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Blended Learning
Heiko Vogl
University of Teacher Education Styria
2015
VoiceS In-Service Course Olomouce: Blended Learning
Content
• Studying in Graz
• Blended Learning
• Lions-quest Skills for Growing
• (NMC Horizon Report Europe: 2014 Schools
Edition)
VoiceS In-Service Course Olomouce: Blended Learning
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?
Blended Learning
What is your Definition of
Blended Learning?
The Basics of Blended Learning
Do we need Blended Learning?
Models and Classifications
Sequence Model of P. Baumgartner
VoiceS In-Service Course Olomouce: Blended Learning
VoiceS In-Service Course Olomouce: Blended Learning
VoiceS In-Service Course Olomouce: Blended Learning
VoiceS In-Service Course Olomouce: Blended Learning
CC SA NC BY 4.0 http://www.gillysalmon.com/five-stage-model.html
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
VoiceS In-Service Course Olomouce: Blended Learning
Study
• long-term evaluation-study of the Lions Quest
program “Erwachsen werden” (years 2012-
2015)
• pilot study using the learning management
system “moodle” (2014)
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.
12 13
1
6
11
16
male students female students
Sample
male students
female students
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
VoiceS In-Service Course Olomouce: Blended Learning
Results
The students wrote 555 postings during
the project
37%
63%
Postings of male and female students
over all activities
male students
female students
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
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?
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
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
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.
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.
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.
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.
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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VoiceS In-Service Course Olomouce: Blended Learning

  • 1. Blended Learning Heiko Vogl University of Teacher Education Styria 2015
  • 3. Content • Studying in Graz • Blended Learning • Lions-quest Skills for Growing • (NMC Horizon Report Europe: 2014 Schools Edition)
  • 5. 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?
  • 7. What is your Definition of Blended Learning?
  • 8. The Basics of Blended Learning
  • 9. Do we need Blended Learning?
  • 11. Sequence Model of P. Baumgartner
  • 16. CC SA NC BY 4.0 http://www.gillysalmon.com/five-stage-model.html
  • 17. 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
  • 19. Study • long-term evaluation-study of the Lions Quest program “Erwachsen werden” (years 2012- 2015) • pilot study using the learning management system “moodle” (2014)
  • 20. 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.
  • 21. 12 13 1 6 11 16 male students female students Sample male students female students
  • 22. 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
  • 25. The students wrote 555 postings during the project 37% 63% Postings of male and female students over all activities male students female students
  • 26. 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
  • 27. 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?
  • 28. 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
  • 29. 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
  • 30. 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.
  • 31. 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.
  • 32. 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.
  • 33. 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.
  • 34. 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”.

Editor's Notes

  1. Blended learning is learning which uses a combination of face-to-face (ie taught) and online media. This form of learning is increasingly used at universities, and the presence of both types of learning distinguish blended from wholly online and wholly classroom methods of learning. von Alice Mitchell, Carol Savill-Smith im Buch The use of computer and video games for learning (2004) auf Seite 71 Quelle: http://beat.doebe.li/bibliothek/w01417.html Blended learning is a fairly new term in education lingo, but the concept has been around for decades. Essentially, blended learning is defined as a method of educating at a distance that uses technology (high-tech, such as television and the Internet or low-tech, such as voice mail or conference calls) combined with traditional (or, stand-up) education or training. im Text Blended Learning (2001) Quelle: http://beat.doebe.li/bibliothek/w01417.html Bitte Quellenangabe nicht vergessen ;-) In mid-2002, the term blended learning began cropping up in conversation. At first, blended meant Computer learning with classroom learning. Apologists who had shortsightedly defined eLeaming as computer-only learning talked of combining eLearning with live workshops. Some people continue to define blended learning as a sandwich made of alternating slices of Computer learning and live workshops. More sophisticated practitioners were saying the blend might contain chunks of computer-mediated learning, classroom, lab, collaboration, knowledge management, apprenticeship, case discussion - whatever mix is the best way to accomplish the Job. von Jay Cross im Buch Informal Learning (2006) im Text Unblended auf Seite 170 Quelle: http://beat.doebe.li/bibliothek/w01417.html Bitte Quellenangabe nicht vergessen ;-)
  2. Video https://www.youtube.com/watch?v=3xMqJmMcME0
  3. Video RSA Sir Kenn Robinso https://www.youtube.com/watch?v=zDZFcDGpL4U
  4. Face2face period Distance period
  5. Ziel, Zielsetzung  objective Lernen mit neuen Medien  Learning with new media Vorgehen  approach
  6. action level Level of social interaction Level of teaching and learning
  7. Format Funktion Methode
  8. Lions Quest is a K-12 comprehensive youth development program that promotes social and emotional learning (SEL), character education, bullying prevention, drug awareness, and service-learning. Lions Quest features three developmentally appropriate program levels—Skills for Growing (grades K-5), Skills for Adolescence (grades 6-8), and Skills for Action (grades 9-12) - that promote a caring, safe, well-managed, and participatory learning environment and allows students to develop 21st century life skills. Why Lions Quest Works: Lions Quest helps young people develop the skills to deal with emotions constructively, make responsible decisions, and set positive goals that lead to healthy, responsible lives free from the harm of drug abuse, bullying and violence. Comprehensive – Lions Quest provides a holistic approach to youth development, addressing: Character development, social and emotional learning, civic values, substance abuse, bullying and violence prevention, and service-learning. Flexible – Designed to be flexible, Lions Quest can be presented as stand-alone courses of varying lengths or be integrated within existing classes. Curriculum is supported by correlation guides, curriculum maps, and evaluation tools. Quality Teacher Training – The Lions Quest commitment to quality preparation is based on the proven premise that programs for youth are most successful when comprehensive, program-specific training is provided. Lions Quest one- and two-day core workshops deliver superior curriculum and teacher training at every grade level. Research - based with Proven Results – School districts, universities, and independent research firms have evaluated the effectiveness of Lions Quest program implementation. Results of the studies include improved academic achievement; change in knowledge, behaviors, and beliefs regarding substance abuse and violence; lower rates of disciplinary problems; lower risk of dropping out of school; and decreased use of alcohol, tobacco and other drugs. Support for Home-School-Community – Designed to integrate community and parent involvement into the implementation of the program. Lions Quest has been supported by the world’s largest service organization, Lions Clubs International for over 25 years.  Lions Clubs have been on the ground, working with schools and sharing the legacy of service with youth.  
  9. During the last years life-skills-programs and whole school approaches to health-promotion were increasingly implemented in schools. Research findings show the importance of continuous work with students enhancing their personal skills. However, adolescents grow up in a world dominated by media and they use innovative systems in a common manner day by day.   The aim of this research project was to conduct a long-term evaluation-study of the Lions Quest program “Erwachsen werden” (years 2012-2015) in the Austrian state Styria by this accompanying pilot study using the learning management system “moodle”. This German life-skill-program is based on the American Lions Quest program “Skills for Adolescence”. This multicomponent program targets students in grades 5 to 8 and is conducted by instructed and certified Lions Quest teachers as a classroom curriculum. The program consists of 70 interactive, student-focused lessons dealing with conflict and stress management, enhancing social and emotional competences, fostering positive peer relationships as well as communication skills, self-efficacy and personal qualities. Additional sessions offer extended material promoting health behavior in general.  
  10. The sample of this pilot study consists of N = 25 pupils from one class (grade 5, grammar school), who participated in the Lions Quest class-room program during the school-time.       N = 25   12 male students (48 %) 13 female students (52 %)   age: 10 to 11 years   Duration of the project: 02/2013 until 06/2013  
  11. An experienced E-Tutor moderated and supported 3 face-to-face sessions as well as 8 online-sessions in moodle. Specific teacher’s journals documented each Lions Quest session in classroom and were communicated to the E-Tutor providing a basis for the online-activities in moodle.   The online-activities were structured according to the 5-step-model by Salmon (2011). This didactic framework focuses on reflective collaborative online learning. Every online-activity started with a short video clip targeting today’s Lions Quest topic in the classroom, followed by motivating activities to post personal opinions, beliefs, feelings and thoughts about this topic. Furthermore, each activity was composed by a certain pattern as following: headline, description of activity, aim of discussion, aim of reaction in the style of E-Tivities (Salmon, 2013).   The students could access the learning management system moodle over 4 months, whenever they wanted.   Overview of the 8 online-activities.   · Activity 1: Who are you? · Activity 2: What did you do in your last LQ-Session? · Activity 3: Communication skills · Activity 4: Creativity studio · Activity 5: Talk show · Activity 6: Energizer “Walking around” · Activity 7: Stay online, stay save · Activity 8: Closing session & feedback   2nd face-to-face meeting: “How to discuss in moodle”     The students discussed these Lions Quest topics, moderated by the E-Tutor. The postings were analyzed by a qualitative research method: Firstly, the postings were evaluated by descriptive statistics, also differentiated by gender. Secondly, the postings were analyzed by qualitative content analysis according to Mayring (2010).  
  12. Link zum Kurs https://moodle.phst.at/course/view.php?id=336 Link zu einem Video https://www.youtube.com/watch?v=O0jZBvrClDI
  13. All in all, the students wrote 555 postings during the project.   Female students posted more (63%, 348 postings) than male students (37%, 207 postings).  
  14. On average, every student posted 22 times.   ð On average, the students posted 62 times per activity.   ð Online activities right after a face-to-face meeting in classroom, were preferred by the students. · Activity 1: Who are you? · Activity 2: What did you do in your last LQ-Session? · Activity 3: Communication skills · Activity 4: Creativity studio · Activity 5: Talk show · Activity 6: Energizer “Walking around” · Activity 7: Stay online, stay save · Activity 8: Closing session & feedback    
  15. Discussed Topics… (content analysis, inductive category development) Altogether, 66 topics were found by inductive category development. These topics could be classified into 4 main categories: (1) cooperation (2) online course management in moodle (3) personal information (4) reflection and feedback of Lions Quest sessions. All in all, the results show that the discussion process of the students extended in moodle. They exchanged concrete experiences concerning Lions Quest strategies and talked about specific lessons they learned.  
  16. Attitude towards moodle … (content analysis, deductive category development) Most of the students liked working in moodle. In particular, they enjoyed writing and chatting with classmates. These students were going fine in moodle. The chatiquette was mentioned in a positive way. Some of the students had technical problems, e.g. the logon, which made them feel worse. Furthermore, students reflected on the communicational processes, e.g. the usage of swearwords or silly statements in the chat.  
  17. 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. 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. 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. 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.  
  18. 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. 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. 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. 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.  
  19. 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. 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. 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. 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.  
  20. 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. 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. 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. 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.