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BLENDED LEARNING. A FORMAT Case

BLENDED LEARNING. A FORMAT Case. Problem description. Traditional university courses are constrained by the schedule, physical infrastructure, access to course contents, interactions, size of the cohort of students, participation, type of activities, roles, etc.

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BLENDED LEARNING. A FORMAT Case

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  1. BLENDED LEARNING. A FORMAT Case

  2. Problem description • Traditional university courses are constrained by the schedule, physical infrastructure, access to course contents, interactions, size of the cohort of students, participation, type of activities, roles, etc. • The construction of learning scenarios that offer new insights for overcoming these common drawbacks has been explored by the design and implementation of virtual learning environments, among other solutions.

  3. Problem description • The combination of face-2-face and virtual spaces, is what is so called “blended learning” • Interactions, new roles, communication processes, learning strategies, affective dimension of learning, as well as competencies for teachers and learners, shape the agenda for new educational formats, beyond the traditional instructional design models.

  4. Aim • By a “deconstruct” of a learning scenario, to study the key aspects involved, in order to build a format for the design and improvements of blended learning environments. • Based on this case and on future ones, we aim to map out the most relevant elements intervening in the implementation of the blended learning format.

  5. Objectives of the course STUDENTS • To develop expertise in the use of technology for educational purposes. • To be able to communicate through traditional and virtual channels in a Learning Community. • To analyse the impact technology have in the every-day life, as well as its potentialities and constraints for education.

  6. Objectives Lecturer - To introduce students in the use of digital tools with educational purposes. - To enable students to investigate and improve themselves acting as a counselor. - To develop digital competencies to work on virtual and traditional settings.

  7. Contents Situated learning - The contents based on real learning situations • Students designing of a learning activity ( a workshop) with the help of ICT, among other activities Subject “Educational Technology”

  8. Orchestration NUMBER OF STUDENTS: 40 students per class. GROUPING: • Pairs in class • Individual at home • in team for the design and delivery of a workshop.

  9. Orchestration COOPERATION/COLLABORATION Student work in teams in the design and delivery of an ICT-based learning activity. The teacher coaches the teams

  10. Orchestration ROLES – TEACHERS: Instructor – explainer Counsellor – fellow Coacher

  11. Orchestration ROLES of STUDENTS - Member of a team - Coaching others - Apprentice - Tutor - Lecturer

  12. Organizational & Cultural context • UNIVERSITY: Blended learning as a innovative strategy for transforming the traditional real time classroom organisation at the university.

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