This document summarizes blended learning trends in Spain. It finds that blended learning models are becoming more common across different education sectors, including schools, vocational schools, universities, lifelong learning, and vocational training. Popular blended learning models incorporate face-to-face lessons with online resources and learning management systems. Trends include growing use of online materials and platforms, flipped classrooms, and blended degree programs. Quality assurance standards also require certification for blended vocational training programs.
Benefits and challenges of open educational resources by LaRita Montgomery Ma...dellamarie
The document discusses Open Educational Resources (OER) which are openly licensed educational materials that can be adapted. It notes benefits for both faculty and students, such as faculty being able to build their own resources and students having supplemental learning materials. However, it also outlines challenges to adopting OER like the vast number of resources making it difficult for instructors to choose, lack of time for educators to develop materials, and lack of training on integrating OER. The concluding passage reflects on discovering OER as an experience the author is glad they explored.
Building a social graph for the history of Europe: the CUbRIK histoGraphCUbRIK Project
The document discusses building a social graph from historical image collections. It describes the CVCE and Digital Humanities Lab, and their vision of creating a social graph from images. The CUbRIK approach involves sourcing researcher requirements, building an entity repository, efficient indexing, and tools for visualization and analysis. Challenges include identifying people, places and events in images over time and verifying these. The approach involves crowd-sourcing verification and integrating rights management. An evaluation phase is planned in July to test the social graph prototype.
The document provides an overview of key concepts in web development including HTTP methods (GET, POST), the servlet lifecycle, the web container, the web.xml deployment descriptor, and URLs. It describes the benefits and features of GET and POST requests, how the container manages servlets and JSPs, how the web.xml file configures servlets without code changes, and the components of a URL.
1. The document discusses objectives and concepts related to building web applications using servlets, including HTTP methods, the request and response objects, the servlet lifecycle, initialization parameters, and redirecting versus forwarding requests.
2. It provides examples of servlet configuration in web.xml and describes how the container processes requests and maps them to servlets.
3. Key aspects of the request and response objects are outlined, such as accessing headers, cookies, and input/output streams.
Spring is a dependency injection container that manages the lifecycle and dependencies of components in an application. It supports loading configuration from XML files located in the classpath or file system using application contexts like ClassPathXmlApplicationContext or FileSystemXmlApplicationContext. Spring provides modules for aspects, data access, messaging, and testing that add functionality beyond the core container. Dependency injection allows objects to have their dependencies provided at creation rather than creating them directly, which makes the code loosely coupled, readable, and easy to test.
The document discusses dependency injection (DI) in Spring, including wiring objects together through constructors and setter methods, creating beans with different scopes, and injecting properties, references to other beans, lists, sets, maps, and properties. Objects have their dependencies provided by the Spring container rather than constructing or looking up dependencies directly. Beans can be constructed in various ways including with default constructors, parameterized constructors, and factory methods.
Benefits and challenges of open educational resources by LaRita Montgomery Ma...dellamarie
The document discusses Open Educational Resources (OER) which are openly licensed educational materials that can be adapted. It notes benefits for both faculty and students, such as faculty being able to build their own resources and students having supplemental learning materials. However, it also outlines challenges to adopting OER like the vast number of resources making it difficult for instructors to choose, lack of time for educators to develop materials, and lack of training on integrating OER. The concluding passage reflects on discovering OER as an experience the author is glad they explored.
Building a social graph for the history of Europe: the CUbRIK histoGraphCUbRIK Project
The document discusses building a social graph from historical image collections. It describes the CVCE and Digital Humanities Lab, and their vision of creating a social graph from images. The CUbRIK approach involves sourcing researcher requirements, building an entity repository, efficient indexing, and tools for visualization and analysis. Challenges include identifying people, places and events in images over time and verifying these. The approach involves crowd-sourcing verification and integrating rights management. An evaluation phase is planned in July to test the social graph prototype.
The document provides an overview of key concepts in web development including HTTP methods (GET, POST), the servlet lifecycle, the web container, the web.xml deployment descriptor, and URLs. It describes the benefits and features of GET and POST requests, how the container manages servlets and JSPs, how the web.xml file configures servlets without code changes, and the components of a URL.
1. The document discusses objectives and concepts related to building web applications using servlets, including HTTP methods, the request and response objects, the servlet lifecycle, initialization parameters, and redirecting versus forwarding requests.
2. It provides examples of servlet configuration in web.xml and describes how the container processes requests and maps them to servlets.
3. Key aspects of the request and response objects are outlined, such as accessing headers, cookies, and input/output streams.
Spring is a dependency injection container that manages the lifecycle and dependencies of components in an application. It supports loading configuration from XML files located in the classpath or file system using application contexts like ClassPathXmlApplicationContext or FileSystemXmlApplicationContext. Spring provides modules for aspects, data access, messaging, and testing that add functionality beyond the core container. Dependency injection allows objects to have their dependencies provided at creation rather than creating them directly, which makes the code loosely coupled, readable, and easy to test.
The document discusses dependency injection (DI) in Spring, including wiring objects together through constructors and setter methods, creating beans with different scopes, and injecting properties, references to other beans, lists, sets, maps, and properties. Objects have their dependencies provided by the Spring container rather than constructing or looking up dependencies directly. Beans can be constructed in various ways including with default constructors, parameterized constructors, and factory methods.
The document describes a proposed education platform called Moy Univer that aims to address challenges in the current education system. It discusses how Moy Univer will provide an environment for teachers to easily create educational apps and content in "micro-formats" focused on specific tasks. Teachers will have full control over the learning process and ability to directly interact with students. The platform is designed to help teachers monetize their knowledge through app sales with revenue shared 50/50. It provides analytics to help teachers improve their apps and attract more students. The goal is to rapidly develop thousands of adaptive educational apps and tools integrated into individual learning paths.
This document outlines an organization called Apps for Good that aims to teach students coding skills through developing apps that solve real-world problems. Their vision is to grow a new generation of problem solvers who can create and market products that change the world. They provide app development content and communities through their platform to teach students technical and soft skills. They have seen success in the UK and Catalonia in improving students' programming, teamwork, communication and problem solving abilities. They now aim to test international scaling of their model.
The document discusses the evolution of e-learning and the use of services in education. It describes how e-learning has progressed from early digital content to today's collaborative online learning environments. Services-oriented architecture (SOA) allows educational institutions to build reusable learning modules and share capabilities. This paradigm is well-suited for supporting blended learning models and facilitating the exchange of resources between distributed students and instructors.
Google apps customized - Do more with the Google Apps Marketplaceccherubino
With the recent launch of the education category of the Google Apps Marketplace, schools can discover, purchase and deploy integrated web-based applications that extend Google Apps. The growing set of innovative apps include learning mangement systems (LMS) like Haiku, learning platforms like DreamBox and BrainPop, and student tools like Digication. Learn more about how the Google Apps Marketplace can improve your classrooms.
Workshop materials for vocational further education college staff on a blended learning journey - referencing EU standards for teachers and learners digital literacy
From CMS to Learning and Teaching: Trends in Digital Learning Content and Web 2.0 Integration presented at Sloan-C conference in Orlando, November 30, 2009, by Rob Abel, CEO, IMS Global Learning Consortium
The document discusses strategies for integrating technology into the academic program at a school. It mentions partnering with the strategic plan, leveraging technology to support best practices and learning strategies, and converging social networking and online collaboration. It provides an overview of software that supports initiatives like portfolios, Moodle, Google Apps, and emerging tools. It also outlines growth trends for the upcoming year, including increased use of collaborative tools, tablets, and tools allowing global connection.
This document discusses the evolution of education from Education 1.0 to Education 4.0. Education 1.0 was teacher-centered with students as passive learners. Education 2.0 began incorporating communication and technology but classrooms remained traditional. Education 3.0 shifted to student-centered learning with teachers as facilitators. Education 4.0 involves co-creation, personalized learning, and ubiquitous technology. The author argues this evolution is driven by modernizing technology and industry needs. New skills like adaptability and leadership are needed to guide continued reforms.
Overall: Studyx is a new education system framework based on an ecosystem of interconnected educational apps and a platform for their rapid creation and development. The platform provides tools for creating adaptive educational apps using micro-formats of knowledge, a common LMS, and content storage. It also includes a growing user base through single sign-on across apps and an analytical platform. This unified learning environment allows for easy, fast, and cheap creation of powerful apps to develop a self-sustaining education system tailored to personal needs.
This document summarizes an event about using Google Apps for education. The event will discuss institutional considerations for using cloud services, educational applications of Google Apps from K-12 to higher education, and how Google Apps offers different capabilities than traditional IT systems. Presentations will cover using Google Apps in a primary school continuum, Google Apps in higher education from a case study, and moving an university to Google Apps. Time will be allocated for discussion.
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registered students. Google then made its course building technology openly accessible. This Course Builder technology allows for online education on a global scale through open source coding and a familiarity with HTML, JavaScript, Python, and Google's App Engine platform. Course Builder is currently used by universities like Indiana University and UC San Diego to create open online courses through MOOCs that are free and flexible for students to participate in, though they may lack interaction.
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registrants and over 20,000 completions. Google then opened its course builder technology, allowing instructional designers to create open online learning platforms using open source code. Course Builder is currently used by universities like Indiana University and UC San Diego to offer free, flexible online courses through MOOCs to large global audiences without enrollment.
This document describes a gamification system developed for subjects taught at the University Carlos III of Madrid using the Open edX online learning platform. The system incorporates gamification elements to encourage students to engage with course content before face-to-face classes. It utilizes three main components - the GEL e-learning management system, a Flip-App mobile application, and the Open edX platform itself. Real-time analytics are generated on student interactions and performance to provide visibility to both students and instructors. The goal is to motivate advance preparation for classes and help teachers adapt their instruction based on insights into student understanding.
This document discusses academic technology initiatives at a school and plans for the upcoming year. It outlines goals of developing curriculum that incorporates 21st century skills and emerging technologies. It proposes leveraging technology to strengthen best practices like differentiation and formative assessment using tools like LAMS and DyKnow. It also discusses expanding uses of tools like Wikispaces, Moodle, Google Apps, and Skype to encourage more student-centered collaborative spaces. Plans for the technology department include increasing support roles, conducting an annual review of applications, and taking on more curriculum development responsibilities in line with the TPACK model of technology integration.
The VALS project is a European initiative to build knowledge alliances between universities and companies to address real business problems through open innovation and virtual student placements. It involves 12 universities and 67 companies/foundations across Europe. The project developed a Semester of Code where students complete virtual internships on open source projects. Initial results show 18 student applications being developed. The project provides benefits to students, businesses, universities, and society.
Geoff Riley discusses using various digital tools in teaching economics, including Dropbox for file sharing, Reuters EcoWin for real-time economic data, and Moodle as his virtual learning environment of choice. He outlines how he uses tools like Wordle, data visualization sites, Google Apps, Twitter, YouTube, screen capture software, and RSS feeds in his daily teaching toolbox. Riley also provides examples of how he structures content and activities in Moodle, including glossaries, blogs, forums, and online quizzes. He aims to further develop the interactive elements in his VLE and encourage more student collaboration using digital tools going forward.
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registrants and over 20,000 completions. Google's open-source Course Builder technology allows for online education on a global scale and is used by universities like Indiana University and UC San Diego to create low-cost online learning platforms. While MOOCs increase accessibility, students may face difficulties with self-regulation and lack of interaction without an in-person component.
The document discusses models of technology adoption in education. It describes 5 stages of teacher adoption: familiarization, utilization, integration, reorientation, and evolution. It then discusses Toledo's (2005) model which includes pre-integration, transition, development, expansion, and system-wide integration stages. Next, it covers traditional and contemporary roles of technology, from product technologies to idea technologies. Finally, it discusses emerging models that are pushing tech adoption, such as online learning, blended learning, flipped classrooms, and competency-based learning.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The document describes a proposed education platform called Moy Univer that aims to address challenges in the current education system. It discusses how Moy Univer will provide an environment for teachers to easily create educational apps and content in "micro-formats" focused on specific tasks. Teachers will have full control over the learning process and ability to directly interact with students. The platform is designed to help teachers monetize their knowledge through app sales with revenue shared 50/50. It provides analytics to help teachers improve their apps and attract more students. The goal is to rapidly develop thousands of adaptive educational apps and tools integrated into individual learning paths.
This document outlines an organization called Apps for Good that aims to teach students coding skills through developing apps that solve real-world problems. Their vision is to grow a new generation of problem solvers who can create and market products that change the world. They provide app development content and communities through their platform to teach students technical and soft skills. They have seen success in the UK and Catalonia in improving students' programming, teamwork, communication and problem solving abilities. They now aim to test international scaling of their model.
The document discusses the evolution of e-learning and the use of services in education. It describes how e-learning has progressed from early digital content to today's collaborative online learning environments. Services-oriented architecture (SOA) allows educational institutions to build reusable learning modules and share capabilities. This paradigm is well-suited for supporting blended learning models and facilitating the exchange of resources between distributed students and instructors.
Google apps customized - Do more with the Google Apps Marketplaceccherubino
With the recent launch of the education category of the Google Apps Marketplace, schools can discover, purchase and deploy integrated web-based applications that extend Google Apps. The growing set of innovative apps include learning mangement systems (LMS) like Haiku, learning platforms like DreamBox and BrainPop, and student tools like Digication. Learn more about how the Google Apps Marketplace can improve your classrooms.
Workshop materials for vocational further education college staff on a blended learning journey - referencing EU standards for teachers and learners digital literacy
From CMS to Learning and Teaching: Trends in Digital Learning Content and Web 2.0 Integration presented at Sloan-C conference in Orlando, November 30, 2009, by Rob Abel, CEO, IMS Global Learning Consortium
The document discusses strategies for integrating technology into the academic program at a school. It mentions partnering with the strategic plan, leveraging technology to support best practices and learning strategies, and converging social networking and online collaboration. It provides an overview of software that supports initiatives like portfolios, Moodle, Google Apps, and emerging tools. It also outlines growth trends for the upcoming year, including increased use of collaborative tools, tablets, and tools allowing global connection.
This document discusses the evolution of education from Education 1.0 to Education 4.0. Education 1.0 was teacher-centered with students as passive learners. Education 2.0 began incorporating communication and technology but classrooms remained traditional. Education 3.0 shifted to student-centered learning with teachers as facilitators. Education 4.0 involves co-creation, personalized learning, and ubiquitous technology. The author argues this evolution is driven by modernizing technology and industry needs. New skills like adaptability and leadership are needed to guide continued reforms.
Overall: Studyx is a new education system framework based on an ecosystem of interconnected educational apps and a platform for their rapid creation and development. The platform provides tools for creating adaptive educational apps using micro-formats of knowledge, a common LMS, and content storage. It also includes a growing user base through single sign-on across apps and an analytical platform. This unified learning environment allows for easy, fast, and cheap creation of powerful apps to develop a self-sustaining education system tailored to personal needs.
This document summarizes an event about using Google Apps for education. The event will discuss institutional considerations for using cloud services, educational applications of Google Apps from K-12 to higher education, and how Google Apps offers different capabilities than traditional IT systems. Presentations will cover using Google Apps in a primary school continuum, Google Apps in higher education from a case study, and moving an university to Google Apps. Time will be allocated for discussion.
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registered students. Google then made its course building technology openly accessible. This Course Builder technology allows for online education on a global scale through open source coding and a familiarity with HTML, JavaScript, Python, and Google's App Engine platform. Course Builder is currently used by universities like Indiana University and UC San Diego to create open online courses through MOOCs that are free and flexible for students to participate in, though they may lack interaction.
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registrants and over 20,000 completions. Google then opened its course builder technology, allowing instructional designers to create open online learning platforms using open source code. Course Builder is currently used by universities like Indiana University and UC San Diego to offer free, flexible online courses through MOOCs to large global audiences without enrollment.
This document describes a gamification system developed for subjects taught at the University Carlos III of Madrid using the Open edX online learning platform. The system incorporates gamification elements to encourage students to engage with course content before face-to-face classes. It utilizes three main components - the GEL e-learning management system, a Flip-App mobile application, and the Open edX platform itself. Real-time analytics are generated on student interactions and performance to provide visibility to both students and instructors. The goal is to motivate advance preparation for classes and help teachers adapt their instruction based on insights into student understanding.
This document discusses academic technology initiatives at a school and plans for the upcoming year. It outlines goals of developing curriculum that incorporates 21st century skills and emerging technologies. It proposes leveraging technology to strengthen best practices like differentiation and formative assessment using tools like LAMS and DyKnow. It also discusses expanding uses of tools like Wikispaces, Moodle, Google Apps, and Skype to encourage more student-centered collaborative spaces. Plans for the technology department include increasing support roles, conducting an annual review of applications, and taking on more curriculum development responsibilities in line with the TPACK model of technology integration.
The VALS project is a European initiative to build knowledge alliances between universities and companies to address real business problems through open innovation and virtual student placements. It involves 12 universities and 67 companies/foundations across Europe. The project developed a Semester of Code where students complete virtual internships on open source projects. Initial results show 18 student applications being developed. The project provides benefits to students, businesses, universities, and society.
Geoff Riley discusses using various digital tools in teaching economics, including Dropbox for file sharing, Reuters EcoWin for real-time economic data, and Moodle as his virtual learning environment of choice. He outlines how he uses tools like Wordle, data visualization sites, Google Apps, Twitter, YouTube, screen capture software, and RSS feeds in his daily teaching toolbox. Riley also provides examples of how he structures content and activities in Moodle, including glossaries, blogs, forums, and online quizzes. He aims to further develop the interactive elements in his VLE and encourage more student collaboration using digital tools going forward.
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registrants and over 20,000 completions. Google's open-source Course Builder technology allows for online education on a global scale and is used by universities like Indiana University and UC San Diego to create low-cost online learning platforms. While MOOCs increase accessibility, students may face difficulties with self-regulation and lack of interaction without an in-person component.
The document discusses models of technology adoption in education. It describes 5 stages of teacher adoption: familiarization, utilization, integration, reorientation, and evolution. It then discusses Toledo's (2005) model which includes pre-integration, transition, development, expansion, and system-wide integration stages. Next, it covers traditional and contemporary roles of technology, from product technologies to idea technologies. Finally, it discusses emerging models that are pushing tech adoption, such as online learning, blended learning, flipped classrooms, and competency-based learning.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
3. Blended learning scenarios
Schools/High Schools
VET Schools
Universities
Lifelong Education (Adults)
Vocational Training for
Employment
From: http://www.theteslaacademy.com/whatisblended/
4. Schools and High schools
Models: Lab-rotation moving gradually to
Flex
Resources: face to face lessons+LMS
Milestones:
Programa Escuela 2.0
Free access to online materials
(Agrega)
Trends:
Use of Google apps for education
(GAFE) and Chromebooks
Some flipped classroom experiences
reported
5. VET Schools
Models: Labs moving gradually to Flex
Resources: LMS + face to face
lessons+work placements
Milestones: Public offer of blended courses
for many professions
Trends:
Use of online simulators for training in
various professions (e.g.: Electude
Platform for car mechanics trainees)
Growing number of professions with a
blended option
High demand of these studies
6. Universities
Models: Labs moving gradually to Flex
Resources: Face to face lessons + LMS
Milestones: Wide choice of official blended
programs for degrees and masters
Trends:
Growing use of the Flex model
MOOCs with Community Meetups
Lessons broadcast via streaming and
recorded
Growing number of blended courses and/or
degrees
First experiences of flipped classrooms
7. Lifelong Education (Adults)
Model: Flex
Resources: LMS + face to face lessons or tutoring
Milestones: Creation of national and autonomous
Distance Education Centres + Free materials
available online for self-paced study
Trends:
Many adults taking online courses for official
diplomas
Online foreign language learning+meetups
Preparation for university or VET entry exams
8. Vocational Training for Employment
Model: Flex
Resources: LMS + Face to face
lessons + Work placements
Milestones: New law encourages the
use of blended learning models for
professional qualifications
Trends:
Many Training Centres being
certified for blended training
High quality standards required
9. Quality assurance in B-Learning
National Standard for online education:
Quality of virtual education (Norma UNE
66181:2012, Spanish version of ISO/IEC 19796-
1:2005)
○ Certification required for official online
or blended Vocational Training
○ Assessment of:
■ The LMS
■ The online materials
■ Accessibility and usability
■ The potential impact on employability
10. Blended learning trends in Spain
THANK YOU
@soycarlosgh cguerrero@fundacionsafa.es
Universidad de Málaga, August 2015
Carlos Guerrero Herrero
Editor's Notes
In this brief talk I’d like to give you a glimpse of the situation in Spain with respect to Blended Learning and the main trends developing in the country. Am I an expert
From the administrative point of view, Spain is divided into 17 autonomous communities. We all share the same national education system as a general framework of reference, but every community has a certain degree of autonomy to organize and implement their own adapted system within its territory.
There are national laws and then there are community laws to adapt the general framework to the particular reality and the particular features of each territory. Sometimes, when the national and the autonomous governments are ruled by parties from different sides of the political spectrum, then there are usually political discrepancies that lead to strong disagreements in important education issues.
Practically speaking, this means that when we talk about any topic related to Spanish education, we must take this diversity into account. Blended learning is not an exception. Some communities are more proactive in terms of creating the conditions in which BL takes place, some others are more conservative.
Of course we cannot refer to the 17 realities here, but we’ll give a sort of compendium. And most of the time we’ll make reference to Andalusia, where we are now, which somehow represents the middle.
Anyway, in Education, as in many other aspects of life, technological trends and innovations tend to become global phenomena.
If we consider the general, broad definition of BL as the integrated combination of traditional face to face learning with online learning (usually web-based), and we take into account the different models being used, where can we find examples of blended learning experiences going on in Spain? The possible scenarios are:
Schools/High Schools (Primary and Secondary education)
VET Schools (usually Secondary Schools with some vocational diplomas)
Universities
Lifelong education (for adults who go back to the education system).
Vocational training for employment (designed for both employed and unemployed workers, usually organized by the labour authorities)Let’s see how blended learning has evolved in each of these scenarios and what models are being used.
In Primary and Secondary Education, blended learning started with the use of ICT Labs in schools and high schools and some Lab rotation model experiences began to appear.
Little by little, these centres began to incorporate classrooms with PCs connected to the Internet. In the school year 2009-10, thanks to a national program called Escuela 2.0 thousands of Primary and Secondary classrooms began to turn into digital classrooms incorporating projectors or digital whiteboards , and students of the last two grades of Primary and the first two grades of Secondary were given a netbook for free, while thousands of teachers attended ICT training courses provided by the education administration (many of them in a blended format, too).
This seemed to be a good start, but it was just that , a start, because the global financial crisis destroyed any possibility of continuing with this program.
Crisis, no money available, so many schools started using free tools like GAFE. The use of GAFE and Google Classroom as an alternative to more complex LMSs also brought a trend to use Google Chromebooks instead of PCs.
Some institutions and a growing number of individual teachers are starting to flip their classrooms and many of these experiences are being reported by bloggers.
In Spain, most VET Schools are also Secondary Schools, so they share premises with the Secondary section, apart from their own workshops and technical equipment, of course. So most VET Schools started their bended experiences by using ICT Labs in a Rotation model, like the rest of Secondary Schools. As more and more students have laptops or at least smartphones with an internet connection, they are gradually moving to a Flex model, with a wider presence of online stuff.
We at SAFA, for example, have online courses for Kindergarten Educators and for Administration and Finance. Students work online with tutors for each subject monitoring their progress. Sometimes they attend face to face classes or tutoring sessions and they take official exams at School once or twice a year.
There is a growing trend of using online simulators like Electude for students of car mechanics. These are online platforms with learning contents and where teachers program car failures in great simulators. Students must do the diagnosis and repair the failures.
Of course universities were one of the first scenarios where Blended learning started to evolve. They also started with ICT Labs in a Rotation model, and in many cases the online work was limited to to sending and receiving email messages with students’ assignments. But soon many universities started using E-learning Platforms and, at the same time, established programmes to help students finance their laptops in very good conditions.
Nowadays, many university professors use an LMS to complement their face to face lessons with rich media contents, forums, wikies, etc. Although you can still find some teachers whose use of ICT is limited to sending and receiving email messages with texts to read or with students’ assignments.
Apart from that, there is a growing choice of official blended learning programs for degrees and masters in most colleges, usually with a flex model.
There has been a global boom of MOOCs that most universities use as a marketing tool for attracting new students. There is a trend to establish what they call “learning groups” or communities, with periodic meetups in which students from the same geographical area meet for group work or discussions and sometimes are tutored by university staff.
There is a trend to broadcast lessons in streaming videos, that are also recorded for future reference or to be included as learning material in a future MOOC. The number of blended courses continues to grow at a fast rate.
Some university teachers are also experiencing the flipped classroom model.
Most lifelong programs for adults in Spain use the Flex model, in which most of the learning takes place online, with the possibility of attending some classes or having some face to face tutoring sessions. They use elearning platforms with SCORM packages that can also be freely downloaded for self-study.
In many autonomous communities, including Andalusia, there is a Distance Education Center with its own platform dedicated to these adult students and the materials they use are available for download so that they can also be used off-line.
One of the effects of the high levels of unemployment in the country (22.5 % in june) is that many adults want to take forreign language courses or prepare for official entry exams to university of VET studies.
Apart from the general choice of VET in Secondary Schools, there are other vocational training courses, usually organized and supervised by the labour authorities in each region, whose main objective is to provide professional training to both employed and unemployed workers. These courses are usually related to specific professional qualifications demanded by the labour market or needed by active workers to adapt themselves to new trends in their professional fields.
A recent law established blended learning as a priority for this type of courses (mostly for economic reasons). They combine online learning with face to face sessions and work placements in the case of unemployed workers. Centres must get a special certification in order to be allowed to have these blended courses and both the LMS and the contents must meet tough requirements in order to be certified.
In 2008 a Standards certification and Quality management office published the first version of a standard for what they call “virtual education”. I guess it is a version of the International ISO Standard. This standard is starting to be required for Training Centres to be certified by some administrations. The standard assesses the quality of the LMS and the online materials, as well as the potential impact on the students’ employability.
The development of the courses through the LMS is automatically monitorized by the administration though a special platform that connects to the LMS to retrieve data from the E-learning platform. In this way, they have an immediate feedback of the activity of both teachers and students.
In this brief talk I’d like to give you a glimpse of the situation in Spain with respect to Blended Learning and the main trends developing in the country. Am I an expert