Jiangxi_University_eLearning

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Presetation for visitors from Jiangxi University

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Jiangxi_University_eLearning

  1. 1. w w w . h a m k . f i / a o k k Richer learning environments - dialogical, authentic and pocket size learning HAMK Professional Teacher Education Unit Teacher trainer Ms Sanna Ruhalahti Email: sanna.ruhalahti@hamk.fi
  2. 2. w w w . h a m k . f i / a o k k
  3. 3. w w w . h a m k . f i / a o k k https://wiki.hamk.fi/pages/viewpage.action?pageId=21890665 Pic: Project designer, Pricipal lecturer Jaana kullaslahti / HAMK Followed webservices - Using by teachers own responsibility - No HAMK support Recommended webservices - Using by teachers own responsibility - Some HAMK support might be availabe Leased webservices - Teacher can use if needeed -HAMK support and training organised Centralised webservices - Teacher have to use - Full HAMK support and training for using Elearning tools technological planning in HAMK
  4. 4. w w w . h a m k . f i / a o k k The hopper
  5. 5. w w w . h a m k . f i / a o k k eLearning based teacher training program in HAMK / PTEU • started the eLearning training program 2005 • 10th student group starting this Autumn (2014) • about 900 professional teachers until now (~ 100 teachers every year) • Researched actively during these 9 years – Different perspectives • eLearning teachers are working as a team (nowadays about 10 teachers from different vocational areas) • teaching our students vocational pedagogy (teaching methods, planning and implementation of teaching etc.)
  6. 6. w w w . h a m k . f i / a o k k Why Web-based learning? • Needs of the labour market? • Needs of future  collaborative and e/m - skills • Flexibility on time and place • Online guidance and tutoring • Transparent • Pocket sized • Long distances -> equality • MOOCs / TOOCs
  7. 7. w w w . h a m k . f i / a o k k Part II - Activating a) Selfdirected learning b) Collaborative learning skills • it is not only saving and using learning materials in the Net • It is working and collaborating in web-environments, learning platforms LMS • It can include project work, learning in the job, etc. - Studying in authentic learning environments • guidance and tutoring especially when students are at work emplacement periods (work place learning) • flexibility in collaboration between working life and educational institutions generally - Flexibility on time and place
  8. 8. w w w . h a m k . f i / a o k k Web-based teaching • Consists of many factors – Learning assignments, tasks – Web-based material – Counseling, tutoring (learning &study processes) – Interaction activities (chat, discussion forums, email etc.) – Wikis, blogs, portfolio-tools – On-line teaching programmes – Mobile tutoring or learning processes
  9. 9. w w w . h a m k . f i / a o k k eLearning (online learning, web-based learning) CONTACT LEARNING support by online learning -materials in web -timetables in web -tasks may return in web Tutoring and assesment at contact learning BLENDED LEARNING Contact periods + online learning periods -Tasks in contact period ond web -Tutoring and assesment in contact period and in web Product Learningprocess Webasdistributiontool Webaslearningenvironment SELFLEARNING ONLINE -learning materials, learning objects, selftests, quitzes, learning games. -automatic tutoring and assesment or no guidance -individual learning paths E-LEARNING online learning environment Tasks, tutoring and assement in webbased learning environment. Collaborative studying in web. Pict: Based on Hein,I, Ihanainen,P, Niemeinen,J, Tunne verkko 2000, Ote 1, 5-8. Contact and web 100% in web
  10. 10. w w w . h a m k . f i / a o k k Teacher’s role elearning vs f2f (face to face) teaching • Teacher´s work using elearning differsdiffers from the traditional “contact” teaching -> for example the teacher is not present to the students at the same way as in normal classroom situations (but their presence is very important) • Teaching is based on pre-plannedpre-planned learning processeslearning processes • Large part of the teachers work is pre-pre- planning, preparing and designingplanning, preparing and designing learninglearning • Guidance and tutoringGuidance and tutoring during when learning process is going on • teacher centred methods – student– student centred learningcentred learning • teachers must have skills to use newteachers must have skills to use new tools and new environments (socialtools and new environments (social media, mobile learning, etc.)media, mobile learning, etc.)
  11. 11. w w w . h a m k . f i / a o k k Structuring eLearning courses • working rules (a commitment between teachers and learners) • clear roles for all teachers, tutors and assistants • clear and exact phasing and timing of learning • clear and exact learning tasks • clear working instructions for every learning task • proper tools for every learning task • clear and exact guiding instructions for every learning task • clear and exact assessment and feedback system • -> if teachers don’t take these viewpoints into consideration before starting the implementation then there will be a lot of extra problems during implementation
  12. 12. w w w . h a m k . f i / a o k k Social media tools and services For what? 1)New kind of tools and learning environments for teaching and learning (especially for student projects) 2)Offers flexibility for co-operation with working life or other stakeholdes 3)Online communities as marketing channel for universities /educational organisations
  13. 13. w w w . h a m k . f i / a o k k Mobile learning Dialogical learning Authentic learning ”Networks in vocational education” - mobile study module BLOGGER Whatsapp Google Drive
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