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Introduction of a Blended Learning Program

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  1. 1. Introduction of a Blended Learning Program by Leslie Simonfalvi International Teacher Training & Development College Comenius Conference Vienna 23rd June, 2006
  2. 2. Definition Map of Blended Learning As I See It Blended Learning
  3. 3. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning
  4. 5. blended
  5. 6. blended combined or mixed together so that the constituent parts are indistinguishable
  6. 7. blended combined or mixed together so that the constituent parts are indistinguishable <ul><li>integrated </li></ul><ul><li>amalgamated </li></ul><ul><li>merging </li></ul>
  7. 8. blended combined or mixed together so that the constituent parts are indistinguishable <ul><li>integrated </li></ul><ul><li>amalgamated </li></ul><ul><li>merging </li></ul>Peer-learning and homejoy are blended together into a joyful learning journey with no stress and no risks.
  8. 9. blended combined or mixed together so that the constituent parts are indistinguishable <ul><li>integrated </li></ul><ul><li>amalgamated </li></ul><ul><li>merging </li></ul>Peer-learning and homejoy are blended together into a joyful learning journey with no stress and no risks. The constituent parts are each other’s Figure and Ground as in Gestalt Psychology
  9. 10. What we blend <ul><li>peer-learning with e-learning </li></ul><ul><li>classroom teaching with e-teaching </li></ul><ul><li>classroom time with individual time </li></ul><ul><li>classroom space with individual space </li></ul><ul><li>classroom psychology with e-mentoring </li></ul><ul><li>classroom-management with self-management and </li></ul><ul><li>with knowledge management </li></ul><ul><li>different study materials </li></ul>
  10. 11. <ul><li>Blended Learning </li></ul><ul><li>Component Blends with separate delivery </li></ul><ul><li>channels; keyword: HAVE </li></ul><ul><li>Integrated Blends with a mutually </li></ul><ul><li>supportive structure; keyword: TAKE </li></ul><ul><li>Collaborative Blends with a mutually </li></ul><ul><li>supportive peer-learning group; </li></ul><ul><li>keyword: BRING </li></ul><ul><li>Expansive Blends with direct channels into </li></ul><ul><li>using what we have learned in our fields of </li></ul><ul><li>profession; keyword: USE </li></ul>
  11. 12. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G                                                                                                                                              
  12. 13. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly micro-teaching, nano-teaching, and pico-teaching in a dynamic relationship.                                                                                                                                              
  13. 14. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly micro-teaching, nano-teaching, and pico-teaching in a dynamic relationship. It is more on the micro-macro borderline in a more static relationship.                                                                                                                                              
  14. 15. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly micro-teaching, nano-teaching, and pico-teaching in a dynamic relationship. It is more on the micro-macro borderline in a more static relationship. We never teach anything with itself.                                                                                                                                              
  15. 16. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly micro-teaching, nano-teaching, and pico-teaching in a dynamic relationship. It is more on the micro-macro borderline in a more static relationship. We never teach anything with itself. We teach everything with the help of everything we have taught before.                                                                                                                                              
  16. 17. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly active that is fast developing towards the proactive.                                                                                                                                              
  17. 18. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly active that is fast developing towards the proactive. Mainly reactive that is steadily developing towards the active.                                                                                                                                              
  18. 19. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly active that is fast developing towards the proactive. Mainly reactive that is steadily developing towards the active. Both constituents need a heavy focus on learning how to learn.                                                                                                                                              
  19. 20. e-Learning Peer-Learning TIME
  20. 21. e-Learning Peer-Learning TIME <ul><li>limited </li></ul>
  21. 22. e-Learning Peer-Learning TIME <ul><li>limited </li></ul><ul><li>rigid </li></ul>
  22. 23. e-Learning Peer-Learning TIME <ul><li>limited </li></ul><ul><li>rigid </li></ul><ul><li>precious </li></ul>
  23. 24. e-Learning Peer-Learning TIME <ul><li>limited </li></ul><ul><li>rigid </li></ul><ul><li>precious </li></ul><ul><li>often </li></ul>wasted or lost
  24. 25. e-Learning Peer-Learning TIME <ul><li>limited </li></ul><ul><li>rigid </li></ul><ul><li>precious </li></ul><ul><li>more </li></ul>flexible but equally precious <ul><li>often </li></ul>wasted or lost
  25. 26. e-Learning Peer-Learning TIME <ul><li>limited </li></ul><ul><li>rigid </li></ul><ul><li>precious </li></ul><ul><li>more </li></ul>flexible but equally precious Time is not just money. <ul><li>often </li></ul>wasted or lost
  26. 27. e-Learning Peer-Learning TIME <ul><li>limited </li></ul><ul><li>rigid </li></ul><ul><li>precious </li></ul><ul><li>more </li></ul>flexible but equally precious Time is not just money. It is more than money since it cannot be replaced. <ul><li>often </li></ul>wasted or lost
  27. 28. e-Learning Peer-Learning SPACE
  28. 29. e-Learning Peer-Learning SPACE <ul><li>the lesson </li></ul>is in a multimedia library
  29. 30. e-Learning Peer-Learning SPACE <ul><li>the lesson </li></ul>is in a multimedia library <ul><li>individual </li></ul>spaces with great diversity
  30. 31. e-Learning Peer-Learning SPACE <ul><li>the lesson </li></ul>is in a multimedia library <ul><li>individual </li></ul>spaces with great diversity <ul><li>on the </li></ul>‘ reality’ side of the Reality – Virtual Reality borderline
  31. 32. e-Learning Peer-Learning PSYCHOLOGY
  32. 33. e-Learning Peer-Learning PSYCHOLOGY <ul><li>humanistic </li></ul>psychology of facilitating learning and development
  33. 34. e-Learning Peer-Learning PSYCHOLOGY <ul><li>humanistic </li></ul>psychology of facilitating learning and development <ul><li>quasi- </li></ul>humanistic psychology of e-mentoring
  34. 35. e-Learning Peer-Learning PSYCHOLOGY <ul><li>humanistic </li></ul>psychology of facilitating learning and development <ul><li>quasi- </li></ul>humanistic psychology of e-mentoring <ul><li>unconditional </li></ul>positive regard
  35. 36. e-Learning Peer-Learning PSYCHOLOGY <ul><li>humanistic </li></ul>psychology of facilitating learning and development <ul><li>quasi- </li></ul>humanistic psychology of e-mentoring <ul><li>unconditional </li></ul>positive regard <ul><li>empathic mirroring </li></ul>
  36. 37. e-Learning Peer-Learning PSYCHOLOGY <ul><li>humanistic </li></ul>psychology of facilitating learning and development <ul><li>quasi- </li></ul>humanistic psychology of e-mentoring <ul><li>unconditional </li></ul>positive regard <ul><li>empathic mirroring </li></ul><ul><li>congruence </li></ul>
  37. 38. e-Learning Peer-Learning PSYCHOLOGY <ul><li>humanistic </li></ul>psychology of facilitating learning and development <ul><li>quasi- </li></ul>humanistic psychology of e-mentoring <ul><li>unconditional </li></ul>positive regard <ul><li>empathic mirroring </li></ul><ul><li>congruence </li></ul><ul><li>caring and sharing </li></ul>
  38. 39. e-Learning Peer-Learning PSYCHOLOGY <ul><li>humanistic </li></ul>psychology of facilitating learning and development <ul><li>quasi- </li></ul>humanistic psychology of e-mentoring <ul><li>unconditional </li></ul>positive regard <ul><li>empathic mirroring </li></ul><ul><li>congruence </li></ul><ul><li>caring and sharing </li></ul><ul><li>self-directedness </li></ul>
  39. 40. e-Learning Peer-Learning PEDAGOGY
  40. 41. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred
  41. 42. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>humanistic </li></ul>
  42. 43. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul>
  43. 44. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul><ul><li>comes before </li></ul>gadgets
  44. 45. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul>More <ul><li>prescriptive </li></ul><ul><li>comes before </li></ul>gadgets
  45. 46. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul>More <ul><li>prescriptive </li></ul>partly <ul><li>descriptive </li></ul><ul><li>comes before </li></ul>gadgets
  46. 47. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul>More <ul><li>prescriptive </li></ul>partly <ul><li>descriptive </li></ul><ul><li>learner- </li></ul>centred <ul><li>comes before </li></ul>gadgets
  47. 48. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>communicative </li></ul><ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul>More <ul><li>prescriptive </li></ul>partly <ul><li>descriptive </li></ul><ul><li>learner- </li></ul>centred <ul><li>comes before </li></ul>gadgets
  48. 49. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>communicative </li></ul><ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul>More <ul><li>prescriptive </li></ul>partly <ul><li>descriptive </li></ul><ul><li>learner- </li></ul>centred <ul><li>not the history of </li></ul>pedagogy <ul><li>comes before </li></ul>gadgets
  49. 50. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>communicative </li></ul><ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul>More <ul><li>prescriptive </li></ul>partly <ul><li>descriptive </li></ul><ul><li>learner- </li></ul>centred <ul><li>not dogmatic </li></ul><ul><li>not the history of </li></ul>pedagogy <ul><li>comes before </li></ul>gadgets
  50. 51. e-Learning Peer-Learning PEDAGOGY Mainly <ul><li>person- </li></ul>centred <ul><li>communicative </li></ul><ul><li>humanistic </li></ul><ul><li>tailor-made </li></ul>More <ul><li>prescriptive </li></ul>partly <ul><li>descriptive </li></ul><ul><li>learner- </li></ul>centred <ul><li>not dogmatic </li></ul><ul><li>not the history of </li></ul>pedagogy <ul><li>educational </li></ul>smorgasbord <ul><li>comes before </li></ul>gadgets
  51. 52. e-Learning Peer-Learning MANAGEMENT
  52. 53. e-Learning Peer-Learning MANAGEMENT Managing
  53. 54. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul>
  54. 55. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul>
  55. 56. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul>
  56. 57. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul>
  57. 58. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul>
  58. 59. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul><ul><li>assessment </li></ul>
  59. 60. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul>Self- managing <ul><li>assessment </li></ul>
  60. 61. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul>Self- managing <ul><li>time </li></ul><ul><li>assessment </li></ul>
  61. 62. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul>Self- managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>assessment </li></ul>
  62. 63. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul>Self- managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>learning </li></ul><ul><li>assessment </li></ul>
  63. 64. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul>Self- managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>learning </li></ul><ul><li>assessment </li></ul><ul><li>projects </li></ul>
  64. 65. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul>Self- managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>learning </li></ul><ul><li>assessment </li></ul><ul><li>projects </li></ul><ul><li>assignments </li></ul>
  65. 66. e-Learning Peer-Learning MANAGEMENT Managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>teaching </li></ul><ul><li>learning </li></ul><ul><li>materials </li></ul>Self- managing <ul><li>time </li></ul><ul><li>space </li></ul><ul><li>learning </li></ul><ul><li>assessment </li></ul><ul><li>projects </li></ul><ul><li>assignments </li></ul>Both teachers and learners have to learn how to manage and self-manage
  66. 67. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning Why we blend
  67. 68. Why we blend <ul><li>We do not blend to try to make our teaching or our students’ learning efficient </li></ul><ul><li>We have to blend efficient parts to have </li></ul><ul><li>an even more efficient composition </li></ul><ul><li>We blend to expand the time, the space </li></ul><ul><li>and the scope of learning and teaching </li></ul><ul><li>We blend for positive synergy </li></ul>
  68. 69. <ul><ul><li>Gerald </li></ul></ul><ul><ul><li>Grow </li></ul></ul>We blend to find the Matches between the Teaching Styles and the Learning Styles through Near Matches as important developmental stages. All classes contain Students with 2 to 3 different Learning Styles.
  69. 70. <ul><ul><li>Gerald </li></ul></ul><ul><ul><li>Grow </li></ul></ul>We blend to find the Matches between the Teaching Styles and the Learning Styles through Near Matches as important developmental stages. If all classes contain Students with 2 to 3 different Learning Styles, then all Teachers must represent 3 to 4 Teaching Styles.
  70. 71. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning Why we blend How we blend
  71. 72. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning efficient Why we blend How we blend
  72. 73. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning efficient joyful Why we blend How we blend
  73. 74. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning efficient joyful cost-effective Why we blend How we blend
  74. 75. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning efficient joyful cost-effective pedagogically sound Why we blend How we blend
  75. 76. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning efficient joyful scientifically proven cost-effective pedagogically sound Why we blend How we blend
  76. 77. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning ULCET efficient joyful scientifically proven cost-effective pedagogically sound Why we blend How we blend
  77. 78. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning ULCET Net English efficient joyful scientifically proven cost-effective pedagogically sound Why we blend How we blend
  78. 79. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning ULCET Net English e-Learning for KIDS efficient joyful scientifically proven cost-effective pedagogically sound Why we blend How we blend
  79. 80. You have seen and heard the Introduction of a Blended Learning Program by Leslie Simonfalvi International Teacher Training & Development College Comenius Conference Vienna 23rd June, 2006 Thank you for your attention.

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