The document defines blended learning as a blend of peer-learning and e-learning. It discusses why we blend the two, which is to expand the time, space, and scope of learning and teaching in an efficient, joyful, cost-effective, and pedagogically sound way. It also discusses how we blend the two, which is through programs like ULCET Net English and e-Learning for KIDS that have been proven scientifically to be effective approaches.

1. Introduction of a Blended Learning Program by Leslie Simonfalvi International Teacher Training & Development College Comenius Conference Vienna 23rd June, 2006

2. Definition Map of Blended Learning As I See It Blended Learning

3. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning

5. blended

6. blended combined or mixed together so that the constituent parts are indistinguishable

7. blended combined or mixed together so that the constituent parts are indistinguishable integrated amalgamated merging

8. blended combined or mixed together so that the constituent parts are indistinguishable integrated amalgamated merging Peer-learning and homejoy are blended together into a joyful learning journey with no stress and no risks.

9. blended combined or mixed together so that the constituent parts are indistinguishable integrated amalgamated merging 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

10. What we blend peer-learning with e-learning classroom teaching with e-teaching classroom time with individual time classroom space with individual space classroom psychology with e-mentoring classroom-management with self-management and with knowledge management different study materials

11. Blended Learning Component Blends with separate delivery channels; keyword: HAVE Integrated Blends with a mutually supportive structure; keyword: TAKE Collaborative Blends with a mutually supportive peer-learning group; keyword: BRING Expansive Blends with direct channels into using what we have learned in our fields of profession; keyword: USE

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

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.

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.

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.

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.

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.

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.

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.

20. e-Learning Peer-Learning TIME

21. e-Learning Peer-Learning TIME limited

22. e-Learning Peer-Learning TIME limited rigid

23. e-Learning Peer-Learning TIME limited rigid precious

24. e-Learning Peer-Learning TIME limited rigid precious often wasted or lost

25. e-Learning Peer-Learning TIME limited rigid precious more flexible but equally precious often wasted or lost

26. e-Learning Peer-Learning TIME limited rigid precious more flexible but equally precious Time is not just money. often wasted or lost

27. e-Learning Peer-Learning TIME limited rigid precious more flexible but equally precious Time is not just money. It is more than money since it cannot be replaced. often wasted or lost

28. e-Learning Peer-Learning SPACE

29. e-Learning Peer-Learning SPACE the lesson is in a multimedia library

30. e-Learning Peer-Learning SPACE the lesson is in a multimedia library individual spaces with great diversity

31. e-Learning Peer-Learning SPACE the lesson is in a multimedia library individual spaces with great diversity on the ‘ reality’ side of the Reality – Virtual Reality borderline

32. e-Learning Peer-Learning PSYCHOLOGY

33. e-Learning Peer-Learning PSYCHOLOGY humanistic psychology of facilitating learning and development

34. e-Learning Peer-Learning PSYCHOLOGY humanistic psychology of facilitating learning and development quasi- humanistic psychology of e-mentoring

35. e-Learning Peer-Learning PSYCHOLOGY humanistic psychology of facilitating learning and development quasi- humanistic psychology of e-mentoring unconditional positive regard

36. e-Learning Peer-Learning PSYCHOLOGY humanistic psychology of facilitating learning and development quasi- humanistic psychology of e-mentoring unconditional positive regard empathic mirroring

37. e-Learning Peer-Learning PSYCHOLOGY humanistic psychology of facilitating learning and development quasi- humanistic psychology of e-mentoring unconditional positive regard empathic mirroring congruence

38. e-Learning Peer-Learning PSYCHOLOGY humanistic psychology of facilitating learning and development quasi- humanistic psychology of e-mentoring unconditional positive regard empathic mirroring congruence caring and sharing

39. e-Learning Peer-Learning PSYCHOLOGY humanistic psychology of facilitating learning and development quasi- humanistic psychology of e-mentoring unconditional positive regard empathic mirroring congruence caring and sharing self-directedness

40. e-Learning Peer-Learning PEDAGOGY

41. e-Learning Peer-Learning PEDAGOGY Mainly person- centred

42. e-Learning Peer-Learning PEDAGOGY Mainly person- centred humanistic

43. e-Learning Peer-Learning PEDAGOGY Mainly person- centred humanistic tailor-made

44. e-Learning Peer-Learning PEDAGOGY Mainly person- centred humanistic tailor-made comes before gadgets

45. e-Learning Peer-Learning PEDAGOGY Mainly person- centred humanistic tailor-made More prescriptive comes before gadgets

46. e-Learning Peer-Learning PEDAGOGY Mainly person- centred humanistic tailor-made More prescriptive partly descriptive comes before gadgets

47. e-Learning Peer-Learning PEDAGOGY Mainly person- centred humanistic tailor-made More prescriptive partly descriptive learner- centred comes before gadgets

48. e-Learning Peer-Learning PEDAGOGY Mainly person- centred communicative humanistic tailor-made More prescriptive partly descriptive learner- centred comes before gadgets

49. e-Learning Peer-Learning PEDAGOGY Mainly person- centred communicative humanistic tailor-made More prescriptive partly descriptive learner- centred not the history of pedagogy comes before gadgets

50. e-Learning Peer-Learning PEDAGOGY Mainly person- centred communicative humanistic tailor-made More prescriptive partly descriptive learner- centred not dogmatic not the history of pedagogy comes before gadgets

51. e-Learning Peer-Learning PEDAGOGY Mainly person- centred communicative humanistic tailor-made More prescriptive partly descriptive learner- centred not dogmatic not the history of pedagogy educational smorgasbord comes before gadgets

52. e-Learning Peer-Learning MANAGEMENT

53. e-Learning Peer-Learning MANAGEMENT Managing

54. e-Learning Peer-Learning MANAGEMENT Managing time

55. e-Learning Peer-Learning MANAGEMENT Managing time space

56. e-Learning Peer-Learning MANAGEMENT Managing time space teaching

57. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning

58. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials

59. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials assessment

60. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials Self- managing assessment

61. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials Self- managing time assessment

62. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials Self- managing time space assessment

63. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials Self- managing time space learning assessment

64. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials Self- managing time space learning assessment projects

65. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials Self- managing time space learning assessment projects assignments

66. e-Learning Peer-Learning MANAGEMENT Managing time space teaching learning materials Self- managing time space learning assessment projects assignments Both teachers and learners have to learn how to manage and self-manage

67. Definition Map of Blended Learning As I See It A blend of peer-learning and e-learning Blended Learning Why we blend

68. Why we blend We do not blend to try to make our teaching or our students’ learning efficient We have to blend efficient parts to have an even more efficient composition We blend to expand the time, the space and the scope of learning and teaching We blend for positive synergy

69. Gerald Grow 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.

70. Gerald Grow 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.

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

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

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

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

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

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

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

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

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

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.