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Blended learning by raul santiago, uned

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Blended learning by raul santiago, uned

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Blended learning by raul santiago, uned

  1. 1. Active learning and blended & flipped models: a selection of tools to improve feedback in virtual and face- to-face spaces Flipped learning and Blended learning models are often used with the same meaning, but there are some differences, we could say that “all flipped is blended but not all blended is flipped”, we will start by clarifying some misunderstandings and wrong conceptions about both learning strategies. Once we have done this, we will analyse some tools with a huge potential to improve feedback with students both in the virtual and face-to face spaces, Specifically we will pay special attention to features as “heat maps”, “gamification possibilities and “multimedia options”. •Bio: PhD in Pedagogy. He is associate professor in the Department of Didactics and School Organization at the University of La Rioja. He has been Director of the Multimedia Resources Area of the UR Foundation and Director of the Higher Language Center of the Public University of Navarra. He has participated as an advisor in national and European projects on ICT applications in education. Raúl Santiago, University of La Rioja, Spain
  2. 2. “Traditional Model” Teaching…explanations Some kind of understanding ¿? Students do more activities to improve understanding It occurs in the “Group Space” Homework to consolidate learning It occurs in the “Individual Space” “Flipped” Model (simplify) Students receive content (videos, readings, quizzes..) Some kind of understanding Students work in projects, PBL, Peers… Teacher supports students clarifying concepts, solving doubts and promoting active learning It occurs in the “Group Space”It occurs in the “Individual Space”
  3. 3. Flipped learning and
  4. 4. The importance of EVALUATION both in the INDIVIDUAL and in the GROUP SPACE Students need to know what they already know and what they have to achieve Teachers have to know where their students “are” having in mind the challenge and also where their classmates “are”
  5. 5. Number of Answers in MCQ Multimedia in Q and A Weighting Options Quality of Feedback Versatility Sharing Best use in… Analytics Gamification Unlimited YES YES GOOD NORMAL URL/MAIL EMBED Individual Space Difficult Q Graphics NO Unlimited NO YES GOOD NORMAL URL MAIL EMBED/QR Individual Space Graphics NO 4 NO NO POOR GOOD PIN Group Space Heat Maps YES Unlimited NO NO POOR VERY GOOD CLASSROOM NAME Group Space Heat Maps YES Unlimited NO NO POOR NORMAL PIN Group Space Heat Maps YES 4 NO NO GOOD NORMAL URL /Google Classroom Individual Space Heat Maps NO
  6. 6. Individual Answers. Self Regulation Item Difficulty Progress •Feed- back and Socrative
  7. 7. KAHOOT (quizz and jumble, Classic Mode) BYOD-(Teams) Assimilation of concepts in "traditional" class, analysis of response time and its relation to the type of question, analysis of the quality of the answers compared to other years Feed-back and Kahoot Assimilation of concepts in "traditional" class, analysis of response time and its relation to the type of question, analysis of the quality of the answers compared to other years Assimilation of concepts in "traditional" class, analysis of response time and its relation to the type of question, analysis of the quality of the answers compared to other years Assimilation of concepts in "traditional" class, analysis of response time and its relation to the type of question, analysis of the quality of the answers compared to other years
  8. 8. In short… Teachers should keep in mind what kind of knowledge they expect to generate in their students. Depending on the cognitive dimension and level to be achieved, the technology offers very useful tools to enhance this previous work (flipped model) or the distinction between the virtual space and the face (blended model). For that aim we made a selection of 6 tools normally used by teachers, but at the same time, very often underused. Raúl Santiago, University of La Rioja, Spain

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