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MM-scenario

MM-scenario. UHDE. Työnjakoa: Criteria Päiviltä Resources Mikaelilta Evaluation aivoriihestä Contextin siivoaa Mikael Fotoja Päiviltä ja Mikaelilta myös. Navigaatiosivu, josta pääsee eri osa-alueisiin. Experts discovering new blended learning resources.

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MM-scenario

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  1. MM-scenario UHDE Työnjakoa: Criteria Päiviltä Resources Mikaelilta Evaluation aivoriihestä Contextin siivoaa Mikael Fotoja Päiviltä ja Mikaelilta myös

  2. Navigaatiosivu, josta pääsee eri osa-alueisiin

  3. Experts discovering newblended learning resources • This is a story about two experienced teachers, Matti and Teppo, and their journey into the world of blended learning. Due to recent changes in the curricula of their deparments they need to find a way to adapt their courses for any number of students between 20 to 100.

  4. Context • Matti and Teppo are seasoned university teachers with over ten years of teaching experience. However they have not used ICT tools in their teaching so far. They have co-developed a successful course in Cultural Studies based on reading and analysing scientific articles in small groups with some guest lectures thrown in. They now face the managerial pressure to increase the maximum number of participants.

  5. Context While attending TieVie (a national teacher training course in Finland) they heard about several successful cases of mixing ICT tools with face-to-face instruction. This encouraged them to participate in Practical tools workshop where they got first hand experience of several eLene-TT tools suitable to their needs. These experiences convinced them to try out a blended learning approach to their course.

  6. Criteria • Matti and Teppo visited first the eLene-TTcentre to find out more about the tools. They realised it would be useful to check the criteria to refresh their memory on important issues relating to changing face-to-face instruction to blended. • They found the criteria targeted at teacher training but adapt parts of it to university teaching: • Teacher training should be adapted to different delivery systems (3). They realise it is important to select an appropriate model (face-to-face, blended, on-line) to every task on their course. Also targets of learning determine which delivery model to choose. • Teacher training should respect diverse learning (4). They are aware their students’ ICT skills may vary a lot. They decide to bear this in mind and offer alternative ways of completing study tasks on their course.

  7. TT-action (linkki tänne) • Practical tools –pajasta on kuvia. Onko käyttöä? • Attending national TieVie-training > participation in Practical tools –workshop [Päivi] • The workshop consisted of short introductions to three different tools followed by the opportunity to try them out. There was ample amount of time to try out one or more of the tools individually or in pairs. This was followed by a discussion of their pedagogical aspects. This approach made our teacher friends feel that they could use such tools in a pedagogically sound way.

  8. Guidelines 1 • *Prof. Dev. B* The whole process of adapting the blended learning approach was made possible by supportive attitude of the institutions employing our teachers. This is presented in the professional development guidelines as follows: • Provide in-service training for teachers in both the pedagogy and practical implementation of net-based learning. • See to it that teachers have the time necessary for competence development and training in new technologies i.e. a reduction in time allocated for other assignments and/or financial compensation. • Provide organisational, financial, and administrative support for teachers • Motivate teachers by providing information on the benefits of using ICT in their teaching.

  9. Guidelines 2 *Interaction, Communication & Collaboration G* Despite being seasoned veterans our teachers found it important to think about the following guidelines in the specific context of their blended learning setting to be able to use its affordances effectively. • Consider learners’ age, objectives, motivations and involvement and use different approaches (practical vs theoretical, collaborative vs imitative, etc..) • Stimulate cooperation, discussion (enhance the development of personal opinions and ideas) and interaction; engage students in active learning processes, such as problem solving and critical thinking • Create a supportive emotional climate and try to introduce novelty, discovery, and challenge into the learning environment

  10. Resources? Miten eroaa Toolsista? Workshop-kuvauksia ja muita ei-työkalullisia materiaaleja

  11. Tools aukikirjoitettuna • To get a solid start, Matti and Teppo use Oskar to test their current level of expertise on ICT use. After consulting their resident educational technology expert they decide to use the discussion and file sharing functions of a LMS provided by their university to facilitate their needs. The articles selected for the course are provided by the digital library services of their university. Because they also want to try blended course development, they decide to use VerkkoVelho (eti parempi) as a sparring partner for Trialogic course development.

  12. Hommia • Äänitä mattia ja teppoa M • Hakuesimerkkejä M ja P • Linkitä Practical Tools workshopin kuvaukseen TT-Centreen TT-action M

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