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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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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>

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