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InnoOmnia best practices
InnoOmnia best practices
InnoOmnia best practices
InnoOmnia best practices
InnoOmnia best practices
InnoOmnia best practices
InnoOmnia best practices
InnoOmnia best practices
InnoOmnia best practices
InnoOmnia best practices
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InnoOmnia best practices

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  • 1. Model for BlendingTechnology & Entrepreneurshipinto Learning DesignBest Practices
  • 2. Learning Design Frameworks§  TPACK§  Learning by Design§  Pedagogical Infrastructure Framework
  • 3. Component Essential design features of the setting (set prior to Shortcomings in the course) design and suggestions for improvementsTechnical • Basic tools: blog & iPads • • Various mLearning apps for personal and collaborative use for writing, taking pictures and video, for browsing and concept-mapping • Cloud services and resources tutoring the use of apps and other resources (e.g. Youtube) • Social media platforms that link formal, nonformal and informal learning • ICT infrastructure: wifi, apple TV, projectorsSocial • Group activities: hands-on work for • constructing knowledge&skills • Structured group settings like duel discussions and evaluation discussions • Unstructured personal and group settings like mobile qr track • Analysis and participation in the community of practice in InnoOmnia • Informal get-together partyEpistemological • Theoretical framework partly provided by • facilitators, partly on students’ own activity (group work) • Information on the Finnish educational system and vocational education and training • Device and app training provided • Cloud services and social media platforms partly assisted and partly as their own group work • Edutech application cases and examples partly presented by facilitators, partly accessed as students’ own activity • "Fuzzy" knowledge to be gathered about the InnoOmnia community of practiceCognitive • The sessions start with an introduction to the • objectives and end with a reflective round-up. During and after the sessions the students are expected to write about their process both on the blog and on their personal learning environments. • As is often the case with adult education, students are expected to be active, to take initiative and to have self-regulated learning skills and positive attitude to their own process.
  • 4. Blended Learning §  Multiple sources and actors, mixed by design §  Design is flexible, not cast in stone §  Encouraging flow, process and tacit knowledge §  Agility for reflection, feedback and adjustment
  • 5. Blended Learning§  Authentic environments / Simulated reality§  Real life interaction / Mediated presence / Databases§  Students / Teachers / Entrepreneurs§  Different domains of learning§  Synchronous / Asynchronous§  Mixing the roles of participants§  Versatility in didactic practices
  • 6. Community of Practice§  Constructing knowledge together§  Value of tacit knowledge§  Various roles one can take§  InnoOmnia community§  Facility and its spaces§  Serendipity
  • 7. Knowledge Building Community§  21st century skills§  On-campus business partnerships§  Young entrepreneur programmes§  Cooperative arrangements§  Example: Edupreneur Bootcamp§  A journey to entrepreneurship...

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