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COMBLE - wp3 Design


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COMBLE - wp3 Design

  1. 1. WP3: Expert Training Course - Stat February 2009 Marianne Riis & Heilyn Camacho, AAU
  2. 2. Course setting -1 <ul><li>In general the COMBLE project aims at developing new </li></ul><ul><li>and innovative models for the use of blended learning in </li></ul><ul><li>different educational settings (vocational training, </li></ul><ul><li>enterprises, universities and other public bodies). The </li></ul><ul><li>goal is to improve the quality of blended learning by </li></ul><ul><li>providing administrators, teachers/trainers and learners </li></ul><ul><li>with knowledge, training and consulting with regard to </li></ul><ul><li>organizational, pedagogical, technical and pedagogical </li></ul><ul><li>factors, which may have an impact on the quality of </li></ul><ul><li>blended learning. </li></ul>
  3. 3. Course setting - 2 <ul><li>The Blended Learning Expert Training Course will be </li></ul><ul><li>piloted and certified by Aalborg University (AAU). </li></ul><ul><li>Following the pilot, the 3 other COMBLE lead partners </li></ul><ul><li>will implement and test the course in their national </li></ul><ul><li>settings with their application partners. </li></ul><ul><li>The pilot course will be delivered exclusively online </li></ul><ul><li>combining Moodle ™ , Second Life ™ and different web </li></ul><ul><li>2.0 technologies. The subsequent national test courses </li></ul><ul><li>may include f2f sessions/seminars. </li></ul>
  4. 4. Wp3 – a conceptual course <ul><li>“ Blended learning is the effective combination of </li></ul><ul><li>different modes of delivery, models of teaching </li></ul><ul><li>and styles of Learning” (Proctor. 2003:3) </li></ul><ul><li> </li></ul><ul><li>No compulsory pedagogical strategy </li></ul><ul><li>– various strategies could be used, but … </li></ul><ul><li> </li></ul><ul><li>The PBL concept has been chosen </li></ul>
  5. 5. AAU facilitators
  6. 6. Teaching-Learning environment
  7. 7. Target group <ul><li>Educational staff (teachers, trainers, </li></ul><ul><li>Instructional designers) – people who want to </li></ul><ul><li>learn how to design, implement and teach </li></ul><ul><li>BL courses from a PBL perspective . </li></ul><ul><li>The purpose of the pilot is to educate trainers who afterwards will be able to conduct and thereby spread the course locally.  </li></ul>
  8. 8. Pedagogical strategy -PBL <ul><li>Characteristics of PBL in general: </li></ul><ul><li>Social-constructivist foundation </li></ul><ul><li>Ill-structures, complex problems drawn from real life (professional practice) provide the focal points and act as stimuli for the course, curriculum or program </li></ul><ul><li>Learning is student (participant)-centered </li></ul><ul><li>Instructor takes the role of a supervisor, coach or facilitator </li></ul><ul><li>Responsibility of the learning process is mutual both between learners and between learners/instructor </li></ul><ul><li>Learning is usually realized in small groups of students who analyze study, discuss and propose solutions to open-ended problems. </li></ul><ul><li>Learner assessment is enhanced by self- and peer assessment </li></ul><ul><li>Different approaches of PBL can be identified with distinctions in problem type and varying degrees of self-direction by the students </li></ul>
  9. 9. Pedagogical strategy – AAU model <ul><li>P roblem O riented P roject P edagogy (POPP) as organizing principle </li></ul><ul><li>Problem orientation indicates an open frame, where participants formulate problems (as opposed to pre-defined problems set by the instructor or textbook) </li></ul><ul><li>Project pedagogy indicates that participants are expected to work on long-term open-ended projects (as opposed to short-term, narrow assignments) </li></ul><ul><li>Learning is realized in a community of learners organized in small interdependent groups </li></ul>
  10. 10. Why PBL? <ul><li>Working in groups with real life problems is </li></ul><ul><li>believed to motivate learners, who ideally will </li></ul><ul><li>learn: </li></ul><ul><li>problem solving </li></ul><ul><li>critical thinking </li></ul><ul><li>project management </li></ul><ul><li>negotiation and conflict resolution </li></ul><ul><li>analytical and methodological skills </li></ul><ul><li>All pertinent skills in lifelong learning! </li></ul>
  11. 11. Pedagogical strategy - an example
  12. 12. Theoretical foundation – Kolb.1984 <ul><li>Experiential Learning: </li></ul><ul><li>Learning is best conceived as a process, not in terms of an outcome. </li></ul><ul><li>Learning is a continous process grounded in experience. </li></ul><ul><li>The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world. </li></ul><ul><li>Learning is a holistic process of adaptation to the world. </li></ul><ul><li>Learning involves transactions between the person and the environment. </li></ul><ul><li>Learning is the process of creating knowledge. </li></ul><ul><li>(Kolb.1984:25-38) </li></ul>
  13. 13. Kolb’s model as design model <ul><li>Together with colleague Roger Fry, David A. Kolb </li></ul><ul><li>started exploring the potentials of experiential learning </li></ul><ul><li>in the 1970′ies, and Kolb further developed their ideas </li></ul><ul><li>in his 1984 book Experiential Learning : Experience </li></ul><ul><li>as Source of Learning and development . Besides </li></ul><ul><li>exploring foundations (Dewey, Lewin and Piaget in </li></ul><ul><li>particular) for experiential learning, Kolb presented a </li></ul><ul><li>model of 4 particular activities, which together </li></ul><ul><li>constitute an optimal learning process . </li></ul>
  14. 14. Kolb’s model
  15. 15. Course outline - 20.04-31.05 2009
  16. 16. Activities and ICT tools
  17. 17. Course objective <ul><li>The main objective of the course is to provide the participants with a combination of conceptual, theoretical and practical strategies with regards to designing, implementing and teaching/training courses of various duration in blended modality using different ICT tools in an overall PBL approach. </li></ul>
  18. 18. Specific objectives – learning goals <ul><li>The participants are expected to be able to: </li></ul><ul><li>Identify characteristics and attributes of Blended Learning and of Problem Based Learning – with special focus on the Aalborg model (project and problem orientation)  PBBL </li></ul><ul><li>Discuss the advantages and challenges of PBBL integrated with different ICT tools </li></ul><ul><li>Align goals and objectives of PBBL with local standards of learning </li></ul><ul><li>Design a PBBL course/learning unit in a local setting anticipating different ICT tools </li></ul><ul><li>Collaborate in an international context </li></ul><ul><li>Reflect upon and evaluate both personal and peer activity </li></ul>
  19. 19. General content <ul><li>Blended Learning </li></ul><ul><li>Definition(s) </li></ul><ul><li>Advantages/challenges </li></ul><ul><li>Why? When? Where? (different modes) </li></ul><ul><li>Best practice examples </li></ul><ul><li>Pedagogical strategies & learning theory </li></ul><ul><li>Problem Based Learning – as overall pedagogical strategy </li></ul><ul><li>Definition(s) - models </li></ul><ul><li>Implication of epistemological paradigm shift – advantages/challenges </li></ul><ul><li>Best practice examples </li></ul><ul><li>Roles (facilitators/participants) </li></ul><ul><li>Conceptualizing PBBL (The Mini-project) </li></ul><ul><li>ICT Tools (incl. Web 2.0) </li></ul>
  20. 20. Expected workload <ul><li>The course is designed to equate 5 ECTS points = 137,5 work hours. </li></ul><ul><li>In order to pass the course, the learner needs to demonstrate satisfactory, active participation in both synchronous and asynchronous activities. </li></ul><ul><li>Note that 2-3 weekly synchronous activities will take place in SL between 20:00-22:00 CET. </li></ul>