href="https://www.blogger.com/blogger.g?blogID=3547322568992231896#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: PMingLiU; mso-fareast-language: ZH-TW; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></span></a>
dealing with the topic of learners needs focusing on distance education dated
to the first decade of the 21<sup>st</sup> century. Here basic considerations
are done covering aspects like motivation or experience, necessary feedback or
focus on practical work.</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-rvPKT4REc8s/VfxOeMDzwyI/AAAAAAAAARI/4-7SGrzismw/s640-Ic42/Blended-Learning-Course.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="265" src="https://4.bp.blogspot.com/-rvPKT4REc8s/VfxOeMDzwyI/AAAAAAAAARI/4-7SGrzismw/s640-Ic42/Blended-Learning-Course.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Blended Learning course: OnSite Teaching <br />
(from: Quality in Blended Learning Course, (c) Peter Mazohl)</td></tr>
</tbody></table>
<div class="MsoNormal">
After these publications, there exist a kind of “radio
silence”. You will find publications about Distance learning courses and others
dealing with Blended Learning, but in almost none the focus is set to the
learner and the learners’ needs. What is also missing is the mentioning of the
necessary pedagogy in Distance Learning as well as in Blended Learning. That
goes hand in hand with the lack of qualified quality frameworks offering more
than the puristical ISO/IEC 19796 standard. </div>
<div class="MsoNormal">
The <a href="http://www.blendedlearning-quality.net/typo3/index.php?id=11" target="_blank">Multilateral Grundtvig Project</a> about “<b>Quality in Blended
Learning</b>” developed a list of typical needs of learners in Blended Learning
courses, out from several surveys combined with the experience of international
experts and the feedback from the biggest University based Blended Learning
project “AKMAT” (University of Technology Vienna).</div>
<div class="MsoNormal">
Here is a short list in a quickly done overview mentioning
the most important learners’ needs. More information and a detailed report about
the project is available at the webpage of the consortium.</div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-oR6NbQqiCmg/VfxOeAyokaI/AAAAAAAAARM/MnsscrOewFM/s288-Ic42/Blended%252520Learner.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://4.bp.blogspot.com/-oR6NbQqiCmg/VfxOeAyokaI/AAAAAAAAARM/MnsscrOewFM/s288-Ic42/Blended%252520Learner.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Blended Learner isolated during the Distance Learning</td></tr>
</tbody></table>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
Learners want or need:</div>
<ul>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Interest
in topic (normally learners are interested in the course when they enrol</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Basic
IT skill</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Requirements
should be announced befor</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Enough
time to be present at the classroom and to do the assignments in the distance
learning phas</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Learners
don’t want to feel lonely or left alone (as they are physically far from the place
where the training is given and often are not well connected to their learning
mates or peers</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">High
level of motivation to achieve training objective </span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Learners
must be very proactive (and have to be aware of it – often they have to learn
this before participating at a Blended Learning course)</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">The
student must be continually informed on every detail, in order to do proper
planning and be well adjusted to the course schedule</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Well
prepared and appropriate information during the course</span><span lang="EN-GB" style="font-family: "Courier New"; mso-ansi-language: EN-GB; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;"><br />o<span style="font: 7.0pt "Times New Roman";">
</span></span></span>The
student must comply with the deadlines for the delivery of work<br /> <span lang="EN-GB" style="font-family: "Courier New"; mso-ansi-language: EN-GB; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>thee must comply with
activities in the platform<br /><span lang="EN-GB" style="font-family: "Courier New"; mso-ansi-language: EN-GB; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-GB" style="mso-ansi-language: EN-GB;">to
have good results and not to accumulate work, which might cause anxiety and
stress.</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">There
should be monitoring of the questions raised and the work developed by the
students.</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Quickly
done feedback of assignments</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">On-line
support is essential, and should be constant and permanent.</span></li>
<li><span lang="EN-GB" style="mso-ansi-language: EN-GB;">The
quality of the manuals, the bibliography and the proper maintenance of the
learning platform are of utmost importance </span></li>
</ul>
<br />
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">This is not
a complete list. Otherwise, it offers an impact. Please comment this article
and feel free to give us a feedback about your experience and your opinion to
the learners’ needs in Blended Learning!</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div style="mso-element: footnote-list;">
<br clear="all" />
<hr align="left" size="1" width="33%" />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<span style="font-size: x-small;"><a href="https://www.blogger.com/blogger.g?blogID=3547322568992231896#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Calibri",sans-serif; font-size: 10.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: PMingLiU; mso-fareast-language: ZH-TW; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></span></a> Leslie
A. Dare (ED): <b>Assessing the needs of distance learners: A student affairs
perspective</b><span style="mso-bidi-font-weight: bold;"> (<a href="http://onlinelibrary.wiley.com/doi/10.1002/ss.183/abstract">http://onlinelibrary.wiley.com/doi/10.1002/ss.183/abstract</a>)
or Linda Stilborne and </span>Lindy Williams: Meeting the Needs of Adult
Learners in Developing Courses for the Internet (https://www.isoc.org/inet96/proceedings/c4/c4_2.htm).</span></div>
<div class="MsoFootnoteText">
<br /></div>
</div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-57325493924942175372015-08-02T11:02:00.000+02:002015-10-12T11:13:04.333+02:00Platform for Distance Learning - what do students think about features?<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKW_tPLRQhehQUZtpi4l7jAs-cacXutOzHKsBWoHfcgWGcVOY8XFubCzo9VLQL8IOUGHTQ8QIgsSetHAbuMCYaQZ26guHeb_ZyVGG9S8umB3mnCSOgCO4q1Z7fyEf7RxnTpmEQKRCNC48/s1600/Computerarbeit_01.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKW_tPLRQhehQUZtpi4l7jAs-cacXutOzHKsBWoHfcgWGcVOY8XFubCzo9VLQL8IOUGHTQ8QIgsSetHAbuMCYaQZ26guHeb_ZyVGG9S8umB3mnCSOgCO4q1Z7fyEf7RxnTpmEQKRCNC48/s320/Computerarbeit_01.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Distance Learning in a Blended Learning course</td></tr>
</tbody></table>
The environment for the distance learning in the Blended Learning process needs special quality criteria that must be fulfilled by the platform to satisfy best the customers’ needs. Standard features like class management, communication and interaction, organisation and access to resources as well as practice and assessment should be standard.
To identify the learners' needs the learners should be asked about the concrete use of these features and additional options<br />
Further studies or projects should care for answers to the following questions:<br />
How important is …<br />
<ul>
<li>is a portfolio system for you </li>
<li>is synchronous communication (in a group) for you <br />o With your teacher/trainer
<br />o With other learners of your group </li>
<li>is the communication with other learners for you </li>
<li>are Web 2.0 features (for example interactivity) for you </li>
<li>is a simple navigation (inside the eLearning Platform) for you </li>
<li>Is the use and the presentation of multimedia content in the course for you </li>
<li>are joint-used tools like mind maps, glossaries or wikis (to create content together) for you </li>
<li>are games or other entertainments (for example crosswords) as a learning tool for you </li>
<li>Is for you to use the eLearning platform with your tablet for learning </li>
</ul>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3547322568992231896.post-92160544300518307152015-06-30T17:56:00.006+02:002015-06-30T17:56:48.293+02:00Anu Hyrkkänen: PE teacher participating Blended Learning course<div dir="ltr" style="text-align: left;" trbidi="on">
<b style="font-weight: normal;"><div dir="ltr" id="docs-internal-guid-1c8d6a7c-452c-5d14-4945-daf1a415dd2e" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I teach Physical Education in Viikki Teacher Training school. Most of my pupils are 13-16 years old boys and girls. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In this Blended learning course I participated to the Google Apps For Education -group. First face-to-face -meeting we had in January 2015. I had used before a bit Edmodo platform but after joining this GAFE-group I got good information about GAFE and which tools could be useful for me. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">We made in first meeting plans for our own projects what are we going to do during the spring time. Between face-to-face -meetings we had one online meeting about copyrights. It was very interesting lesson. When we were working with our own projects during the spring our tutor answered our questions and that was a great help. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In my project I used Edmodo and GAFE. We had a group in Edmodo and we started with a planning lesson in classroom. I used with pupils Edmodo’s poll-tool. During first lesson we made together with pupils our course program using Google sheets. This tool worked very well. If I made some changes in program pupils could see them right away.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I had planned to use Edmodo as a information channel but that didn’t worked out with this group. That’s a thing what I have to do better next year when I start lessons with new groups. Although this didn’t work out so well, I will continue using Edmodo in the future.</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In subject like PE our main goal is of course to get pupils out of classroom and do some exercise. That’s why GAFE and Edmodo are rather for me tools to plan and organize my lessons and keep in touch with pupils. Edmodo could be useful information channel between teacher and pupils, also parents can have their own code and they can join the group. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">When participating this course I think I succeed in finding new tools to my work. Because of our patient and encouraging tutors I realised which tools and platforms are most useful in my subject at this time. In this project I used from Google Apps For Education: Docs, Sheets, Forms and Slides. I’ve got also useful information and good tips of these applications for my other teaching subject Health Education. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Anu Hyrkkänen</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Teacher PE and Health Education</span></div>
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.66px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Viikki Teacher Training School </span></b><br /></div>
Myllyviitahttp://www.blogger.com/profile/01438192354818574546noreply@blogger.com1tag:blogger.com,1999:blog-3547322568992231896.post-39772739573343951792015-06-22T13:45:00.001+02:002015-06-22T13:45:11.327+02:00Maarit Kostamo: Quality in blended learning – Self-reflection blog post about the use of Edmodo in Pilot Course<div dir="ltr" style="text-align: left;" trbidi="on">
<span lang="EN-GB"><span style="font-family: Cambria;">The need to
digitise myself and to develop my ICT skills were the first and foremost
reasons for participating in this project and for choosing the Edmodo language
group as my team. I had only given a couple of electronic exams in the past on
Moodle but not really used Moodle or any other electronic learning (eLearning
from now on) platform for my courses so I wanted to gain some information on
what quality blended learning, including the effective use of online platforms,
could be like. I therefore chose the Edmodo language group, as it felt like the
most pertinent group for my needs and also, because I am a foreign language
teacher myself. </span></span><br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">I had two language
groups at my school to choose from for the purposes of this project. One was a
French group doing their second course on B3 (basic level)-French and the other
was also a French group doing their fourth course on B3 (basic level)-French.
Both groups had a fairly low number of participants as French is not a hugely
popular subject at the moment. However, I thought that the participants on
their very first French course would have a lot on their plates to begin with,
so the other French group seemed more promising for the trial on eLearning
materials. </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">Our course in
our fourth study period ran from 2nd March until 7th April, which translates
into 5,5 weeks or 11 lessons. 6 of these lessons were to be given face to face
and 5 would be distance learning lessons. Normally the students on such a
course would receive 6 face-to-face lessons and guided distance learning
exercises to complete on their own during the distance learning lessons times
at home and these exercises would then be checked by the students themselves
from the hand-outs provided by the teacher. However, for the purposes of this
project, I thought I'd try giving the distance learning lessons myself via
Skype, Adobe Connect Pro (ACP) and Edmodo rather than having my students do
guided exercises and studying on their own. Also, I chose to use Edmodo as an
eLearning platform for the course where students would post their essays, do
their word tests and final test and where they would ultimately give their
feedback. </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">As an eLearning
platform, Edmodo, like many other platforms, allows its users to share and
gather information in one place, give tests and quizzes in one place and also,
to use this platform as a communication tool. I will now present three ways in
which I used Edmodo. First, I started my use of Edmodo by sharing some online
material such as Quizlet quizzes, TV5 Monde (French language TV channel) links
to videos and online dictionaries to my students. I do not know how many of
them made use of these materials. </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span style="font-family: Cambria;"><span lang="EN-GB">Second, I then
decided to give them their first wordtest online. This proved to be
problematic, as the use of special French characters such as û, </span><em><span lang="EN-GB" style="color: #545454; mso-bidi-font-family: Arial;"><strong>ç</strong></span></em><span lang="EN-GB"> cedille and é and è accents was difficult for the students.
Eventually, however, they learned to produce all four characters without
problems. The second problem was to do with the way Edmodo lets its teacher
users correct fill in the blank - exercises. It only allows the teacher to give
one correct answer, which is rather restrictive in the case of languages, so I
was having to do second marking all the time with these types of exercises,
which I eventually decided to abandon and only use the short answer exercises. </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">The third way
that I decided to use Edmodo was to post my power point presentations into the
folders of the course so that my students could access them during our online
lessons. This was a pre-emptive move, as I had both anticipated problems with
the use ACP and had thought it beneficial for the students to share my power
point presentations with them via Edmodo anyway. This turn out to be a smart
move as ACP stopped working for some of students during the second session of
our online lessons. </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">To summarise my
points so far, I would claim that Edmodo is very useful as a platform for
sharing information such as weblinks, for giving online exams and for sharing
learning materials in general via the folders.</span></span><span lang="EN-GB"><o:p><span style="font-family: Cambria;"> </span></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">The high point
of the course for me was definitely the fact that I got to try my hand at
giving online lectures. I had set up an ACP room for this and had decided that
during the online lectures we would concentrate on learning grammar and doing
oral exercises. These are in line with the learning objectives stipulated by
the national core curriculum for adults. As ACP didn't work during our second
online lecture during which we also used Skype, I asked my students to go on
Edmodo and look at the slides from there. As far as plan B's go, this worked
well. </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">What I learned from
giving online lectures is that 1) it requires a lot of effort from the teacher
to give online lectures, as everything has to be carefully planned in advance.
2) it is very important to engage the students in the online lecture, for
example by calling them by name so that they feel like they are part of the
process. 3) The time of the day needs to be considered and as my lectures took
part between 7pm and 9 pm in the evenings, it also required me to be full of
energy so that my lectures would seem interesting, interactive and informative
(my three 'I's of good teaching). Online lecturing does in no way delete the
need for face-to-face teaching but as far as online learning goes, this can be
an alternative, albeit a demanding one, to make students study grammar online. </span></span><span lang="EN-GB"><o:p><span style="font-family: Cambria;"> </span></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">The role of the
student participation on free conversation on this platform was limited. As
this was my first time using Edmodo, I decided that my students would only have
to follow guidelines, i.e. do the exercises that I set for them to do online.
They succeeded well in this so their role can now be expanded to cover more
versatile ground. That is why in my current, teaching period 5 English course
n:o 7, my students are doing a Food and Agriculture project online on Edmodo,
where they work as learning pairs. The number of students (5) on the course is
so low that forming learning teams is impossible. What my students have to do
is they will read English articles online, produce English to Finnish
glossaries, exercises, answer keys, a presentation and give feedback to each
other during and after the project and I will give my feedback about the
project after the project has been completed. </span></span><span lang="EN-GB"><o:p><span style="font-family: Cambria;"> </span></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><span style="font-family: Cambria;">As can be seen
from the description above, I intend to use Edmodo on my future language
courses, including the summer upper secondary school courses this June 2015. </span></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify;">
<span lang="EN-GB"><o:p><span style="font-family: Cambria;"> </span></o:p></span></div>
<span lang="EN-GB" style="font-family: "Cambria",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Cambria; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Finally, how did Edmodo improve the quality of
my teaching? At the beginning of the project, my purpose was to increase my ICT
skills, which I can safely say have improved by leaps and bounds. I am now much
more comfortable with and confident about using a variety of online platforms,
applications and programs for the benefit of my students. The use of Edmodo has
allowed me to digitise my exams, which is one of the key requirements for the
future of language teaching at upper secondary school level with regard to the
fast approaching electronic matriculation examination. I think Edmodo has made
my teaching more engaging, even face-to-face teaching as students are now more
familiar with each other and it has forced me to be resourceful when faced with
what felt like insurmountable problems. Finally, Edmodo has pushed me, if not
to my limits, then at least towards becoming a better teacher. </span><br />
<span lang="EN-GB" style="font-family: "Cambria",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Cambria; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"></span><br />
<span lang="EN-GB" style="font-family: "Cambria",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Cambria; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span lang="EN-GB" style="font-family: "Cambria",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Cambria; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><strong>Maarit Kostamo, Kouvolan iltalukio (Kouvola
upper secondary evening school for adults), Finland</strong></span></span></div>
Myllyviitahttp://www.blogger.com/profile/01438192354818574546noreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-26830903573279476242015-06-08T10:17:00.005+02:002015-06-08T16:31:46.887+02:00Terhi Hinkkanen: Blended learning experimentMy teaching subject is home economics and the most important way of learning is by doing and working. That’s the way we bring theory into life.<br />
Blended learning however brings extra into teaching and makes it more interesting. <br />
In home ec we’ve got 16 pupils who are divided into 4 small groups. In the first session of this blended learning I got interested in Nanda wan Deer Stapp’s... (the dutch lady) presentation about having a group assignment. We were already using edmodo for homework but now I got the idea of a group test. Actually one pupil had asked for it and now I had the courage to try it.<br />
I did this experiment with our IT-oriented class 7b. Pupils got the opportunity to create small groups as they wished. I gave out four different sets of test questions in edmodo for each member of each group. When one had done their own assignment they could help and complete others’ answers. It was great to see how helpful the kids were in their small groups. Everybody was willing to help and hopefully they learned a lot more than by doing by themselves.<br />
That was my teaching experiment in blended learning. It didn’t work out perfectly so I’m willing to try it again. Problems were eg some kids didn’t have their computers with them or the battery was dead and so on. Also it was a bit difficult to have test answers in different places. Some replied in edmodo and some sent a Word document. On all of these minor things I want to concentrate and do better next time.<br />
I got interested in GAFE because it sounded great to have the files in order and readable everywhere. Being able to edit files without searching the latest one from a memory stick felt like a good idea. <br />
Another thing I wanted to try were electric notebooks. Unfortunately it took too long for me to get started. After the teacher students came to school I wasn’t able to start using them as much as I would’ve wanted. Next semester I have to get my act together already in August.<br />
The group for this experiment I chose our IT class since they had the equipment from school. Part of the teaching was online for example the home assignment. <br />
My teacher student Sanni was willing to try edmodo as a part of her teaching for the first time. She did a great job and used edmodo and GAFE for pupil’s study diary and assignments during the lessons. There were some problems in returning the assignments. At this point the electric notebook would’ve worked better.<br />
<br />
As a conclusion blended learning has given me a lot and I’m looking forward to learning more next semester.Myllyviitahttp://www.blogger.com/profile/01438192354818574546noreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-50040072826394895402015-06-08T10:16:00.001+02:002015-06-08T16:32:47.219+02:00Annmarie Tavaila: Using blended Learning Tools in Physical Education<div dir="ltr" style="text-align: left;" trbidi="on">
<span lang="EN-US" style="font-family: "Arial",sans-serif; mso-ascii-font-family: "Arial Unicode MS"; mso-bidi-font-family: "Arial Unicode MS";">”</span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">The only school subject that can`t benefit
from blended learning is physical education.</span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-ascii-font-family: "Arial Unicode MS"; mso-bidi-font-family: "Arial Unicode MS";">”</span><span lang="EN-US"><span style="font-family: Arial Unicode MS;"> <o:p></o:p></span></span><br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">So
we were told, but disagreed and decided to challenge ourselves. During a few
months of different experiments with different blended learning tools we
learned a lot from our pilot course tutors and were encouraged to give it a further
try. The new curriculum for basic education in Finland very strongly supports
our efforts to look for different ways for students to evaluate their own
physical condition and motivate them to a healthy lifestyle. </span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">The
course needs an easy platform and we chose Edmodo. Also GAFE (Google
Applications for Education) <span style="mso-spacerun: yes;"> </span>gave us some
good tools. We also needed some precise tools for sports and chose the Polar
GoFit system ( </span><span lang="EN-US"><a href="http://www.polargofit.com/"><span class="Hyperlink0"><span style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";"><span style="color: blue;">www.polargofit.com</span></span></span></a></span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">). With this system the students can
view, analyze and evaluate their individual physical activity. Also,<span style="mso-spacerun: yes;"> </span>a tool called SportsTracker can be used for
the same purpose.<span style="mso-spacerun: yes;"> </span>Students made a self-evaluation
of the physical education course using Google forms.<span style="mso-spacerun: yes;"> </span>By the end of this semester we feel like </span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-ascii-font-family: "Arial Unicode MS"; mso-bidi-font-family: "Arial Unicode MS";">”</span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">From small acorns grow big power</span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-ascii-font-family: "Arial Unicode MS"; mso-bidi-font-family: "Arial Unicode MS";">”</span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">.</span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">Wishing
everyone a healthy and refreshing summer</span><span lang="EN-US"><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="FR" style="font-family: "Arial",sans-serif; mso-ansi-language: FR; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">Annmarie Tavaila</span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">P.E.
teacher</span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">Viikki
Tecaher Training School, </span><span lang="EN-US" style="font-family: "Arial",sans-serif; mso-bidi-font-family: "Arial Unicode MS"; mso-hansi-font-family: "Arial Unicode MS";">Helsinki</span><span lang="EN-US"><o:p></o:p></span></div>
</div>
Myllyviitahttp://www.blogger.com/profile/01438192354818574546noreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-41844531982302934392015-06-08T10:14:00.004+02:002015-06-08T10:14:27.658+02:00Manna Parviainen: Blended Learning in language teaching<div dir="ltr" style="text-align: left;" trbidi="on">
<span lang="EN-US"><span style="font-family: Calibri;">What do you get when you mix a full
teaching schedule, a new digital learning platform, a course you’ve only taught
once before and a Quality in Blended learning (which you really know quite
little about) course? An experiment that taught me a lot!<o:p></o:p></span></span><br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span lang="EN-US"><span style="font-family: Calibri;">I’ve been blessed with a great collection
of colleagues; you know the type who constantly try new things and share their
experiences with others. That kind of atmosphere pushes us all to do something
different, all in the name of finding better ways to get our message across to
the students. But we also want to find new tools that might make teaching more
efficient for us as well. We had heard rumors about Edmodo but none of us had
really tried it, so when I found the post for the Quality in Blended Learning
course, I jumped at the chance. <o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span lang="EN-US"><span style="font-family: Calibri;">I chose my Business English course for the
simple reason that the national curriculum gives no restraints to the course.
In fact, as far as I know, such a course is not offered in other Upper
Secondary School in Finland. So it was easy to mold the existing plans into a
teaching experiment for the QiBL course. Also, the students who choose this
particular course are 2<sup><span style="font-size: x-small;">nd</span></sup> graders and have a better skillset to
dealing with a new digital learning platform. We used Edmodo for the whole
duration of the course (six weeks).<o:p></o:p></span></span></div>
<br />
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<span lang="EN-US"><span style="font-family: Calibri;">Most of the course took place in the
classroom but some assignments the students were supposed to prepare at home. I
used Edmodo in different ways. For example, the students had a pre-course
assignment about their experiences in SLUSH, which I did as a quiz. I also gave
the students a couple of assignments which they then returned in Edmodo. <o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span lang="EN-US"><span style="font-family: Calibri;">One function, which I definitely want to
use more efficiently in the future, is dividing students into small groups.
During my experiment, the students wrote a small learning diary about what they
learned during the course. But I see it as a valuable tool for peer learning
and peer evaluation and that is what I want to use it for with future groups.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span lang="EN-US"><span style="font-family: Calibri;">At times it was difficult to motivate
students to use Edmodo. This may have something to do with me using Wilma as a
communicative tool about contents of individual lessons. This year we have also
tried out several different digital tools with our students and some of them
were simply too tired to figure out yet another platform. However, when I did
get my whole group to join in on the activities, they did admit that Edmodo was
quite easy to use.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span lang="EN-US"><span style="font-family: Calibri;">All in all, I find that Edmodo is
definitely a tool worth looking into some more. It served as an easy way to
share material and links to the students. Furthermore, being able to gather
different types of assignments and their grading into one single platform
offers both variety and constant feedback to the students and a valuable tool
for the teacher. Edmodo may well be part of the solution to the changing ways
of education. </span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span lang="EN-US"><span style="font-family: Calibri;">Manna Parvinen</span></span><span lang="EN-US"><span style="font-family: Calibri;">English teacher</span></span><span lang="EN-US"><span style="font-family: Calibri;">Lauttasaaren yhteiskoulu /Lauttasaari
Secondary and Upper Secondary school<o:p></o:p></span></span></div>
</div>
Myllyviitahttp://www.blogger.com/profile/01438192354818574546noreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-54136259125778050982015-06-08T10:13:00.001+02:002015-06-08T10:13:24.739+02:00Taina Arkimo: My Edmodo-experiences during Pilot-course<div dir="ltr" style="text-align: left;" trbidi="on">
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">I am a French teacher in Viikki teacher training
school. Edmodo is my first experience of a digital platform. I wanted to take
part in this project, because the digital baccalaureate is approaching in
Finland and I wanted to find a new tool to work with my students and get them
accustomed to this kind of environment. I also liked the way that this project was
built: a couple of days of learning together at the beginning and the rest of
the semester working and trying different tools with the help of the tutors
that also kept pushing and encouraging. <o:p></o:p></span><br />
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">The group I chose (1<sup>st</sup> grade of upper
secondary school) belongs to the first ‘generation’ that will perform their
French baccalaureate in a digital form. I also have the pleasure of keeping the
same group for three years. I found Edmodo a practical way of sharing
information, documents and links. We don’t really have good school books for
the long program in French, so a lot of the material comes from the teacher any
way.<o:p></o:p></span><br />
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">I used quite a lot of the <b>assignment </b>tool.
Both my students and I found it a practical way of handing out writings. If
there are not that many mistakes (grammar, spelling) it’s easy to give comments
and grade, but in French there is usually a lot to correct, so I still found it
easier to print the documents and make the corrections by hand. That is
something I have to think of in the future. The digital way of working
shouldn’t be more difficult or time consuming than the traditional one.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">I created two types of <b>small groups</b></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-US" style="color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-AE; mso-fareast-font-family: Helvetica;"><span style="mso-list: Ignore;">-<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">the students worked in
groups of 3-4 and made a presentation together (for the whole school), every
group working on a small project that we put together in a common bigger project
using Google slides. The project succeeded very well.</span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-US" style="color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-AE; mso-fareast-font-family: Helvetica;"><span style="mso-list: Ignore;">-<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">I also created a small
group for each student so that they could use it as a digital portfolio and
store their writings and all they find interesting in our French courses during
three years that we work together</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-language: AR-AE;"><o:p></o:p></span></div>
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">I am not assured that the <b>Quiz</b> tool it is
very practical for foreign languages. Multiple choice or true/false are not the
best ways of testing a foreign language and in productive exercises there are sometimes
many correct ways to say things and the smallest spelling mistakes count (eg.
accents in French). I still intend to continue and try different things with
this tool, because it is practical otherwise.</span><br />
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;"></span><br />
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;"></span><span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">It was mostly the teacher (either my teacher
trainees or I) who uploaded documents and links on the platform but I tried to
activate the students, too. Together we created mind maps on different themes
(education, working life). There again we used a Google document. The idea was
better than the outcome, because all did not actively take part in the project
and they also found it difficult to study the vocabulary with the help of this
mind map. They would have preferred the traditional list of words with a
translation. However, I encouraged the students to link Quizzlets they’ve made
for their fellow students to help them study the vocabulary. That was very useful,
worked well and the Quzzlet-maker was also awarded a badge. This type of
activity always has a positive effect on their grade, too. So, everybody gained
something.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">As I already told, I use a lot of my own
material in my teaching, so I found <b>library</b> and <b>folders</b> very
useful and it was a nice surprise to discover that the folders I made for one
group could be used for all the Edmodo groups. Now I have a lot of material
stored but I’ll still have to figure out how to organize and name all the
folders.<o:p></o:p></span></div>
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;">I included my teacher trainees in this project,
too. They had their own Edmodo group mostly for sharing information and
discussing, but I also made them co-teachers of the groups they taught, so they
could make their own trials and discover better the advantages of this kind of
an environment. They appreciated this possibility.</span><br />
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE;"><o:p></o:p></span><br />
<span lang="EN-US" style="background: white; color: #383d48; font-family: "Helvetica",sans-serif; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-AE; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">I intended to work only with one group, but at the end of the semester I
had four more groups and will definitely continue with Edmodo.</span></div>
Myllyviitahttp://www.blogger.com/profile/01438192354818574546noreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-73682695378093844702015-06-07T17:40:00.001+02:002015-06-07T17:44:38.508+02:00Have you always been teaching Blended Learning?<!--[if gte mso 9]><xml>
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<span style="font-size: 12.0pt; mso-ansi-language: EN-US;">Pedro-Luis <b>Garrido-Cano</b></span></div>
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<span style="font-size: 12.0pt; mso-ansi-language: EN-US;">SAFA</span></div>
A long time ago. When I started working in engineering, someone showed me a diagram of what would happen to me in my work life. The image of that graph is stuck in my mind. Regardless of the work exercised (quality control, management, education), it has never ceased to be met.<br />
This is the graph:<br />
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<br />
To understand this process we must start at the bottom and "climb" for the "Y" axis. In the first stage, you will be a "Rookie engineer". Here, you will always be working and you will have no "Business meetings" or "Business meals".<br />
According to your climb in age and experience, you will cross over the border "Junior Engineer". We will find in the area between "Junior Engineer" and "Senior Engineer". At this stage, you will begin to have "Business meetings" and "Business meals". Thus, as you are ascending, your "Effective work" will diminish as the other tasks will occupy its place.<br />
Finally, you shall cross over the border "Senior engineer" and you will become "Experienced engineer". In this area you have many commitments and "Effective work" will be drastically reduced by the "Business meetings" and "Business meals". Managers can analyze their work experience and will feel reflected in this graph.<br />
<br />
And how can we move this work behavior graph to the concept of mixed education? The answer is found by changing the terms inside the graph, with those in the following:<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgccZIFXdq6AwV6FSEsoC10YYwYHc1It3li1vKxqQaIagewA-0b44HoCYNYhK-rY8fOrQjUzxdLPHoD6r6X8kqfFL8nXj5dy1nW4FCs6HKgnAkEzRegdSUbFn0KgWaWh6fNXFlKMPviaIw/s1600/Article-Pedro-02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgccZIFXdq6AwV6FSEsoC10YYwYHc1It3li1vKxqQaIagewA-0b44HoCYNYhK-rY8fOrQjUzxdLPHoD6r6X8kqfFL8nXj5dy1nW4FCs6HKgnAkEzRegdSUbFn0KgWaWh6fNXFlKMPviaIw/s400/Article-Pedro-02.jpg" width="400" /></a></div>
<br />
<br clear="ALL" />
I will change the "Y" axis, where it was before the rise in our profession, now is our progression from birth to working life. The area "Effective work" is replaced by our presential learning ("FACE to FACE" - F2F), "Business meetings" is changed by the "Labour Time" and "Business meals" for "eLearning".<br />
It is clear that from our "Birth" to "Kindergarten" is where we devote more time to "F2F". Our "Labour Time" is limited to what adults teach, teaching us the basics of life and later the housework (pick up our toys, clothing, lay the table, etc.) and above all play. For "eLearning" will be limited to watching TV, cinema and (nowadays) we will have our "first computer" or some Video Console. And it is very likely "to borrow" parent mobiles!<br />
If we analyze this behavior in children, we will soon realize that here we have the three concepts that form the Blended Learning ("Labour Time", "F2F" "eLearning"). Therefore, the answer to: Have you always been teaching Blended Learning? should be "Yes". Although we must also note that until recently we had not noticed or had not been given sufficient attention to it. But before taking any conclusions, consider what would happen during our school and working life.<br />
In the next step, going from the "Kindergarten" to "Upper education" through the "School", we find an increasingly sharp decline in teaching "F2F". This kind of teaching is being replaced by (in the case of "Labour Time") time for homework, cultural visits, individual and group work, work placements, research, etc. And the "eLearning", initially, with seeking information through books, manuals, Internet and gradually in new platforms.<br />
The challenge that we face is the standardization of Blended Learning. Because although, I drew an isosceles triangle, the reality is that the triangle type will be influenced by our "areas of interest".<br />
This is what the need for standardization arise. Standardization that will help us to obtain the best results in teaching. And, it is with this research project that some answers will be given to questions like: how long to spend on each task?, what are the most desirable qualities of an eLearning platform?, how a student is motivated?, What work has to be done?, etc. Surely, this will raise more questions than answers or results. Otherwise, we will not have achieved our objectives: lay the foundations of a good standardization, if these questions are not included in the standardization process. And we will (probably) get a right triangle (which does not include any kind of learning).<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW59kVvc1deaR0TA60S2XXiSZM6mNXhBz8KcZ1Fp3fWpDU8PXAeMID-REIc57I6q6p8-4aDP7NqwrTQLplcdz-6CHlRv_Daob5i_qSFXCS8HaK6XsB-EAC3u5vqCCE34xrAnM2oyFtuHs/s1600/Article-Pedro-03.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW59kVvc1deaR0TA60S2XXiSZM6mNXhBz8KcZ1Fp3fWpDU8PXAeMID-REIc57I6q6p8-4aDP7NqwrTQLplcdz-6CHlRv_Daob5i_qSFXCS8HaK6XsB-EAC3u5vqCCE34xrAnM2oyFtuHs/s320/Article-Pedro-03.jpg" width="320" /></a></div>
<br />
If this project succeeds, will be the "seed" of a good standardization. In this way, we can go one step further: using this methodology as framework in the work market. Although this is beyond our study we can make a small reflection of the work market. In this time of crisis, we are seeing a lack of job opportunities for "adult" people. Among the major problems we encountered is the lack of flexibility in the retraining of workers and therefore people is unable to learn new technologies. Leading to a lower chance for changing jobs or way of working.<br />
<br />
In my opinion, BLearning is a good tool to keep workers in the recycling activity. Because, as their time for "F2F" is drastically reduced, they cannot leave their job. If we can supply them with Elearning plus "F2F", we reached the top of our graph. And so, combine "Labour Time" and "Education" so that the "recycling" of workers can be an effective task.<br />
<br />
<div style="border: 1px solid red; padding: 5px 5px 5px 5px;">
And now a bit of advertising, if you want to participate in this exciting challenge. Meet us in Malaga (Spain) on 27, 28 and August 29, 2015 (Quality System for BLearning Education Conference, <a href="http://conference.blendedlearning-quality.net/index.php/conference-malaga/" target="_blank">Málaga Conference web Page</a> )<br />
Project web page: b<a href="http://blendedlearning-quality.eu/">lendedlearning-quality.eu</a><br />
<br />
Register at the conference: <a href="http://conference.blendedlearning-quality.net/index.php/conference-malaga/how-to-attend/" target="_blank">Registration page</a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-73827091349292936602015-04-17T12:02:00.005+02:002015-04-17T12:06:09.668+02:00Blended Learning and Virtual Worlds<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal" style="text-align: right;">
<span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">Michail Filioglou, EDRASE </span></div>
<div class="MsoNormal">
<span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">Blended learning comprises by two
distinct phases, the synchronous<span style="mso-spacerun: yes;"> </span>and the
asynchronous one.<span style="mso-spacerun: yes;"> </span>A lot of attention has
been recently given to the asynchronous part, with researchers trying to apply
contemporary educational methods in distance learning. But there is a lack of
research on the synchronous part.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">When we are referring to the
“synchronous part”, we are usually talking about the face-to-face meetings that
the trainer has along with the trainees. This can happen at the beginning, during
and/or at the end of the training. Another option is to use <b style="mso-bidi-font-weight: normal;">“Virtual Worlds”.</b></span></div>
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<span style="border: none windowtext 1.0pt; font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-weight: bold; mso-border-alt: none windowtext 0cm; padding: 0cm;">In the </span><span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">web-site of the “</span><a href="http://vwbpe.org/about-vwbpe" target="_blank"><span lang="EL"></span></a><a href="https://www.blogger.com/null" title="Virtual Worlds Best Practices in Education"><span lang="EN-US" style="color: windowtext; font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; text-decoration: none; text-underline: none;">Virtual Worlds Best Practices in Education</span></a><span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">”, a global grass-roots
community event focusing on education in immersive virtual environments</span><span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;"> (</span><span lang="EL"><a href="http://vwbpe.org/about-vwbpe"><span lang="EN-US" style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">http://vwbpe.org/about-vwbpe</span></a></span><span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US;">) is written that: “</span><span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">A virtual world is an online community that takes the
form of a unique environment through which users can interact with one another
and use and create ideas irrespective of time and space. Virtual worlds can be
either 2D or 3D. They may be co-located or distributed. The core aspect that
defines a virtual space is that a virtual environment provides a uniquely
shared space for emerging relationships and serves as a foundation for the
development of knowledge creation and sharing”</span></div>
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<span style="font-family: "Georgia",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">They also
give some examples of virtual Worlds, which include :</span></div>
<br />
<ul>
<li><span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"><span style="mso-spacerun: yes;"> </span>Second Life, </span></li>
<li><span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">OpenSim, </span></li>
<li><span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">Unity,<span style="mso-spacerun: yes;"> </span> </span></li>
<li><span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">Pinestest, </span></li>
<li><span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">World of Warcraft, and <span style="mso-spacerun: yes;"> </span> </span></li>
<li><span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">Eve Online. </span></li>
</ul>
<br />
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<span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">The above mentioned virtual environments are segregated from WebEx,
Sococo, VenueGen, and other platforms which are focused on more utilitarian
purposes to a closed audience.</span></div>
<div style="background: #F8F8F8; line-height: 14.25pt; vertical-align: baseline;">
<span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">This is because virtual worlds are characterized by an open social
presence, where the direction of the platform’s evolution is manifested in the
community. </span></div>
<div style="background: #F8F8F8; line-height: 14.25pt; vertical-align: baseline;">
<span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Out of the 28 Virtual Worlds Working Group (VWWG)<span style="mso-spacerun: yes;"> </span>Australian institutions, 25 are using Second
Life, 14 Open Sim and 7 are using other platforms, such as Vastpark, iSee,
Unity3D, Quest Atlantis and three customised VWs for their own needs (Gregory
et al. 2011). There is a variety of disciplines using VWs, with the most
dominant in Education (22), Health (15), Business (12), Science (7) and a range
of other disciplines (25), including history, art, sociology, law, engineering,
architecture, visual and performing arts, tourism, hospitality, construction,
languages, pharmacy, social and behavioural studies. There are approximately
200 students per HIE studying through a Virtual World.</span></div>
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<br /></div>
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<span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">In a recent research by </span><span style="background: white; font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">Morrison et al.(2012) <span style="mso-spacerun: yes;"> </span>it is referred that </span><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">the influence of avatars on
user trust in computer mediated communication environments is an issue which
needs further research. </span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">The authors claim that this
gap in literature should be addressed because many e-learning environments
utilize computer mediated communication tools as first-order mechanisms to support
distance learning student-teacher interaction. In their study they investigated
whether or not there exists some effect from the uses of avatars on individual
perceptions in computer mediated communications. Their results suggest that the
use of avatars associated with trustworthiness affects trust development
and<span style="mso-spacerun: yes;"> </span>the perception of trustworthiness. </span><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"></span></div>
<div class="Default">
<span style="color: windowtext; font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;">Another big study presented in Australia (</span><span style="color: windowtext; font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;"> Gregory et al., 2011)</span><span style="font-family: "Georgia",serif; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">Showed that the use of virtual worlds in Australia’s
Universities has become <span style="mso-bidi-font-style: italic;">widespread. It
is reported that the key<b style="mso-bidi-font-weight: normal;"> things</b> that
they are <b style="mso-bidi-font-weight: normal;">using</b> VWs for , are:</span></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">Research; providing
students with virtual experiences unavailable to them; meetings; tutorials;
social</span><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> media; inter-professional
education; ethical decision-making; experiential learning, collaboration;
role-play; simulation; guest lectures' web-quests; excursions; tours; scenario
based training; building; scripting; authentic assessment; programming
behaviour of avatars and objects: interfacing VWs with motion capture suits and
cybergloves; design and implement distributed spoils games.</span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">Some <b style="mso-bidi-font-weight: normal;">challenges
</b>that remained unresolved<b style="mso-bidi-font-weight: normal;"> </b>are:</span></div>
<br />
<ul>
<li><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">Technical and
financial support; </span></li>
<li><span style="font-family: Symbol; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">bandwidth; </span></li>
<li><span style="font-family: Symbol; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">acceptance; </span></li>
<li><span style="font-family: Symbol; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">accessibility;</span></li>
<li><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">lack of vision; </span></li>
<li><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">preparation of materials;
</span></li>
<li><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">many people on
the one sim at the one time: </span></li>
<li><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">timetabling; </span></li>
<li><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">learning curve</span></li>
</ul>
<br />
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;">
<u><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">References</span></u></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: Symbol; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">Gregory, B.,
Gregory, S., Wood, D., Masters, Y., Hillier, M., Stokes-Thompson, F.,
Bogdanovych, A., Butler, D., Hay, L., Jegathesan, J.J., Flintoff, K., Schutt,
S., Linegar, D., Alderton, R., Cram, A., Stupans, I., McKeown Orwin, L.,
Meredith, G., McCormick, D., Collins, F., Grenfell, J., Zagami, J., Ellis, A.,
Jacka, L., Campbell, J., Larson, I., Fluck, A., Thomas, A., Farley, H.,
Muldoon, N., Abbas, A., Sinnappan, S., Neville, K., Burnett, I., Aitken, A.,
Simoff , S., Scutter, S., Wang, X., Souter, K., Ellis, D., Salomon, M.,Wadley,
G., Jacobson, M., Newstead, A., Hayes, G., Grant, S. & Yusupova, A. (2011).
How are Australian higher education institutions contributing to change through
innovative teaching and learning in virtual worlds? In G. Williams, P. Statham,
N. Brown, & B. Cleland (Eds.), Changing Demands, Changing Directions.
Proceedings ascilite Hobart 2011. (pp. 475-490). </span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; line-height: normal; margin-bottom: .0001pt; margin: 0cm; mso-add-space: auto; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">http://www.ascilite.org.au/conferences/hobart11/procs/Gregory-full.pdf</span></div>
<div class="MsoListParagraphCxSpLast" style="background: white; line-height: normal; margin-bottom: .0001pt; margin: 0cm; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-autospace: none; text-indent: -18.0pt;">
<span style="font-family: Symbol; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">Morrison,
Rodger; Cegielski, Casey; Rainer, R. Kelly</span><span style="background: white; font-family: "Georgia",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"> (2012) Journal of Computer Information
Systems;Fall2012, Vol. 53 Issue 1, p 80</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-30149704553101418402015-03-16T21:46:00.003+01:002015-03-16T21:46:50.308+01:00Blended Learning VS pedagogical theories<!--[if gte mso 9]><xml>
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<br />
<div align="right" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: right;">
<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Marco José Moya Harrop</span></div>
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<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Project Research </span></div>
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<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Málaga, Spain</span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12pt; margin-left: 1em; margin-right: 1em;"><img alt="http://cdn.morguefile.com/imageData/public/files/j/JessicaGale/09/l/1379298866fqcam.jpg" height="297" src="http://cdn.morguefile.com/imageData/public/files/j/JessicaGale/09/l/1379298866fqcam.jpg" width="400" /> </span></div>
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</div>
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<br /></div>
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<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Blended
Learning is being standardized in Europe.<span style="mso-spacerun: yes;"> </span>Literature is extensive about how to include various teaching
methodologies in this educational trend. The purpose of this article is to
summarize the theories that have had the greatest impact on the learning
society, offering the reader the opportunity to make their own reflection on
how they could articulate these theories through Blended Learning.</span></div>
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<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><br />
<b style="mso-bidi-font-weight: normal;">Behaviorism</b></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 35.45pt;">
<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">This is one of the most traditional theories of learning</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">, although <span class="hps">still very present in education</span>,
<span class="hps">not contemplated in the new educational paradigms</span>. <span class="hps">The behavioral approachrefers to the analysis of the creation of habits
and how to streng then or eliminate behavior through external motivation (</span>rewards
or punishments). <span class="hps">In this sense</span>, <span class="hps">the
student acquires a passive role</span>, reducing <span class="hps">learning stimuli
that</span> are <span class="hps">received from the outside.</span></span><b style="mso-bidi-font-weight: normal;"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"></span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: 88.15pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Constructionism</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 35.4pt;">
<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">From constructivist theories of Jean Piaget (1970) and Lev
Vygotsky (1977)</span><span lang="ES">, </span></span><span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">this pedagogical model conceives the construction of
knowledge through interaction between students and their environment</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">, acquiring an <span class="hps">active and
collaborative role in their learning</span>. <span class="hps">Consequently</span>,
the teacher <span class="hps">would become a mediator rather than a transmitter of
knowledge</span>. <span class="hps">Metacognitive Learning has great importance in
this educational movement</span>, since <span class="hps">the individual</span> is
able <span class="hps">to self-regulate their own learning.</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: 88.15pt; text-align: justify;">
<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> <br />
<b style="mso-bidi-font-weight: normal;">Multiple Intelligences</b></span></div>
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<br /></div>
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<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">According
to Gardner's theory (1993</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">), <span class="hps">every person has different intelligences</span>, <span class="hps">with the particularity that each individual develops some better than
others</span>, discarding the <span class="hps">unique
approach that linguistic and mathematical criteria acquired in traditional teaching</span>.
<span class="hps">Therefore, in this sense</span>, <span class="hps">Gardner (1993</span>)
<span class="hps">identified eight types of intelligence</span>: <span class="hps">linguistic-</span>verbal,
<span class="hps">logical</span>-mathematical, <span class="hps">Body</span><span class="atn">-</span>kinesthetic, Spatial, Musical, <span class="hps">Interpersonaland
Naturalist</span>.</span></div>
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<br /></div>
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<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">This
innovative methodology involves an approchement between tools and educational
content offered by the educational community and the real needs of the learner</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">, <span class="hps">providing the system a true customization
of the teaching-learning process</span>.</span></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: 88.15pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Problem Based Learning </span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"><span style="mso-tab-count: 1;"> </span>Barrows (1986</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">) defines <span class="hps">Based Learning as a learning
system based on the principle of using problems as a starting point in the
acquisition and integration of new knowledge</span>. <span class="hps">In a way, the ABP aims
to bring the contents to reality, that is, raise a training by
formulating potential problems that future workers will face either independently
or collaboratively.</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: 88.15pt; text-align: justify;">
<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><br />
<b style="mso-bidi-font-weight: normal;">Cooperative learning</b></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: -63.8pt; text-align: justify;">
<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"><span style="mso-tab-count: 1;"> </span>As manifested </span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">by<span class="hps"> Johnson, Johnson and Holubec (1993</span>) <span class="hps">cooperative learning promotes the creation of small groups so that
students work together to maximize their own learning and that of others</span>. <span class="hps">On the other hand</span>, the teacher <span class="hps">also changes its
role</span> by <span class="hps">becoming a
cognitive mediator, significantly expanding their coaching tasks with students.</span></span></div>
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<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><br />
<b style="mso-bidi-font-weight: normal;">Personalized </b></span><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt;">Learning</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: -21.3pt; text-align: justify;">
<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"><span style="mso-tab-count: 1;"> </span>The</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"> twenty-first<span class="hps"> century has conclusively traced
the movement of personalization in our society. From a motivational point of view,
the individual chooses what is best for oneself. The personalization of
education tries to follow the same principle, where the student takes a leading role
in their education and the remainder of educational agents as mediators. It is
intended that the student reaches the maximum development of their capabilities
and human potential. García Hoz (1988</span>) summarizes <span class="hps">four
characteristic personalized learning styles</span>: <span class="hps">Integrator
and open, thoughtfuland creative, singulatorand conventional, and Optimistic</span>.</span></div>
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<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><br />
<b style="mso-bidi-font-weight: normal;">Game-Based Learning</b></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: 88.15pt; text-align: justify; text-indent: 35.45pt;">
<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">The
satisfaction for participatingin a recreational activity is inherent in human
beings</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">. <span class="hps">The different methodologies</span>, <span class="hps">"</span>Gamification<span class="atn">" or "</span>Edutaiment" <span class="hps">transfer entertainment to
educational contexts to facilitate</span>, <span class="hps">in a dynamic way, the
acquisition of content to the student. In this sense</span>, we can say <span class="hps">that video games have real pedagogical potential</span>, as long as <span class="hps">they are focused on education.</span></span></div>
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<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><br />
<b style="mso-bidi-font-weight: normal;">Conclusions</b></span></div>
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<br /></div>
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<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">In this society</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">, characterized <span class="hps">by constant change</span>,
<span class="hps">it will not be easy to find a methodology that provides
the desired training efficiency. Faced with this challenge, Blended Learning is
settling its bases, and all indications are that it will become one of
the most powerful educational systems in the educational environment. Experts</span>,
teachers and researchers <span class="hps">will face an important role in
articulating the Blended Learningin the current scenario seeking</span>, obviously<span class="hps">, the further development of social and cultural skills of the
individual.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; tab-stops: 88.15pt; text-align: justify;">
<span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"><br style="mso-special-character: line-break;" />
<span class="hps"></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; tab-stops: -63.8pt; text-align: justify;">
<span class="hps"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"><span style="mso-tab-count: 1;"> </span>In short</span></span><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">, it is considered <span class="hps">imperative
that all educational body makes reading and reflection on the various educational
theories to build new patterns that will make Blended Learning quality training</span>.</span><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin;"></span></b></div>
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<span class="hps"><b style="mso-bidi-font-weight: normal;"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN;">Bibliography</span></b></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 1.0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical
education 20(6), 481-486.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 1.0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">García Hoz, V. (1988). La práctica de la Educación Personalizada. Madrid:
Rialp.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 1.0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Gardner, H. (1993). Multiple Intelligences.The Theory in Practice. New
York: Basic Books.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 1.0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Johnson, D. W., Johnson, R., &Holubec, E. Circles of learning (4th
ed.). Edina, MN:</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 1.0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Interaction
Book Company, 1993.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 1.0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: -1.0cm;">
<span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Piaget, J. (1970). Educación e instrucción. </span><span lang="ES" style="font-family: "Trebuchet MS","sans-serif";">Bue<a href="https://www.blogger.com/null" name="_GoBack"></a>nos
Aires: Proteo.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 1.0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: -1.0cm;">
<span lang="ES" style="font-family: "Trebuchet MS","sans-serif";">Vygotski, L. S. (1977).
</span><span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US;">Pensamiento y lenguaje. Buenos Aires: La Pléyade.</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span class="hps"><b style="mso-bidi-font-weight: normal;"><span lang="EN" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN;">Complementary bibliography</span></b></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Buck
Institute for Education (2014).<i>Why Project Based Learning (PBL)?</i></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 35.4pt;">
<span lang="ES" style="color: black; font-family: "Trebuchet MS","sans-serif"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Recuperado
el 17 de noviembre de 2014 de </span><span lang="ES"><a href="http://bie.org/"><span style="font-family: "Trebuchet MS","sans-serif"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">http://bie.org/</span></a></span><span lang="ES" style="color: #4f83be; font-family: "Trebuchet MS","sans-serif"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"></span></div>
Anonymoushttp://www.blogger.com/profile/10515489083250151449noreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-17686361053160407712015-03-09T22:12:00.001+01:002015-03-09T22:13:53.581+01:00Costs saving method?Does blended learning save costs?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijeTBcr1e5CyYrZFb7yNkRAU-pffzphLDwmx-HKzovbnDh2_5CtO8A1IM_QhnF2q7KBdlia5ZYmpZs1x3ShQI5jQPBK6pF90LOwfOD5mo1__26Ay60bWVQHRO4MK9thm7Mo5d763e3SRc/s1600/eLearning-fails-01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijeTBcr1e5CyYrZFb7yNkRAU-pffzphLDwmx-HKzovbnDh2_5CtO8A1IM_QhnF2q7KBdlia5ZYmpZs1x3ShQI5jQPBK6pF90LOwfOD5mo1__26Ay60bWVQHRO4MK9thm7Mo5d763e3SRc/s1600/eLearning-fails-01.jpg" width="500" /></a></div>
<br />
That question can not be answered easily, because there do not exist the necessary scientific studies.<br />
It seams to be clear that the budget for rteaching is shifting in blended learning. So investment is necessary for technical equipment and devices inspite of investing in human ressources like teachers.<br />
Another issue is the qualified preparation work of the course itself, the costs for the tutorial support in the distance learning phase and a lot of other investments.<br />
An <a href="http://www.edexcellencemedia.net/publications/2012/20120110-the-costs-of-online-learning/20120110-the-costs-of-online-learning.pdf" target="_blank">interesting study</a> about the estimation of cost was done by Tamara Butler Battaglino, Matt Haldeman, and Eleanor Laurans in 2012. They try to estimate the costs of blended learning models and full time virtual schools as they exist in the United States.<br />
Another article was published this week in the education week "Districts Weigh Blended Costs, Savings". Here is the entrance statement:<br />
<div style="margin-left: 20px;">
<i>One of the earliest hopes for blended learning—along with the promise
that it would nurture students' technology skills and foster
personalized instruction—is that it would help schools and districts
save money.</i><br />
<div style="text-align: right;">
<i><span style="font-size: x-small;">Source: <a href="http://www.edweek.org/ew/articles/2014/01/29/19el-cost.h33.html">http://www.edweek.org/ew/articles/2014/01/29/19el-cost.h33.html</a></span> </i></div>
</div>
<br />
It would be interesting which experience you have made - please leave a comment!<br />
<br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-63198095546501732122015-01-16T13:58:00.004+01:002015-01-16T13:58:56.423+01:00Online vs. Blended Learning: an empirical study<div style="text-align: right;">
Alfredo Imbellone</div>
<div style="text-align: right;">
Link Campus University</div>
<div style="text-align: right;">
Rome - Italy </div>
<br />
<br />
I would like to focus attention to a recent study by Doo Hun Lim, Michael L. Morris, and Virginia W. Kupritz (University of Tennessee), titled “<b>Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction</b>”. The paper is available online (<a href="http://files.eric.ed.gov/fulltext/EJ842695.pdf">http://files.eric.ed.gov/fulltext/EJ842695.pdf</a>) and I will give here just a short summary about its main findings.<br />
<br />
This study investigates <b>similarities and differences in instructional and learner factors between online only and blended learning delivery formats</b>. The analysis was conducted with a sample of undergraduate students in a college setting, and findings indicate that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery methods<br />
<br />
The research questions for this study asked: <br />
<ul>
<li>Do learners in online and blended delivery format show significant differences in learning and learning application before and after the course? </li>
<li>What are the perceived differences in instructional satisfaction, learning, and application of learning between the learners in blended and online delivery format? </li>
<li>What are the reasons facilitating or inhibiting the learners’ learning and learning application in blended and online delivery group? </li>
</ul>
<br />
<h2>
<b>Similarities</b></h2>
What emerged as substantially similar for the two delivery methods was that <b>both groups of learners experienced a significant increase in perceived and actual learning</b>. The most influential reasons supporting and hindering learning and application were identified in “clear and concise learning content”. Regarding the reasons for low perceived learning, instructional ineffectiveness was also found to be the most important category negatively influencing the learners’ learning as a whole. Learners in both groups indicated similar responses regarding the instructional activities perceived as helpful for learning. Among all instructional activities used for the course, learners in both groups perceived <b>group/individual projects as the most important learning activity</b> followed by discussion activities, class assignments, review/pre/post tests, case studies, multimedia cases and scenarios, lecture, and online learning modules.<br />
<br />
<h2>
<b>Differences</b></h2>
On the contrary, differences emerged in instructional and learner factors. Learners in the <u><b>online</b></u> delivery format had a significantly higher mean score for <b>instructional difficulty</b> level than those in blended delivery format. They also experienced significantly higher <b>workload </b>for their study, and felt significantly <b>less learning support</b> during study. They also provided relatively more claims for their <b>lack of understanding</b> as their reasons for low learning than the blended delivery learner group.<br />
<br />
The <u><b>blended </b></u>delivery format seems to provide <b>clearer instructions</b> to learners rather than using the online delivery format alone. <b>Review and repetition of learning</b> was identified more frequently by the blended learner group as a supporting learning factor. Learners in the blended delivery group responded more frequently to <b>use learning during class activities</b>, assignments, and for other classes or personal situations than the learners in online delivery group.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-70855607095377945202014-11-02T10:29:00.005+01:002014-11-02T10:36:11.306+01:00How combine blog pedagogy and blended learning <div style="text-align: right;">
</div>
<div class="MsoQuote" style="text-align: right;">
<span lang="EN-US" style="mso-ansi-language: EN-US;">Ari
Myllyviita (University of Helsinki) </span></div>
The working and learning environments are complex and there is new dimension: virtual environment. The blended learning more or less de facto learning method in high school, and it is coming also to lower secondary schools. Among adults the pressure from the labour market forces them to arrange time for studying in a new way – by using virtual environments and social media tools. It is possible to communicate widely and work collaboratively with new tools without being in a same place.<br />
In this article I handle collaboration and communication in the blended learning courses mainly by using <b>blogs</b>. It is too often the case that you have to use those environment what official structure gives you. Nowadays it is not so any more. You can create your own virtual environments with quite simple start procedures (invitations, sign ups/ins, guides and first statements). Teacher´s role on taking ICT as a part of learning (bLearning) is crucial. You can found several technological gadgets, social media services for teaching and studying. To find real use and pedagogical reasoning to take those as a part of your daily work needs <b>a process and a holistic view and new kind of teacher education </b>(pre-service and in-service). New gadgets or services comes successful throw a development project as a part of large process.<br />
Weblog or just blog–concept was launched by Jorn Barger (1997) over fifteen years ago. Basically blog is a simple web-page – nowadays blogs are created through special blog service like WordPress or Blogger. New communication technology allow the use of online (synchronize) or asynchronize type of interaction between peer students and between students and teachers. This make possible – called <b>blog pedagogy </b>– reflection between peers and between students and teacher. So in our distances learning period in blended learning is not just a independent work period but also more and more making possible meeting virtually – it could be called “avatar to avatar” –period (see Second Life) and online meeting (using tool like Adobe Connect Pro).<br />
When we collect different ideas how to use blogs, we find them quite powerful, flexible and versatile tool:<br />
<ul>
<li><b>as a diary</b>, where writer tells about his experiences, happenings to the public, peers or teacher </li>
<li><b>as a web journal</b>, or as a <b>pamphlet</b>, </li>
<li><b>as a portfolio</b>, where blogist shows his artifacts, products and ideas under certain topic; it can be a documentation of the working or learning/studying process </li>
<li><b>as a reflection tool</b>, where blogs has tools for making, getting or sharing comments; there is opportunity to give feedback (or feed forward as I like to say): <b>or as a tool for knowledge creation and delivering and a tool for assessment and evaluation </b></li>
<li><b>as a discussion forum </b>and as <b>an organizer</b>, </li>
</ul>
The most important idea about blogs is the opportunity to make readers interaction possible. For teachers there is an important role to make this happen. If you compare blogs and wikis, the main difference is: blog texts are for comments and wikis are more for collaboration, creating texts together. In wiki all are participants (not audience or just readers).<br />
What makes this all to be called <b>a new pedagogical approach</b>? First of all, this is way to make own <b>reflection possible</b>. When you combine reflection and documentation you have a powerful tools to develop your teaching and pupils learning. Secondly especially when it is question about artifact (material, immaterial), which needs a process, you can <b>create a documentation </b>all the phases and the final artifact. There is a possibility to reflect these phases or the collections of final artefacts (like <b>portfolio</b>). Thirdly blogs are useful in the <b>asynchronized communication </b>or should I say in <b>interaction </b>between participants and it is creating <b>transparence </b>to our studies.<br />
It is important that teacher finds a suitable communication or reflection tool and feels it practical and supportative tool (to support own teaching and guidance, and feels comfortable with it). Here blogs have to be mentioned.<br />
______________<br /><span style="font-size: x-small;"><b>REFERENCES
</b>Barger, J. (1997). Robot Wisdom weblog.
</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-84346947790533328782014-10-18T17:27:00.003+02:002014-10-18T18:43:32.687+02:00Self-experience in Blended Learning <br />
To gain some experience “from the other side” I enrolled as a student in a Blended Learning Course. The subject was Mathematics and the course provider was a University offering a post graduate university level further training course (finally worth 6 ETCS). <br />
<h4>
1. Course structure </h4>
The course was split into three classroom teaching units and into two distance learning phases.<br />
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<div style="text-align: left;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr align="left"><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhANeYfBO-oDJ8FYNNg7Nq82vWWKgKq1boXuToaWBCL6Yaa2ruIvpccGOEI8_Ss-Ega5CNX-iwLe8iyMG2kTcopoBO19KKllaOkM-IeJXVn3p1D9abWe1MmSNx204FBuEVP3e0nVBskjAE/s1600/Self-experience-Graphics.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhANeYfBO-oDJ8FYNNg7Nq82vWWKgKq1boXuToaWBCL6Yaa2ruIvpccGOEI8_Ss-Ega5CNX-iwLe8iyMG2kTcopoBO19KKllaOkM-IeJXVn3p1D9abWe1MmSNx204FBuEVP3e0nVBskjAE/s1600/Self-experience-Graphics.png" height="118" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Structure of the course</td></tr>
</tbody></table>
The course structure did fit to the taught subject as well as to the content distribution. <br />
<h4>
2. Quality fields </h4>
I’m going to evaluate the course fitting to the five quality fields that are defined in the <a href="http://www.blendedlearning-quality.net/typo3/index.php?id=7" target="_blank">Quality in Blended Learning Project</a>. <br />
<h3>
2.1. Quality of the institution </h3>
The institution was an ISO-certified university and offered everything that’s described in that standard definition. <br />
<h3>
2.2. The enrollment </h3>
That was the first weak point: Enrollment was done providing not sufficient information about the course, several detailed as the exact duties during the course, the exact description of content were not described properly. <br />
<br />
Additional, the enrollment in the distance learning platform (a Moodle platform) didn’t work properly and the technical support unit had to clear the problems. <br />
<h3>
2.3. The course itself </h3>
I missed competence oriented learning outcomes described at the beginning of each part. A checklist for the activities that had to be done during the distance learning phases would also have been useful (but was not provided). <br />
The structure of the course in the eLearning platform was extremely confusing and unclear. From that experience I’ll claim more intensively a clear structure, well-designed outlays and a well-fitting compilation of the web based course in my publications. <br />
The tutorial support was not exactly defined and it was not clear how it will be done from the beginning. In very general terms the distance learning courses was far away from the quality criteria defined by the project’s consortium. <br />
<h3>
2.4. The learning environment </h3>
The learning environment did fit partly in the classroom teaching as well as in the distance learning phase. The provided material was available on several (not connected) platforms. As mentioned above, the outlook and the structure of the course were basically suboptimal and – from my point of you – not user-friendly. It was necessary to scroll a big number of pages – all of them looking similar – so that it was not easy to keep an overview in the online course. <br />
<h3>
2.5. The assessment </h3>
An academic further training course validated with 6 ETCS must have a kind of standardized assessment. In that case it was the presentation of a content unit (also not competence-oriented defined) followed by a discussion with trainers and the other students. The frame-conditions were not clear defined so it was not so easy to target the expectations of the trainers. A detailed description of the environment of the assessment or details conditions also was not available. <br />
<h4>
3. Conclusion </h4>
It was a very exciting experience to watch how others interpret Blended Learning. To be included in the learning crowd and to watch everything from a kind of evaluator view checking each activity with the developed framework of quality criteria war extremely worthwhile. <br />
<br />
From my point of view the development of a quality framework for Blended Learning develops in the right direction and the current results are well-fitting to the needs of learners.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-50445847522565024962014-10-03T16:44:00.002+02:002014-10-03T19:41:47.510+02:00Case Study about Blended Learning<!--[if !mso]>
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In secondary education, I run a small case study about <b>Blended Learning</b>. The aim of that study was to find out, what students think before their eBlended Learning experience and how their expectations have been fulfilled.<br />
<h1>
<span lang="EN-US" style="mso-ansi-language: EN-US;">About the Preconditions</span></h1>
I chose two similar classes where I was teaching physics. The students were approximately 16 years old, the majority were female students.<br />
The students had a preliminary and a closing questionnaire with similar questions to answer.<br />
<h1>
<span lang="EN-US" style="mso-ansi-language: EN-US;">The Execution of the
Learning Experience</span></h1>
I selected one topic split into several activities and prepared a well-performed Blended Learning Unit. The content was split into two parts: The starting lesson with the explanations and teaching the basic issues was done at school. The learning phase with multimedia based experiments and some reading activities were in the distance learning part.<br />
A well-known teacher did the tutorial support. As a final assessment, the students posted a summary to several questions. These postings were evaluated. In a final presence session, the students had the opportunity to ask questions to the teacher, additional the postings of the students were discussed.<br />
<h1>
<span lang="EN-US" style="mso-ansi-language: EN-US;">The Questionnaires</span></h1>
The used questionnaires defined closed questions with four predefined answers. Some answers of the preliminary questionnaire were created similar to the final questions. So it is possible to follow the student’s development or to compare the expectations with the experiences.<br />
<h1>
<span lang="EN-US" style="mso-ansi-language: EN-US;">The Result – a Study</span></h1>
The questionnaires were analyzed and finally interpreted. Both questionnaires were part of the used VLE (System: Moodle Ver. 2.6) and collected by the questionnaire module. The data was extracted in an Excel file. Finally, a graphic visualization was creating from the available data.<br />
<h1>
<span lang="EN-US" style="mso-ansi-language: EN-US;">The Graphics</span></h1>
The complete material was visualized using Excel charts. I post an interesting analyzes as an example. Here is the question about the use of the system: At the beginning the students answered that they will use the system intensively – the final question shows that it wasn’t true.<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: 0px; margin-right: auto; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBrMmkY97tEQ7Zwuc5d1duGHoyIuR7qrUj_bSLrcoYhT2RfTF2fzzxi9dNNVXqAbrsBC-goPWgnfgghOksX6yozDR3JsnZXQg4XakFZ83sILVYQtlwlMjtpTqib5VsJihDrQJro3bJfxA/s1600/use-of-Blended-Learning.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBrMmkY97tEQ7Zwuc5d1duGHoyIuR7qrUj_bSLrcoYhT2RfTF2fzzxi9dNNVXqAbrsBC-goPWgnfgghOksX6yozDR3JsnZXQg4XakFZ83sILVYQtlwlMjtpTqib5VsJihDrQJro3bJfxA/s1600/use-of-Blended-Learning.png" height="298" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Graphic 1: Use of Blended Learning</span></td></tr>
</tbody></table>
The learning results are directly connected with that behavior (or attitude): The expectations were high at the beginning, the success was low (as they didn’t use the system).<br />
<div class="MsoNormal">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: 0px; margin-right: auto; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjqlr17PbfpS1ah1lwBI6VDV9ugh92DEALNuDf5f6OlToWfXKaTDZLtGIiX_VtmvOWkRNy-Zpg4bqPRAI8PxtdnuLYt24E2uMw6BLBizx0bUWB5ShpRcGAO092DWCHwOmcNPXfJzyb3v8/s1600/Success-in-Blended-Learning.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjqlr17PbfpS1ah1lwBI6VDV9ugh92DEALNuDf5f6OlToWfXKaTDZLtGIiX_VtmvOWkRNy-Zpg4bqPRAI8PxtdnuLYt24E2uMw6BLBizx0bUWB5ShpRcGAO092DWCHwOmcNPXfJzyb3v8/s1600/Success-in-Blended-Learning.png" height="240" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Graphic 2: Success of the Blended learning</td></tr>
</tbody></table>
<div class="MsoNormal">
<span style="mso-ansi-language: DE-AT; mso-fareast-language: ZH-TW; mso-no-proof: yes;"></span><span lang="EN-US" style="mso-ansi-language: EN-US;"></span></div>
<h1>
<span lang="EN-US" style="mso-ansi-language: EN-US;">Conclusion</span></h1>
<ul>
<li>Students expect a lot from eLearning and Blended Learning </li>
<li>They hope to be better or more successful using these teaching methods </li>
<li>Student’s success depends on the attitude of students and the well-prepared and performed course. <br /><br />The complete study is available from the European Foundation for Quality in Blended Learning. </li>
</ul>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-52144531878263138242014-09-24T21:55:00.000+02:002014-10-09T19:09:49.793+02:00Is BLearning a Good Tool for Project Based Learning (PBL)?<div style="text-align: justify;">
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--></style> First of all, we must define what PBL is. According to <b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Buck
Institute for Education (BIE)</span></b><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">, <b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Project Based Learning </span></b>is a teaching method
in which students gain knowledge and skills by working for an extended period
of time to investigate and respond to a complex question, problem, or
challenge.</span></div>
</div>
<div style="text-align: justify;">
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">The PBL Essential Elements include:</span></div>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Significant
Content - </span></b><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">At its core, the project is focused on
teaching students important knowledge and skills, derived from standards and
key concepts at the heart of academic subjects. Which is related to all types
of study.</span></li>
</ul>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">21st
century competencies -</span></b><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> Students build
competencies valuable for today’s world, such as problem solving, critical
thinking, collaboration, communication, and creativity/innovation, which are
explicitly taught and assessed.</span></li>
</ul>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">In-Depth
Inquiry -</span></b><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> Students are engaged in an
extended, rigorous process of asking questions, using resources, and developing
answers.</span></li>
</ul>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Driving
Question - </span></b><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Project work is focused by an
open-ended question that students understand and find intriguing, which
captures their task or frames their exploration.</span></li>
</ul>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Need
to Know - </span></b><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Students see the need to gain
knowledge, understand concepts, and apply skills in order to answer the Driving
Question and create project products, beginning with an Entry Event that
generates interest and curiosity.</span></li>
</ul>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Voice
and Choice - </span></b><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Students are allowed to make some
choices about the products to be created, how they work, and how they use their
time, guided by the teacher and depending on age level and PBL experience.</span></li>
</ul>
<ul>
<li><b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Critique
and Revision -</span></b><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> The project includes processes
for students to give and receive feedback on the quality of their work, leading
them to make revisions or conduct further inquiry.</span>
</li>
</ul>
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Public
Audience - </span></b>Students present their work to other
people, beyond their classmates and teacher.</li>
</ul>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiQ3ACdX0ndeCw7dfOGdwrZUuDYO_MmfEOk7-0-biJO0IuvgCrUhuNoBqsBVd7NZL7I5n0TulpDBh9VX3GhSFqCYqaAPnUxKtw_cID6AeLfevST1kNyBqvCiSFOqMKTlNJJ2Ujcyw3si8/s1600/blog01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiQ3ACdX0ndeCw7dfOGdwrZUuDYO_MmfEOk7-0-biJO0IuvgCrUhuNoBqsBVd7NZL7I5n0TulpDBh9VX3GhSFqCYqaAPnUxKtw_cID6AeLfevST1kNyBqvCiSFOqMKTlNJJ2Ujcyw3si8/s1600/blog01.jpg" /></a></div>
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<div class="MsoNormal">
All of these Essential Elements can be easily achieved with
a good ELearning platform, plus the aid of classmates and teachers. But, how
can we "attach" these Essential Elements in a good practice
environment?. The answer is in the kernel of BLearning.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As can be read in a previous post (About the Project). The
method dates from 1999, but never defined quality standards. Nowadays different
learning methods are emerging. But we need, the most attractive for the
learners.</div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: ES-TRAD; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: ES; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">One of the most attractive is PBL because of the
use of competences and all its Essential elements can be achieved with a useful
tool as the BLearning is. But, first of all, we need to define the quality
criterias for this tool. And this is the aim of the project.</span>
<br />
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"></span><br />
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<br /></div>
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<br /></div>
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Anonymoushttp://www.blogger.com/profile/10515489083250151449noreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-15012745112797701962014-09-16T09:46:00.001+02:002014-10-03T16:48:59.046+02:00Competence Based Learning Outcomes<h3 class="MsoTitle">
<span lang="DE">Competence oriented access as a quality issue in Blended Learning</span></h3>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">Blended
Learning is a complex teaching method. On the one hand, it offers the opportunity
to teachers to mix the best of onsite and online to create a new learning
environment. This “blend” can have a positive impact on efficiency, convenience
and learning outcomes.</span></div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">On the
other hand, especially these learning outcomes are important. In modern
teaching it should be out of discussion to define them based on the guidelines
for Competence Oriented Education (COD).</span></div>
<h3>
<span lang="EN-US" style="mso-ansi-language: EN-US;">What are Competences?</span></h3>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">Competences
can be defined easily as “something what you can”. Focusing on the process of
learning and the expected learning outcomes you may define competence as a
cluster of related abilities, commitments, knowledge and skills that enable a
person to act efficiently in a job or in a specific situation.</span></div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">For teaching,
you may condense that to a three column set and define a competence model as a
cluster consisting of knowledge, skills and attitudes.</span></div>
<div class="MsoNormal">
<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKmSXtrmCa9Lo6H_SfiHORYm0K3O4IbTmhU-p9Kxk37n0COM15ePYwDTgv_9sfGc_5B-y6LbT8eC-KRxapOuhFXs6LWllI0nM6tnEMdPVQzHDG9NzQqo7rtC1K-yGgtYbklTSvJHNFIKo/s1600/competence.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKmSXtrmCa9Lo6H_SfiHORYm0K3O4IbTmhU-p9Kxk37n0COM15ePYwDTgv_9sfGc_5B-y6LbT8eC-KRxapOuhFXs6LWllI0nM6tnEMdPVQzHDG9NzQqo7rtC1K-yGgtYbklTSvJHNFIKo/s1600/competence.png" height="236" width="320" /></a></div>
<br />
<h3>
<span lang="EN-US" style="mso-ansi-language: EN-US;">How to define Learning
Outcomes Competence Based?</span>
</h3>
<br />
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">Teaching
was content based for a long time. The knowledge of the content was the most important
result in the teaching process for many years. </span></div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">In modern teaching,
the knowledge of the content is a means to skills. Content is necessary –
without doubt – but to use the knowledge to be able to do something is more
important in your daily job.</span></div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">A good way is
to define the competence with the terms “the learner is able to do …” or
similar at the beginning. This is the requested competence. The next step is to
identify the learner’s needs. Now you have to analyze which knowledge is
necessary (so you can define the content). The expected ability of the learner
can be used to define the skills. Finally, you define the necessary attitude,
which is necessary to bring in the skills of behave in the described way.</span></div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">With the
definition of the competences, you may start to create learning activities.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-ansi-language: DE-AT; mso-fareast-language: ZH-TW; mso-no-proof: yes;"></span><span lang="EN-US" style="mso-ansi-language: EN-US;"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-UAfNU9kesb89Qdfm3IV0oqwxleYpw1yVUIAEawZKtuDKdCXZaODmqswJZS99mdQamBi3oJSCUCRzHE6aAr40J5CTDMJGBR4ws3E2CRMmFyCh4H5zo5gIYedyBvRFjDLi67icvQlDU7s/s1600/competence-learning_outcome.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-UAfNU9kesb89Qdfm3IV0oqwxleYpw1yVUIAEawZKtuDKdCXZaODmqswJZS99mdQamBi3oJSCUCRzHE6aAr40J5CTDMJGBR4ws3E2CRMmFyCh4H5zo5gIYedyBvRFjDLi67icvQlDU7s/s1600/competence-learning_outcome.png" height="257" width="320" /></a></div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;"><br /></span></div>
<h3 class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;"></span><span lang="EN-US" style="mso-ansi-language: EN-US;">Conclusion</span></h3>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">Teachers
should care for their competence of teaching competence orientated. The method
is versatile and can be used general in teaching.</span></div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-ansi-language: EN-US;">In Blended
Learning Courses a competence oriented access must be understood as a basic
issue.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-81753685719514974022014-08-17T17:09:00.002+02:002014-10-09T19:14:29.519+02:00The content of the project bases on research work combined with the experience of the involved institutions. That covers school teaching, teaching at university level as well as courses in the frame of adult education (mainly Grundtvig). Besides the research work there ase several events, also open for public.<br />
<h3>
1<sup>st</sup> Conference Wiener Neustadt 2014</h3>
At the conference the basics of the project were presented. In workshops the quality criteria for Blended Learning wer discussed and summarized.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgALeB3Bv1ewJNw-r9QRN6qHk-7mR6YoFEJdmCx7omj_4a7QJ91XY0ASci98cWezWN6W9wUijAtCgpGYBjCcN8aDlJPgIfLE-Kd2J1ucWlONLzQrUt4iBnuXJYanCctFbVD_FeEdLxWz2s/s1600/Konference-Wiener-Neustadt.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgALeB3Bv1ewJNw-r9QRN6qHk-7mR6YoFEJdmCx7omj_4a7QJ91XY0ASci98cWezWN6W9wUijAtCgpGYBjCcN8aDlJPgIfLE-Kd2J1ucWlONLzQrUt4iBnuXJYanCctFbVD_FeEdLxWz2s/s1600/Konference-Wiener-Neustadt.jpg" width="570" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The conference in Wiener Neustadt took place i the Seminarhotel Corvinus (February 2014)</td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
The results of the conference are available at the <a href="http://www.blendedlearning-quality.net/typo3/index.php?id=11" target="_blank">project's web page</a>. <br />
<h3>
Meeting Syros (non public)</h3>
At the intermediate meetingthe first project year is summarized and the detail planning for the next stepsfinished.<br />
<h3>
Pilote Course Helsinki</h3>
The University of Helsinki provides a pilote IST training course (the concept bases on the guidelines for KA 1 activities in the frame of the new ERASMUS+ Programme).<br />
The pilote course takes place in Helsingi in spring (starting from January 2015 with a special face to face phase in May 2015). <br />
<h3>
2<sup>nd</sup> Conference Málaga 2014</h3>
The conference takes place at the University of Málaga from August 27 until August 29, 2015.<br />
<a href="http://conference.blendedlearning-quality.net/index.php/conference-malaga/" target="_blank">To the web page of the Málaga Conference</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3547322568992231896.post-2233262520014989062014-08-17T16:10:00.004+02:002014-10-09T19:15:29.484+02:00About the Project<h3>
<span class="description notranslate" itemprop="description">The aim of the project </span></h3>
<span class="description notranslate" itemprop="description">The aim of
this project is to develop a quality system for Blended Learning. </span><br />
<h3>
<span class="description notranslate" itemprop="description">Why is that necessary? </span></h3>
<span class="description notranslate" itemprop="description">Although the method had been mentioned first in 1999, any quality
management description of the method is still missing until today.
Quality covers the teaching environment as well as the learning setting. </span><br />
<h3>
<span class="description notranslate" itemprop="description">What are the objectives? </span></h3>
<span class="description notranslate" itemprop="description">The objectives of the project are: </span><br />
<ul>
<li><span class="description notranslate" itemprop="description">Develop and define precise methods to ensure high quality in planning,
developing and implementing, executing and evaluating Blended Learning
courses. </span></li>
<li><span class="description notranslate" itemprop="description">Define, test and describe measureable means for quality levels in
Blended Learning. </span></li>
<li><span class="description notranslate" itemprop="description">Define the minimum level of achievable standards and develop the tools
to evaluate them.</span> </li>
<li>Precise a definition of the relevant issues in bLearning, which ensures teaching and learning quality focusing on the learners. </li>
<li>Describe a realistic environment for <span class="description notranslate" itemprop="description">
Blended Learning</span>including the current research results and practical advices and guidelines.</li>
</ul>
The project started in October 2014 and is coordinated by DigiLab (from the University La Sapienza in Rome, Italy)<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm_V2IOT_7JRVVvd6EIU2fKDKhR06SCoq1l8ug9PXLo07LgCIupaK7bz6tv01lFcM8zCJf8ECj226zJ55XM6Jre_i4OYzTrPnVYjo1h4AcXYozGxgbkugsqMBImcdv474FsKBPETpDjNY/s1600/Kickoff-WS.jpg" height="302" style="margin-left: auto; margin-right: auto;" width="400" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The represants of the consortium after the kickoff workshop</td></tr>
</tbody></table>
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<ul></ul>
Unknownnoreply@blogger.com0