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VoiceS In-Service Course Olomouce: Blended Learning

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Blended Learning

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VoiceS In-Service Course Olomouce: Blended Learning

  1. 1. Blended Learning Heiko Vogl University of Teacher Education Styria 2015
  2. 2. Content • Studying in Graz • Blended Learning • Lions-quest Skills for Growing • (NMC Horizon Report Europe: 2014 Schools Edition)
  3. 3. Studying in Graz • Teacher Training New (8 + 2 or 1) • Focus on Diversity and Languages (60 EC) • Erasmus Course (30 EC) • We are searching for practices schools in Europe?
  4. 4. Blended Learning
  5. 5. What is your Definition of Blended Learning?
  6. 6. The Basics of Blended Learning
  7. 7. Do we need Blended Learning?
  8. 8. Models and Classifications
  9. 9. Sequence Model of P. Baumgartner
  10. 10. CC SA NC BY 4.0 http://www.gillysalmon.com/five-stage-model.html
  11. 11. LIFE-SKILLS SUPPORTED BY A BLENDED LEARNING CONCEPT A Qualitative Pilot Study with Students in Grade 5 Heiko Vogl, Marlies Matischek-Jauk, Helga Stücklberger, Hannelore Reicher
  12. 12. Study • long-term evaluation-study of the Lions Quest program “Erwachsen werden” (years 2012- 2015) • pilot study using the learning management system “moodle” (2014)
  13. 13. Pilot Study • What topics do students discuss? How many topics do they post? • The primary objective of this study was to find out the frequency and intensity of discussed Lions Quest topics and in which way a learning management system is a suited and motivating tool to explore adequate qualitative evaluation data from adolescents.
  14. 14. 12 13 1 6 11 16 male students female students Sample male students female students
  15. 15. Qualitative Content Analysis according to Mayring • E-Tutor • 3 face-to-face sessions • as 8 online-sessions • teacher’s journals • 5-step-model by Salmon • didactic framework focuses on reflective collaborative online learning • video clip • motivating activities
  16. 16. Results
  17. 17. The students wrote 555 postings during the project 37% 63% Postings of male and female students over all activities male students female students
  18. 18. Frequency of postings per student 2 3 9 9 11 14 14 15 15 16 18 20 22 24 24 25 26 27 31 32 35 36 37 43 47 0 10 20 30 40 50 Postings per student
  19. 19. Frequency per activity 116 31 21 28 117 56 12 132 42 0 20 40 60 80 100 120 140 Which activity was preferred by students?
  20. 20. Discussed Topics… (content analysis, inductive category development) • 66 topics • 4 main categories: (1) cooperation (2) online course management in moodle (3) personal information (4) reflection and feedback of Lions Quest sessions
  21. 21. Attitude towards moodle … (content analysis, deductive category development) • Most of the students liked working in moodle • they enjoyed writing and chatting with classmates • chatiquette was mentioned in a positive way • Some had technical problems • students reflected on the communicational processes, e.g. the usage of swearwords or silly statements in the chat
  22. 22. Considerations/Lessons learnt • Descriptive data-analyses showed that it seem to be necessary to combine online activities with face-to-face classroom-meetings to increase postings in moodle.
  23. 23. Considerations/Lessons learnt • This pilot study shows that Lions Quest topics are discussed in addition to class room sessions. Students develop a deeper interest for the topics and bring in their ideas and opinions.
  24. 24. Considerations/Lessons learnt • Moodle is an adequate learning management system to accompany programs like Lions Quest. It is recommended to setup a private moodle course for the students and the E- Tutor.
  25. 25. Considerations/Lessons learnt • For students in this sample (grade 5) it was necessary to provide supplement information and strategies to use this online platform in a safe and respecting way.
  26. 26. References Grebien, B. (in progress). Evaluation des Life-Skill-Programms Lions Quest auf Basis von Daten aus einem Learning Management System. Eine Pilotstudie. Bachelorarbeit. Pädagogische Hochschule Steiermark. Mayring, P. (2010). Qualitative Inhaltsanalyse. Grundlagen und Techniken. 11th German edition. Weinheim: Beltz. Salmon, G. (2011). E-moder@ting. The key to teaching and learning online. New York, London: Routledge. Salmon, G. (2013). E-Tivities: The Key to Active Online Learning. New York: Routledge Chapman & Hall. Wilms, H. & Wilms, E. (2006). German edition of “Erwachsen werden”. Ein Life-Skills Programm für Schülerinnen und Schüler der Sekundarstufe I. Lions Clubs international. Based on the American version: “Skills for Adolescence”.

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