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VATL courses

Hybrid/Blended Teaching and Learning: Topics

Hybrid/Blended
Teaching and Learning is a term continuously more used to describe how
e-learning and traditional classrooms methods/independent study are combined,
so to create a new methodology.

Content

During this course, a framework will be given along with
technical infrastructures.  The
Pedagogical perspectives will be naturally addressed, so that with concrete
examples, the learners can work in groups and present their final project work.
The idea is to make students more active, increase the quality of learning and
their confidence while handling new tools.

All teaching scenarios
that are not exclusively face-to-face or online can be described as blended
learning or hybrid learning, i.e. a combination of virtual and non-virtual
learning settings and methods. It also proves to be the most effective one because it combines the best elements of traditional
and online teaching. The combination of classroom and online offerings in
blended learning scenarios makes it possible to take advantage of the benefits
of the respective settings and methods or to avoid their disadvantages.

Blended Learning
means nothing else than "mixed learning". The idea is certainly not
new. As early as the 1970s, people were talking about "hybrid forms of
learning" when it came to combining the then new media audio and video
with conventional forms of learning. „Blended Learning has become the standard
term for the use of a wide range of learning technologies and methods in the
workplace. Examples include the traditional classroom, web-based tutorials,
web-based simulations, online-collaboration, online-coaching, video
conferencing, phone conferencing, knowledge management systems.

Upon completion of the first module,
the participants will

a)      
Know the meaning and
significance of “blended learning”;

b)      Be able to apply concepts of emergent
learning in their own teaching;

c)      
Define group projects for
their learning portfolio during this entire week of workshops.


·      
Short presentations by the
workshop leaders

·      
Group discussions

·      
Case studies


The evaluation of the trainees will
be based on the following criteria:

a)      
Active participation in the
workshop (40 %)

b)      Written report/statement of the Group
Projects (60%)

The written report (300-400 words) should
consist of these parts:

-         
Objectives of the Group Project

-         
Context (in which courses of
the trainees will the outcome of the workshop be implemented)

-         
Individual contributions of
each trainee in the group work and role of each individual trainee

-         
Work plan (during the workshop
and, in particular, after the workshop for the purpose of the implementation in
the teaching of the trainees)

Gilly
Salmon defined E-Moderating as the artistry to support online learning groups
in their group dynamics and in their development to a become an autonomous
learning group. The online group experiences the five stages access & motivation,
online socialisation, information exchange, knowledge construction and
development. In small online tasks, so-called e-tivities, the
moderator/convener supports the group process and individual learning processes

In the reflective practitioner Schön states
that reflection-in-action is the core of practice. In the practice of teaching
the reflection about their own work and the exchange about challenges, problems
and successes is a key factor for good teaching

Content

·       Introduction to the role
of reflection in learning

·       Discussion of the role of
the teacher

·       Introduction to
e-moderating and the 5 stage model






Learning
Material

Salmon, G. (2007). 80:
20 for E-Moderators.
https://eprints.usq.edu.au/18862/2/Salmon_Ch16_2006_PV.pdf  


Reflection is claimed as a goal in many teacher preparation programs,
but its definition and how it might be fostered in student teachers are
problematic issues. In this article, a report is provided of a review of
literature on reflection, in particular focusing on strategies which
assist its development in preservice programs. Next there is outlined a
research project where types of reflection have been defined and applied
to an analysis of student writing. Finally, the authors propose a
framework for types of reflection as a basis for further research
development in teacher education.

To ensure the quality of teaching, it is
necessary to use a set of methods and technologies that interact in the
educational process

The essential role of the e-moderator is promoting human interaction and communication through the modelling, conveying and building of knowledge and skills. An e-moderator undertakes this feat through using the mediation of online environments designed for interaction and collaboration.


Teaching and
Learning Method

·       presentation of content by the
trainer

·       team work

·       individual work

·       discussion in pairs


The trainees

·       can discuss the importance of
reflection in learning

·       are able to describe the 5 stage
model of e-moderation

·       can design online activities
(e-tivities) for their practice



Trainees will be evaluated on the
basis of their answers to the following question: “How do I estimate the
potential of e-moderation in my teaching/training, at my university and in my
private career?”

Deliverable

·       A blended learning design for the implementation of e-moderation at own
teaching/training


Moodle as a learning
platform enables the administration of courses and persons, the provision of
material, the communication between learners, learners and teachers and the
assessment using tests, delivery, peer feedback


Course Content

·       Introduction learning management
System Moodle

·       Navigation on Moodle

·       Exercises: login, edit profile,
create activities, upload files

·       Pedagogy on Moodle


 


Based on Social constructionism
  • All of us are potential teachers as well as learners in a true collaborative environment we are both
  • We learn particularly well from the act of creating or expressing something for others to see
  • We learn a lot by just observing the activity of our peers.
  • By understanding the contexts of others, we can teach in a more transformational way
  • A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it.

Learning and
teaching methods

·       Individual

·       Working in groups

·       Concrete working

Learning
outcomes

The
trainees

o  
know
the beginning of moodle

o  
are
familiar with the technological part of moodle (resources, profile)

o  
are
familiar with pedagogical concepts for moodle

o  
know
different activities of moodle

o  
discuss,
what is the profit of using moodle in blended learning environments

o  
design
their own course for their project/concrete concepts for implementation


Online-Assignment: A short
presentation of
current e-learning activities at home-university with maximum
500 words

·       Design own project concept and
course


ePortfolios
are important to learning, teaching and assessment. Portfolios support the reflection
process in students‘ learning. The creation of ePortfolios challenges students
to develop skills essential for 21st century learning, as organising and
planning material, giving and receiving feedback, reflecting, selecting and
arranging content. Teachers reflect about the use of ePortfolios for their
teaching practice and get to know tools and models for integrating the
portfolio into their classes with the inclusion of assessment.

Content

·       Introduction to the pedagogy of
ePortfolios

·       Examples of integrating ePortfolios
in university education

·       Chances and Challenges for students
at own university, own teaching/training

·       Underlying conditions for the
implementation of ePortfolios in education

An ePortfolio is a
digital collection of skillfully completed works of a particular person
(=lat. artefacts).
Its purpose is to document and represent the product (knowledge) and
the process (learning curve/increase of knowledge) of a person’s achieved competences within a specific time
period and towards a particular learning goal.

·       presentation of content by the
trainer

·       team work

·       individual work,

·       discussion in pairs

Learning
Outcomes

The trainees

·       can discuss the theoretical and
didactical aspects of e-portfolios

·       can give examples of e-portfolio
implementation in university education

·       can design a first implementation
concept for the adoption of e-portfolios in their own university, teaching/training 


Trainees will be evaluated on the
basis of their answers to the following question:How do estimate the potential of portfolios in my
teaching/training, at my university, in my private career?

Deliverable

·       Design of a first implementation
concept for the adoption of e-portfolios in my own university,
teaching/training 


In online scenarios, learning materials are
important but in a different way with respect to face-to-face teaching. A
special focus will lie on the interplay between questions to foster students’
activities, material in form of texts, pictures, visualization, videos … and
the discussion between students and teachers (in their role as
moderators/convener).

Content

·       Difference between offline and
online texts

·       The role of visualization in online
learning scenarios

·       Introduction to videos – role of
videos in online settings

·       Tips and tricks for production

·       Production of videos

•Videos in Online Scenarios can
–Visualize complex contents
–Conservate
lectures and presentations
–Impart knowledge about contents
–Answer to questions
–Motivate Learners to take part or stay
put on a topic
•Videos are consumed
–as tutorials to specific topics
–as motivation to learning topics
–as material on topics

A MOOC is a Massive Open Online Course facilitated wholly online and designed to support an unlimited number of enrolments.

·       presentation of content by the
trainers

·       discussion and clustering of results

·       group work

·       reflection

The trainees

·       can discuss the role of
visualization in online teaching

·       can give examples useful texts

·       are able to think about a story and
how to put it in a video

·       are able to use simple tools on
their mobile phones or computers to produce a video

·       know where to put a video online and
how


Trainees will be evaluated on the
basis of their answers to the following question:What do I need to produce a video and how where do I find help?

Deliverable

·       Develop a short concept how to use a
video at your university to promote your projec

The main objective is to get familiar with online management systems both in theory and in practice.  Insight and
practice relevance will be given on how to work with templates, reporting as
well as online project based learning tools such as google drive, survey
monkey, etc.

Content

·       The hallmarks of project based
learning

·       The role of project management in Project
Based courses

·       Online collaborative tools to
support project based courses

Requirements

·      
Computer and internet access

·      
Google account

Instructional approach designed to give students the opportunity
to develop knowledge and skills through engaging projects set
around challenges and problems they may face in the real world.

Projectmanagment relates to the application of processes, tools, knowledge, skills
and experience to achieve the project objectives.Bringing project management into the classroom helps change the way students learn, live, and plan for the future.

Whatever system you use, working in the cloud, allow you and the
students to access, control & edit all documents and progress in real time
from anywhere.

·       presentation of content by the
trainer

·       hands on team and individual work

·       discussion

Learning
Outcomes

The trainees

·       can understand the role of projects and
its management in the classroom

·       get to know different online tools
available and to try some of them

·       are able to explore the tools for applying
in projects with the students


Trainees will be evaluated on the
basis of their answers to the following question: “How do I estimate the
potential of using online tools for project courses in my teaching/training?”

Deliverable

·       Select an online collaborative tool
for potential adoption in the classroom


Virtual Academy of Teaching and Learning

Contact

E-mail: vatl@ysu.am

Phone: (+374 10) 57 06 77

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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