Carlos Guerrero: Blended Learning trends in spain
Schools/High Schools
VET Schools
Universities
Lifelong Education (Adults)
Vocational Training for Employment
Our work Kovit Thamrong School & Peter House : Niwat Architects ChiangmaiNiwat Architect Co.,ltd.
Niwat Architects was founded on 1972 by Dr.Niwat Tantayanusorn. With a focus on Lanna culture, Niwat Architects has designed dozens of buildings, mainly residential and hotel&resort.The cultural and environmental based designs are spread all over the Thailand, mainly in northern part of the country.Architect in Chiangmai,Architects in Chiangmai,Chiangmai Architects,Sustainable Architecture Chiangmai,Lanna Architecture Chiangmai,Contemporary ,Architecture Chiangmai,Architecture Office Chiangmai,Passive Architecture Design Chiangmai,Green Architecture Chiangmai,Environmental Architecture Changmai,Northern Thailand Architecture,Hotel and Resort Architecture Chiangmai,Residential Architecture Chiangmai,House Design Chiangmai,Eco-House Architecture Chiangmai,Thai Local Architecture Office Chiangmai,Northern Thailand Architecture Office,Lanna Architecture Chiangmai
Passive house design resource efficient comfortable and healthy - Niwat Archi...Niwat Architect Co.,ltd.
Niwat Architects was founded on 1972 by Dr.Niwat Tantayanusorn. With a focus on Lanna culture, Niwat Architects has designed dozens of buildings, mainly residential and hotel&resort.The cultural and environmental based designs are spread all over the Thailand, mainly in northern part of the country.Architect in Chiangmai,Architects in Chiangmai,Chiangmai Architects,Sustainable Architecture Chiangmai,Lanna Architecture Chiangmai,Contemporary ,Architecture Chiangmai,Architecture Office Chiangmai,Passive Architecture Design Chiangmai,Green Architecture Chiangmai,Environmental Architecture Changmai,Northern Thailand Architecture,Hotel and Resort Architecture Chiangmai,Residential Architecture Chiangmai,House Design Chiangmai,Eco-House Architecture Chiangmai,Thai Local Architecture Office Chiangmai,Northern Thailand Architecture Office,Lanna Architecture Chiangmai
Novatti's White-Label Digital Wallet
The Novatti Digital Wallet is a proven, robust and scalable electronic wallet solution for developed and developing markets. Ready to deploy with minimum development effort, this technology can be provided as a turnkey, OEM, or hosted solution.
The Digital Wallet application uses other Novatti modules to integrate with telecommunications infrastructure, financial institutions, and other third-parties using standards-based and proprietary protocols. Settlement of user accounts with external and internal agencies is achieved by regular production of multi-party electronic banking files containing all settlement details.
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
Our work Kovit Thamrong School & Peter House : Niwat Architects ChiangmaiNiwat Architect Co.,ltd.
Niwat Architects was founded on 1972 by Dr.Niwat Tantayanusorn. With a focus on Lanna culture, Niwat Architects has designed dozens of buildings, mainly residential and hotel&resort.The cultural and environmental based designs are spread all over the Thailand, mainly in northern part of the country.Architect in Chiangmai,Architects in Chiangmai,Chiangmai Architects,Sustainable Architecture Chiangmai,Lanna Architecture Chiangmai,Contemporary ,Architecture Chiangmai,Architecture Office Chiangmai,Passive Architecture Design Chiangmai,Green Architecture Chiangmai,Environmental Architecture Changmai,Northern Thailand Architecture,Hotel and Resort Architecture Chiangmai,Residential Architecture Chiangmai,House Design Chiangmai,Eco-House Architecture Chiangmai,Thai Local Architecture Office Chiangmai,Northern Thailand Architecture Office,Lanna Architecture Chiangmai
Passive house design resource efficient comfortable and healthy - Niwat Archi...Niwat Architect Co.,ltd.
Niwat Architects was founded on 1972 by Dr.Niwat Tantayanusorn. With a focus on Lanna culture, Niwat Architects has designed dozens of buildings, mainly residential and hotel&resort.The cultural and environmental based designs are spread all over the Thailand, mainly in northern part of the country.Architect in Chiangmai,Architects in Chiangmai,Chiangmai Architects,Sustainable Architecture Chiangmai,Lanna Architecture Chiangmai,Contemporary ,Architecture Chiangmai,Architecture Office Chiangmai,Passive Architecture Design Chiangmai,Green Architecture Chiangmai,Environmental Architecture Changmai,Northern Thailand Architecture,Hotel and Resort Architecture Chiangmai,Residential Architecture Chiangmai,House Design Chiangmai,Eco-House Architecture Chiangmai,Thai Local Architecture Office Chiangmai,Northern Thailand Architecture Office,Lanna Architecture Chiangmai
Novatti's White-Label Digital Wallet
The Novatti Digital Wallet is a proven, robust and scalable electronic wallet solution for developed and developing markets. Ready to deploy with minimum development effort, this technology can be provided as a turnkey, OEM, or hosted solution.
The Digital Wallet application uses other Novatti modules to integrate with telecommunications infrastructure, financial institutions, and other third-parties using standards-based and proprietary protocols. Settlement of user accounts with external and internal agencies is achieved by regular production of multi-party electronic banking files containing all settlement details.
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
Experiences from the Blended Learning Pilot Course in Helsinki. A Participant's point of view - from Manna Parvinen
The presentation describes the experience of a participant of the pilot course.
Sofija Tosheva
E-school is a web application, which includes adaptive characteristics, i.e. the student is able to adapt some features of the system. The presentation summarises the experience at a Secondary Highshool
Blended learning: experience of the Belarusian State University of Informatics and Radioelectronics (BSUIR)
Daria Parkhomenko
Experience of a University using Blended lLearning as a teaching method in Belarusia
Experiences from the BL Pilot Course - Tutors’ views
Pilot course at the Viikki Teacher Training School / Helsinki University
Merja Auvinen & Ari Myllyviita
The case of the 4th Laboratorial Center of Pireas
Description of a two years experience. The two defined aims covered:
PRIMARY
* support the changing curriculum in a number of specialties
* improve student engagement in order to address rising drop-out rates
SECONDARY
* maintain collaborative orientation
* Confirmation for secondary vocational education of positive results observed in tertiary
Stefanie Winkler, Martin Bicher, Michail Filioglou, Nikos Tzimopoulos, Andreas Körner
This presentation summarizes the suppoert criteria in Blended learning courses using the experience of the AKMATH courses at the Unievrsity of Technology Vienna
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
Defining a quality model for Blended Learning course for adult learners: the experience of Patronato EPASA CNA (Italian National Confederation of the Craft Sector and Small and
Medium Enterprises)
In order to improve the quality of the traning process of their employes the Patronato EPASA CNA started a experimentation of a new model of traning. The needs of the patronato were to:
* To develop a training system for a large number of learners, geographically distributed throughout the country, which is economically sustainable
* To develop a training system that meets the needs of learners with different levels of skills and knowledge.
* To develop a training system that enables the assessment of the effectiveness of the training and monitoring the level of learning for each individual operator.
This presentation describes the difficult position of suthern Egean Islands in the field of education. The only solution is Blended Learning training But it is very difficult to organize face to face meetings. On the other hand, organizing meetings, using alternative tools like Skype, ooVoo etc. does not contribute to the quality of education
Teaching a new programming environment to teachers of Informatics from the Cyclades island complex in southern Greece
Aims of the seminar:
familiarisation of the participating informatics teachers with tile programming in general and AppInventor in particular
developing a thematic virtual community that could support further development of those partisipants that choose to delve more deeply on the subject
The presentation of the University of Málaga explaining the problems to implement Blended Learning
The presentation is a contribution to the "Quality in Blended Learning Conference" in Málaga.
This research was conducted in the framework of the Grundtvig Multilateral project “Blended Learning Quality-Concepts Optimized for Adult Education / BLAdEdu”. The aim of this project is to develop a quality system for Blended Learning (bLearning).
In order to achieve that, trainers and trainees of the involved institutions, experienced an e/blended Learning course were asked for their needs, proposals and necessary features for a LMS by completing an on-line survey.
1007 people from 9 countries replied in the 15 closed and 1 open questions of the survey. The results were statistically analysed and the teachers/ trainers aspects and proposals were recorded. Along with that, the responses were correlated with the nationality, the experience and the educational level of the questioned persons.
The results of this research were used from the BLAdEdu project for creating a list of absolutely necessary features for the LMS used in a Blended Learning course focusing on the technical and pedagogical background as well as on the learner’s situation.
Technology based teaching with a learner-centered access seems to be a promising access to teaching. A special learning sequence using Blended Learning fitting to a selected target group of youth learners was created. To develop an appropriate setting the research group selected a student’s group in the subject Project Management and Presentation Technique. The analyses of possible learning environments resulted in either a Blended Learning environment or a pure distance learning.
The course based on competence oriented learning outcomes (van Lakerveld 2011). From the beginning, a quality assurance system was defined based on a quality framework for Blended Learning (Mazohl 2014).
The feedback of the students was split in a pre-questionnaire, an intermediate and a final questionnaire.
The data analyzes focus on students’ expectations and students’ experience. To create indicators for quality-based Blended Learning a quantitative survey was conducted as well as a qualitative investigation. The quantitative survey was performed using a questionnaire in context with a practical implementation of the course in frame of regularly teaching. Additional, the prove of the quality framework was measured.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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