Successful Blended Learning Projects in 2006: Experiences in different formal...eLearning Papers
Authors: Tim Scholze, Sabine Wiemann.
European partners from 11 countries working in the framework of the Blended Learning Institutions’ Cooperative (blinc) have been applying web-based, mixed learning methodologies for different learning groups and contexts in three different projects.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
Successful Blended Learning Projects in 2006: Experiences in different formal...eLearning Papers
Authors: Tim Scholze, Sabine Wiemann.
European partners from 11 countries working in the framework of the Blended Learning Institutions’ Cooperative (blinc) have been applying web-based, mixed learning methodologies for different learning groups and contexts in three different projects.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
Next Generation Learning Conference 2012
21-23 February 2012
Dalarna University, Sweden
This conference organised by KTH Royal Institute of Technology was a Nordic event on the implications for learning and education of the digital revolution. It was aimed at development and research projects in both educational and professional settings.
http://www.du.se/en/NGL/Next-Generation-Learning-Conference-2012/
http://www.virtualschoolsandcolleges.info/news/next-generation-learning-conference-2012-sweden
A joint presentation entitled “International benchmarking. The first dual mode distance learning benchmarking club” was given by Ebba Ossiannilsson from Lund University on behalf of a team of researchers that included Paul Bacsich from Sero. It includes a significant number of references to VISCED and helped to consolidate the NORDIC input to VISCED .
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
About this presentation:
EFQUEL Innovation Forum
14-16 September 2011
Oeiras, Portugal
The EFQUEL Innovation Forum 2011 was called “Certify the future…?!
Accreditation, Certification and Internationalisation”. This annual international forum by EFQUEL provides an opportunity to discuss future and innovative practices, research and policy developments in the various sectors of education.
http://eif.efquel.org/files/2012/03/Booklet_EIF2011_20110902_webversion.pdf
http://www.virtualschoolsandcolleges.info/news/first-meeting-visced-international-advisory-committee-taking-place-portugal
Paul Bacsich from SERO led a workshop at this event entitled “Critical success factors and quality aspects for virtual schools” The presentation given by Paul to launch this workshop is entitled “Benchmarking and critical success factors for Virtual Schools”. This event was also linked to the first meeting of the International Advisory Committee of VISCED and so participation in this forum provided several opportunities for the VISCED team to extend their network.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
Next Generation Learning Conference 2012
21-23 February 2012
Dalarna University, Sweden
This conference organised by KTH Royal Institute of Technology was a Nordic event on the implications for learning and education of the digital revolution. It was aimed at development and research projects in both educational and professional settings.
http://www.du.se/en/NGL/Next-Generation-Learning-Conference-2012/
http://www.virtualschoolsandcolleges.info/news/next-generation-learning-conference-2012-sweden
A joint presentation entitled “International benchmarking. The first dual mode distance learning benchmarking club” was given by Ebba Ossiannilsson from Lund University on behalf of a team of researchers that included Paul Bacsich from Sero. It includes a significant number of references to VISCED and helped to consolidate the NORDIC input to VISCED .
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
About this presentation:
EFQUEL Innovation Forum
14-16 September 2011
Oeiras, Portugal
The EFQUEL Innovation Forum 2011 was called “Certify the future…?!
Accreditation, Certification and Internationalisation”. This annual international forum by EFQUEL provides an opportunity to discuss future and innovative practices, research and policy developments in the various sectors of education.
http://eif.efquel.org/files/2012/03/Booklet_EIF2011_20110902_webversion.pdf
http://www.virtualschoolsandcolleges.info/news/first-meeting-visced-international-advisory-committee-taking-place-portugal
Paul Bacsich from SERO led a workshop at this event entitled “Critical success factors and quality aspects for virtual schools” The presentation given by Paul to launch this workshop is entitled “Benchmarking and critical success factors for Virtual Schools”. This event was also linked to the first meeting of the International Advisory Committee of VISCED and so participation in this forum provided several opportunities for the VISCED team to extend their network.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Here Are 12 Primary Benefits Of Online Education: 1. Flexibility and Convenience 2. Accessibility and Inclusivity 3. Diverse Learning Opportunities 4. Personalized Learning Experience 5. Cost-Effectiveness
This session explored the considerations when developing a digital citizenship matrix or scope and sequence for implementation in your school. The session scaffolds the planning process and considers a variety of delivery programs.
5 significant ways technology has changed educationInvolvio
In the last 20 years, education technology has helped institutions transform the teaching and learning space. In this presentation let’s look at some examples of how learning has and is evolving with advancements in technology
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
EDEN Research workshop
22-23 October 2012
Leuven, Belgium
This biannual research event brings together researchers and in 2012 focussed on how students are driving teachers, instructors in the fields where new learning technologies play important role
http://www.eden-online.org/eden-events/research-workshops/leuven.html
http://www.virtualschoolsandcolleges.info/news/critical-success-factors-virtual-schools-presented-eden-conference
Presentation given by Ilse Op De Beeck, from EFQUEL entitled Virtual Schools and Colleges in Europe: Looking for Success Factors
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
Media & Learning
14-15 November
Brussels, Belgium
This international annual event focuses on the role and impact of media on teaching and learning and brings together researchers, practitioners and policy-makers.
http://www.media-and-learning.eu/
http://www.virtualschoolsandcolleges.info/news/virtual-schools-and-colleges-presentation-media-learning
Presentation given by Giles Pepler from Sero entitled “The use of media in virtual schooling – findings from the VISCED project”, VISCED also had a small stand at this event and it provided a first opportunity to distribute the recently published handbooks and brochures.
12 european virtual_schools_innovative_practiceVISCED
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
iNACOL annual 2012 Virtual School Symposium
21 – 24 October, 2012
New Orleans, USA
This annual event brought together over 2,000 representatives from national, state, district, private, and other virtual school programs in the US and is considered to be the premier K-12 online and blended learning conference.
http://vss2012.inacol.org/
http://www.virtualschoolsandcolleges.info/news/european-virtual-school-and-college-research-presented-inacol
Presentation given by Paul Bacsich from Sero entitled “Innovative Good Practice in Virtual Schooling in Europe”. Attendance at this event also afforded Paul the opportunity to have a number of important meetings with researchers and others actively engaged in the North American Virtual School and College environment.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
EFQUEL Innovation Forum
26-28 September 2012,
Granada, Spain
The EFQUEL Innovation Forum 2012 provided an opportunity to discuss future and innovative practices, research and policy developments in the various sectors of education.
http://www.qualityfoundation.org/index.php?option=com_content&view=article&id=275&Itemid=110&lang=en
To be written and added to web site
Presentation given by Paul Bacsich from Sero entitled “Results as we near the end” and provided a summary of the main outcomes of the VISCED work up to September 2012 including the policy recommendations and success factors.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
ALT-C
11-13 September 2012
University of Manchester, UK
This was the 19th international annual conference of the Association for Learning Technology in the UK which is a highly prestigious event attracting many academics and researchers.
http://www.alt.ac.uk/altc2012
To be written and added to web site
Presentation given by Barry Phillips from Sero entitled “Virtual schooling in Europe: Removing the policy traps. VISCED:A Transnational Appraisal of Virtual School and College Provision” focussed on the first set of policy recommendations emerging from VISCED.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
The Future of Education International Conference
7-8 June 2012
Florence, Italy
This annual international event aims to promote transnational cooperation and share good practice in the field of innovation for Education.
www.pixel-online.net/edu_future2012
http://www.virtualschoolsandcolleges.info/news/visced-presented-future-education-conference-florence
Daniela Proli from Scienter gave a presentation about VISCED on behalf of the consortium entitled “Virtual Schooling & the Future of Education Is there a European way?”, leaflets were also distributed at this event.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
EDEN annual conference
6-9 June 2012
Porto, Portugal
This annual conference is one of the best attended European conferences for researchers, policy-makers and others interested in open and distance learning at all levels.
http://www.eden-online.org/2012_porto.html
http://www.virtualschoolsandcolleges.info/news/presentation-visced-eden-conference-porto
Paul Bacsich from Sero gave a well-attended presentation entitled “The (different) news from VISCED: Virtual Schooling for all ages And what universities can learn from that “, leaflets were distributed and a number of side meetings organised with relevant researchers.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
About this presentation:
DEANZ conference
11-13 April 2012
Wellington, New Zealand
The biannual DEANZ conference is the premier conference in Aotearoa New Zealand for leaders and practitioners involved in open, flexible and distance learning. The 2012 conference theme was 'Shift Happens' with three themes of resilience, relevance and reform.
http://www.deanz.org.nz/home/index.php/deanz-conference-2012/conference-2012
http://www.virtualschoolsandcolleges.info/news/keynote-presentation-features-visced-work-new-zealand
Paul Bacsich from Sero gave a keynote presentation at this conference entitled “Analytic conceit or operational necessity? Towards the Multiversity - An integrated view of where we are in the world of e-learning “which included a significant input on VISCED. While in New Zealand, Paul had a number of opportunities to extend the VISCED network and included an opportunity to provide input on a case study form that region.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
About this presentation:
ALT-C 2011
6 -8 September 2011
University of Leeds, UK
This was the 18th international annual conference of the Association for Learning Technology in the UK which is a highly prestigious event attracting many academics and researchers.
http://www.alt.ac.uk/altc/alt-c-2011
http://www.virtualschoolsandcolleges.info/news/visced-workshop-accepted-alt-c-2011
Nick Jeans from Sero gave a presentation at this event on behalf of VISCED called “Investigating Innovative e-learning initiatives and Virtual Schools” which provided a good overview of the context of the VISCED work and orientation at month 9 of the project
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
Online Educa Berlin
28-30 November 2012
Berlin, Germany
Europe’s largest international conference on technology enhanced teaching and learning aimed at the educational and training sectors.
http://www.online-educa.com/
http://www.virtualschoolsandcolleges.info/news/presentation-visced-online-educa-berlin
Nikos Zygouritsas from Lambrakis Foundation gave a presentation on behalf of VISCED entitled “Virtual Schools as Innovative ICT-Enhanced Learning/Teaching Exemplar Initiatives: What Makes Things Work?”, he also distributed handbooks and brochures and a separate presentation on VISCED was also given by Paul Bacsich from Sero during one of the pre-conference workshops.
Critical Success Factors for Virtual SchoolsVISCED
This presentation was presented by Anthony F. Camilleri, Quality Services Manager with EFQUEL, during a webinar on 10 December 2012, organised by the VISCED Partnership. This webinar focussed on the main outputs of the project. See http://www.http://virtualschoolsandcolleges.info
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Description of the project
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
4. Reasons for establishing the virtual school
EDI is a project designed to answer to the needs
of students from traveller families of showmen
and circus artists and workers.
Students who would otherwise have to change
schools throughout the year as a result of their
families' professional activities.
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
5. The target group
Children and adolescents
(aged 10-17, from grades 5 to 12)
The project can also cover other
specific disadvantaged situations, such
as hospitalized children or teenage
mothers.
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
6. Goals
The goal is mainly directed towards the
conclusion of compulsory education…
Also to prepare students for the
challenges of the digital age…
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
7. The curriculum structure
The different subjects of the Portuguese national curriculum
are taught online following a similar timetable organization as
it is done in the brick and mortar schools.
In order to provide opportunities for success and prevent early
dropout, curriculum design, instruction and assessment
are adjusted to the students' specific learning needs.
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
8. The pedagogy
The pedagogy followed
is student- – interdisciplinary subject areas…
centered, aiming at – creation of tutoring periods…
personalized learning – close articulation between
based on continuous teachers and tutors…
feedback...
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
9. The pedagogy
The teaching activities are fully provided
through online communication.
Interaction have as basis a set of
resources developed by teachers
themselves addressing subject-based
and cross-curricular competencies.
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
10. The pedagogy
Students have to be online according to a timetable
organized by year/class.
They interact synchronously with teachers and mates
through chats and forums for analysis and discussion.
Learning takes place during synchronous
classes, and also in an asynchronous way when they
are free to use ICT tools (e.g.
YouTube, blogging, etc..) and other available digital
resources.
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
11. The pedagogy
In order to avoid isolation and promote
interpersonal competencies, itinerant
students are also encouraged to take their
laptops to the nearest school’s resource
center or library – where their families are
working at that moment – and access the
virtual platform from there.
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
12. The future...
Some issues prompted by the practice
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
13. Some issues and questions
It will be possible to transfer all the knowledge we have about adult
distance learning when the target group is young people ?
Given the specificity of the target group, is it possible to guarantee a
stable, regular and effective learning process using online distance
learning?
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
14. Issues and questions
Given the instability of their lives, what can be done to focus
students in school activities?
Should they have the same curriculum requirements and being
assessed with the same criteria of the regular students?
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
15. Issues and questions
What kind of materials and learning resources fit better the
learning needs of these students?
Can a constructivist approach be adequate in this case?
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
16. Issues and questions
How can staff be supported to develop the required skills and
competences to deal with this very particular group?
Is it just a question to help them teaching online?
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens
17. Thank you!
fc@ie.ul.pt
Distance Learning Project for Itinerant Students in Portugal aprendercom.org/miragens