Holistic perspectives on a blended learning environment


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first public version, as presented on 26th and 27th of April, 2010 in Pori, Finland (IBS program at SAMK university)

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  • issues wih people group issue: not consistent across tools observation gap: only Facebook facilitates "peeking", in Mahara only after the fact poetic limits: usability of tools hinders creative process asynchronous communication: too many channels => fragmentation   issues with technology too artefact-centric, no best practice for holistic process too many centralized points, distributed parts not well integrated   issues with content consume oriented material not shared, collaboration places to distributed no shared definition of quality (reference, re-use vs. re-creation, contextualisation) no clear policy for publishing in private, group, collective, world
  • Holistic perspectives on a blended learning environment

    1. 1. holistic perspectives on a blended learning environment an inter-disciplinary bachelor report
    2. 2. holistic? blended learning? <ul><li>mixing online & real-life experiences </li></ul>looking at the big picture
    3. 3. central question <ul><li>how can we </li></ul><ul><li>make it * </li></ul><ul><li>better? </li></ul><ul><li>*it = learning, teaching and IT systems in this specific context </li></ul>
    4. 4. the challenge <ul><ul><li>who? </li></ul></ul><ul><ul><li>what? </li></ul></ul><ul><ul><li>where? </li></ul></ul><ul><ul><li>when? </li></ul></ul><ul><ul><li>how? </li></ul></ul><ul><ul><li>why? </li></ul></ul><ul><li>learning is not limited to </li></ul><ul><ul><li>a single teacher knowing everything </li></ul></ul><ul><ul><li>a set body of standards </li></ul></ul><ul><ul><li>the classroom </li></ul></ul><ul><ul><li>a certain period in life </li></ul></ul><ul><ul><li>one strategy or approach </li></ul></ul><ul><ul><li>the same motivation for everybody </li></ul></ul>
    5. 5. structure <ul><li>context </li></ul><ul><li>individual </li></ul><ul><li>group </li></ul><ul><li>technology </li></ul><ul><li>quality </li></ul><ul><li>changes </li></ul><ul><li>future </li></ul>
    6. 6. context <ul><li>innovative business services </li></ul><ul><li>satakunta university of applied sciences </li></ul>
    7. 7. individual
    8. 8. group
    9. 9. technology: what?
    10. 10. technology: how?
    11. 11. every piece is unique but…
    12. 12. common challenges <ul><li>people </li></ul><ul><li>grouping, peeking, usability, fragmentation </li></ul><ul><li>technology </li></ul><ul><li>process integration, too many places </li></ul><ul><li>content </li></ul><ul><li>sharing, quality definition, publishing </li></ul>
    13. 13. quality
    14. 14. quality heuristics check-lists
    15. 15. change suggestions
    16. 18. future options? <ul><li>IBS as a facebook application? </li></ul><ul><li>all coachings on Skype or in Second Life? </li></ul><ul><li>mandatory attendance in all sessions? </li></ul><ul><li>… </li></ul><ul><li>how is IBS different? </li></ul><ul><li>what is the key value proposition? </li></ul>
    17. 19. simple scenarios individual large network re-use creation curator artist remixer knowledge-worker
    18. 20. a curator <ul><li>knows sources/people </li></ul><ul><li>takes time to select material </li></ul><ul><li>displays it in a closed environment </li></ul><ul><li>and gets money for letting people in </li></ul><ul><li>example : exhibition, newspaper, library </li></ul><ul><li>core principle : keeping a cultural heritage </li></ul>
    19. 21. an artist <ul><li>pursues original ideas </li></ul><ul><li>expressed in selected, varying doses </li></ul><ul><li>takes inspiration from history & observation </li></ul><ul><li>example : journalist, painter, musician </li></ul><ul><li>core principle : truth, beauty, emotion </li></ul>
    20. 22. a remixer <ul><li>re-purposes & combines (unrelated) material </li></ul><ul><li>piggybacks on recognition of original sources </li></ul><ul><li>more inputs, more outputs, less control </li></ul><ul><li>example : Grey Album, Girl Talk, GoMix.com </li></ul><ul><li>core principle : stretching imagination </li></ul>
    21. 23. a knowledge-worker <ul><li>has to balance all the previous roles </li></ul><ul><li>is constantly exposed to a large network of collaborators (colleagues, partners) </li></ul><ul><li>has to find a way to add value to others’ work </li></ul><ul><li>example : securities analyst, consultant, coach </li></ul><ul><li>core principle : tangible, effective results </li></ul>
    22. 24. so what? individual large network re-use creation improve judgement foster creativity train tool- & material-usage ease collaboration
    23. 25. … but how? individual large network re-use creation facilitated discussion design thinking limited tools, consistent training, conventions integrated, social, boundary- less technology
    24. 26. two things to do <ul><li>pick the roles to train people for </li></ul><ul><li>make sure technology supports them in every possible way </li></ul>
    25. 27. more, smaller circles
    26. 28. serendipity & innovation <ul><li>“ In the fields of observation chance favors only the prepared mind.” </li></ul><ul><li>Louis Pasteur </li></ul><ul><li>to create innovative business services, students need to find the unexpected </li></ul><ul><li>technology can foster and ease discovery, regular exchange and production </li></ul>
    27. 29. <ul><li>21 st century learning? </li></ul><ul><ul><li>there’s an app for that </li></ul></ul>
    28. 30. thank you! questions, critique, tomatoes?
    29. 31. sources <ul><li>slide 2 </li></ul><ul><li>blender image: http://blubberybastard.tripod.com/scrimshaw/blendr.jpg </li></ul><ul><li>earth sketch: static.howstuffworks.com/gif/earth-day-activities-57.jpg </li></ul><ul><li>slide 10: The knowledge funnel, Roger Martin </li></ul><ul><li>slide 11: </li></ul><ul><li>Anderson et. al. 2004, David Armano (2x) </li></ul><ul><li>Merill's instructional design guidelines (from Schneider 2005) </li></ul><ul><li>7 wastes in lean manufacturing (compare eg. Womack 1996) </li></ul><ul><li>Taylor and Maor's socio-constructivist features of online teaching (from Schneider 2005) </li></ul><ul><li>IsoMetrics Usability Categories, operationalized from ISO 9241, Part 10 (Gediga, Hamborg 1999) </li></ul><ul><li>slide 22: David Armano, darmano.typepad.com/logic_emotion/visualizations/ </li></ul><ul><li>slide 23: Louis Pasteur, Lecture, University of Lille (7 December 1854) </li></ul>