This document discusses the integration of blended learning methodologies, emphasizing the importance of technology and individual roles in a learning environment. It explores varying approaches to education, highlighting the need for collaboration, creativity, and adaptability in learning strategies. The key takeaway is that innovative business services and learning experiences can be enhanced through technology, collaboration, and the curation of knowledge.

1. holistic perspectives on a blended learning environment an inter-disciplinary bachelor report

2. holistic? blended learning? mixing online & real-life experiences looking at the big picture

3. central question how can we make it * better? *it = learning, teaching and IT systems in this specific context

4. the challenge who? what? where? when? how? why? learning is not limited to a single teacher knowing everything a set body of standards the classroom a certain period in life one strategy or approach the same motivation for everybody

5. structure context individual group technology quality changes future

6. context innovative business services satakunta university of applied sciences

7. individual

8. group

9. technology: what?

10. technology: how?

11. every piece is unique but…

12. common challenges people grouping, peeking, usability, fragmentation technology process integration, too many places content sharing, quality definition, publishing

13. quality

14. quality heuristics check-lists

15. change suggestions

18. future options? IBS as a facebook application? all coachings on Skype or in Second Life? mandatory attendance in all sessions? … how is IBS different? what is the key value proposition?

19. simple scenarios individual large network re-use creation curator artist remixer knowledge-worker

20. a curator knows sources/people takes time to select material displays it in a closed environment and gets money for letting people in example : exhibition, newspaper, library core principle : keeping a cultural heritage

21. an artist pursues original ideas expressed in selected, varying doses takes inspiration from history & observation example : journalist, painter, musician core principle : truth, beauty, emotion

22. a remixer re-purposes & combines (unrelated) material piggybacks on recognition of original sources more inputs, more outputs, less control example : Grey Album, Girl Talk, GoMix.com core principle : stretching imagination

23. a knowledge-worker has to balance all the previous roles is constantly exposed to a large network of collaborators (colleagues, partners) has to find a way to add value to others’ work example : securities analyst, consultant, coach core principle : tangible, effective results

24. so what? individual large network re-use creation improve judgement foster creativity train tool- & material-usage ease collaboration

25. … but how? individual large network re-use creation facilitated discussion design thinking limited tools, consistent training, conventions integrated, social, boundary- less technology

26. two things to do pick the roles to train people for make sure technology supports them in every possible way

27. more, smaller circles

28. serendipity & innovation “ In the fields of observation chance favors only the prepared mind.” Louis Pasteur to create innovative business services, students need to find the unexpected technology can foster and ease discovery, regular exchange and production

29. 21 st century learning? there’s an app for that

30. thank you! questions, critique, tomatoes?

31. sources slide 2 blender image: http://blubberybastard.tripod.com/scrimshaw/blendr.jpg earth sketch: static.howstuffworks.com/gif/earth-day-activities-57.jpg slide 10: The knowledge funnel, Roger Martin slide 11: Anderson et. al. 2004, David Armano (2x) Merill's instructional design guidelines (from Schneider 2005) 7 wastes in lean manufacturing (compare eg. Womack 1996) Taylor and Maor's socio-constructivist features of online teaching (from Schneider 2005) IsoMetrics Usability Categories, operationalized from ISO 9241, Part 10 (Gediga, Hamborg 1999) slide 22: David Armano, darmano.typepad.com/logic_emotion/visualizations/ slide 23: Louis Pasteur, Lecture, University of Lille (7 December 1854)