The document summarizes a project in Finland from 2007-2009 that aimed to develop e-learning practices in vocational schools and programs. It discusses the implementation methods used in various pilot programs and contexts. Key findings included the need to support both teachers and students in using new online pedagogies, the importance of teacher collaboration and interactive methods, and the essential role of guidance counseling. A model for online guidance counseling was developed. The document also presents a conceptual review for further developing vocational net-pedagogy, focusing on basics like bodily identity and interaction, and the context of skills, competences, and work. It discusses the pedagogy of teaching, guidance counseling, and peer partnership.
The document discusses flexible learning and assessment design at Charles Sturt University. It outlines the university's focus on flexible learning options for its regional campuses across multiple locations in Australia. The author advocates for learning-oriented assessment that places learning at the center and involves students. Key aspects of learning-oriented assessment include tasks that are also learning activities, student involvement in the assessment process, and forward-looking feedback. Challenges to this approach include designing authentic real-world tasks and developing trust and accountability in flexible learning environments.
The document discusses the role of social learning within organizations and its effects. It explores how social learning platforms can train employees, change culture, and improve knowledge sharing. The role of the trainer shifts from instructor to facilitator as employees network and learn from each other. However, social learning also presents challenges like ensuring appropriate communication and monitoring employee interactions online. Overall, integrating social media and training can boost engagement, retention, and lifelong learning if implemented properly within an organization.
A Window and a Doorway: ePortfolios in Support of Program RedesignGail Matthews-DeNatale
Session Presented in Boston at the 2014 AAEEBL Conference (Association for Authentic, Experiential, Evidence-Based Learning)
Session Abstract: ePortfolios provide a window into student perception, a view that cannot be attained through other means. In 2012 Northeastern’s M.Ed. Program analyzed students’ portfolios to assess their presentation of self and representation of learning. This served as the doorway to redesigning a cohesive curriculum in which portfolio-based signature assignments integrate theory with practice, engaging students and faculty in a synergistic approach to learning. This interactive session involves participants in exercises and the consideration of guiding questions for program redesign.
Linda Harasim on Online Collaborative LearningWilson Azevedo
This document provides an overview of online collaborative learning (OCL) presented by Linda Harasim. It begins with the historical context of communication technologies leading to OCL. Harasim defines OCL and distinguishes it from online distance education and online computer-based training. She presents the theoretical basis for OCL in knowledge building through collaboration. Examples of successful OCL implementations in universities and businesses are provided. Institutional aspects such as financial investment, faculty training, and student support services are discussed.
Enhacing student engagement in flexible learningMartin Nobis
The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
Blended Learning: The Future of Higher EducationMike KEPPELL
The document discusses blended learning in higher education. It defines blended learning as a combination of face-to-face and online teaching and learning. Blended learning provides benefits at different levels, from individual activities to entire university programs. Examples of blended learning paradigms include enabling access, enhancing existing pedagogy, and transforming teaching approaches. The document also provides an example of a blended learning design for a postgraduate education course that incorporates problem-based and project-based learning.
The document discusses flexible learning and assessment design at Charles Sturt University. It outlines the university's focus on flexible learning options for its regional campuses across multiple locations in Australia. The author advocates for learning-oriented assessment that places learning at the center and involves students. Key aspects of learning-oriented assessment include tasks that are also learning activities, student involvement in the assessment process, and forward-looking feedback. Challenges to this approach include designing authentic real-world tasks and developing trust and accountability in flexible learning environments.
The document discusses the role of social learning within organizations and its effects. It explores how social learning platforms can train employees, change culture, and improve knowledge sharing. The role of the trainer shifts from instructor to facilitator as employees network and learn from each other. However, social learning also presents challenges like ensuring appropriate communication and monitoring employee interactions online. Overall, integrating social media and training can boost engagement, retention, and lifelong learning if implemented properly within an organization.
A Window and a Doorway: ePortfolios in Support of Program RedesignGail Matthews-DeNatale
Session Presented in Boston at the 2014 AAEEBL Conference (Association for Authentic, Experiential, Evidence-Based Learning)
Session Abstract: ePortfolios provide a window into student perception, a view that cannot be attained through other means. In 2012 Northeastern’s M.Ed. Program analyzed students’ portfolios to assess their presentation of self and representation of learning. This served as the doorway to redesigning a cohesive curriculum in which portfolio-based signature assignments integrate theory with practice, engaging students and faculty in a synergistic approach to learning. This interactive session involves participants in exercises and the consideration of guiding questions for program redesign.
Linda Harasim on Online Collaborative LearningWilson Azevedo
This document provides an overview of online collaborative learning (OCL) presented by Linda Harasim. It begins with the historical context of communication technologies leading to OCL. Harasim defines OCL and distinguishes it from online distance education and online computer-based training. She presents the theoretical basis for OCL in knowledge building through collaboration. Examples of successful OCL implementations in universities and businesses are provided. Institutional aspects such as financial investment, faculty training, and student support services are discussed.
Enhacing student engagement in flexible learningMartin Nobis
The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
Blended Learning: The Future of Higher EducationMike KEPPELL
The document discusses blended learning in higher education. It defines blended learning as a combination of face-to-face and online teaching and learning. Blended learning provides benefits at different levels, from individual activities to entire university programs. Examples of blended learning paradigms include enabling access, enhancing existing pedagogy, and transforming teaching approaches. The document also provides an example of a blended learning design for a postgraduate education course that incorporates problem-based and project-based learning.
Unified in Learning –Separated by Space (S-ICT 2008 Conference Proceedings)Martin Rehm
This document describes a case study of a global online learning program for over 400 staff members from nearly 100 offices worldwide of a large international organization. The 6-month blended learning program had an initial e-learning phase followed by face-to-face workshops. The e-learning phase aimed to facilitate collaborative knowledge sharing and was based on a model incorporating individualized learning, interaction through discussion forums, and rapid feedback. Concepts from communities of practice were also incorporated to encourage open dialogue both within and outside the organization. Preliminary results found the program structure and design produced an interesting and stimulating learning community and positive learning outcomes.
The document discusses strategies for building an effective distance learning program. It provides a model for conceptualizing the layers of support needed, represented by concentric circles radiating out from the core interaction between faculty and students. The innermost circles provide pedagogical and technical support directly for faculty and students. The outer circles include instructional design, student services, policies, resources, and executive support from the institution. Effective distance learning requires support at all levels of this model. Mentoring staff is also presented as an important way for administrators to develop strong future leaders while passing on skills and values for high-quality distance education.
This document summarizes a presentation by Dr. Narimane Hadj-Hamou on defining excellence in online education. The presentation discusses how excellence is defined, challenges to defining excellence, and frameworks for assessing excellence such as the MeLQ framework developed jointly by HBMEU and scil. It also covers how online education is redefining concepts like learning, universities, and learners' roles. Challenges to defining excellence include lack of standards, research, and awareness. Defining excellence requires long-term strategy, community engagement, and collaborative research across institutions.
Pedagogical Models And Their Use In Elearning 20100304grainne
This document provides a review of 20 pedagogical models and frameworks. It introduces the purpose and sources used, and defines key terms like learning theories and mediating artifacts. Learning theories are grouped into associative, cognitive, and situative perspectives. Common mediating artifacts include narratives, tables, visualizations, vocabularies, and models/frameworks. Thirteen models are categorized by learning perspective, five are generic, and two focus on assessment. The models are summarized in a table. In conclusion, the benefits of articulating models include guidance for design/decision making, but there are also limitations to keep in mind.
Form Learning Over E Learning To My Learningjiali zhang
The document discusses the transition from traditional learning to e-learning and personalized learning (MyLearning). It argues that universities need to support lifelong learning by providing open and flexible learning systems that allow individual learning pathways. It describes how e-learning expanded opportunities for learning anywhere and anytime through virtual learning environments. However, e-learning is now being challenged by personal learning environments and open educational resources that give more control to individual learners. The concept of MyLearning represents a shift to learner-centered models where individuals can manage their own learning across institutions.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
The document discusses blended learning and its benefits. It defines blended learning as combining face-to-face learning with online learning. Blended learning provides benefits such as improved education through interactive learning, increased access and flexibility, and cost efficiency. It also discusses different levels of blended learning integration and factors that promote successful blended learning programs.
This document summarizes a seminar on social learning. The seminar discussed how work and learning have changed from individual and hierarchical models to collaborative networks. Social learning through knowledge sharing, teamwork, and informal learning was said to be valuable. The importance of social learning for connecting with others, asking questions, and gaining adaptive skills was also discussed. Different types of organizational learning were presented, including learning from experience, groups, individuals, accidents, and formal training. Implementing social learning requires focused conversations and sharing knowledge through collaboration. The 70:20:10 model for learning through experience, others, and structured programs was presented as a framework for development.
Appropriating technologies for contextual knowledge: Mobile Personal Learning...GrahamAttwell
The document discusses mobile personal learning environments (PLMEs) and how they can support contextual learning in the workplace. PLMEs allow learners to set their own learning goals, manage content and the learning process, and communicate with others. They integrate learning and knowledge development into work processes by linking learning to real-world contexts and enabling collaborative knowledge construction. The goal is to move from expert-developed knowledge to knowledge negotiated by learners in real time through social learning processes supported by PLMEs.
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
The digital literacy project found that digital literacy is a core 21st century skill needed in education. The workshop would provide an overview of project findings and progress in the first half, and seek input to guide the project's future direction in the second half. The project explored several themes around the digital divide between generations of teachers and students. A skills survey found differences in technology ownership, use, and confidence between students and staff. Both students and teachers perceived gaps in the other's digital abilities. The project's research highlighted the need for more support developing students' and teachers' information literacy skills to various levels. Recommendations included developing online tutorial frameworks and professional development programs to address gaps.
2009 What the HR literature tells us about reflective learningSue Greener
This document summarizes literature on using reflective learning to improve workplace performance. It finds that while human resources literature values reflection, few human resources journals discuss applying reflection in the workplace. Literature outside human resources discusses reflection more, focusing on topics like healthcare, project management, and small businesses. The document reviews different methodologies and aims in this literature, but finds few papers address the complexity and time pressures of the workplace. It concludes more research is needed on practical reflective thinking strategies that can genuinely improve workplace performance.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
Emerging Technology for Accountants KAREN RANDALLkjrand
The document describes a constructivist-based instructional design model for blended learning. It discusses using a blended learning approach that combines online and face-to-face learning. The role of the lecturer is as a facilitator who guides students' knowledge construction through active and collaborative learning activities. An example implementation uses Google Docs and Forms to facilitate collaboration between accounting students on case studies and assignments. Student feedback indicated that the approach improved engagement, interaction and independent learning compared to traditional instruction.
Placement activity does not occur in isolation. It involves administration, teaching and learning, employability, networking, business engagement and more. The relationships between staff, students, departments, businesses and administrators are crucial in providing joined up communication, sharing of best practice, and effective management of the whole placement experience for students.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
call for paper 2012, hard copy of journal, research paper publishing, where to publish research paper,
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals
The TYYNE project focused on working life as a future learning environment. It found that learning is transforming from an individual activity to a community-based one, where informal learning and networks will play a bigger role. Communities of practice and open sharing of learning resources are important. New technologies will make learning possible anywhere and anytime. Leadership must support shared, experimental learning in work communities. The project recommended supporting learning networks, communities of practice, competency-based qualifications, and new leadership models to promote versatile, lifelong learning in evolving work environments.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
Unified in Learning –Separated by Space (S-ICT 2008 Conference Proceedings)Martin Rehm
This document describes a case study of a global online learning program for over 400 staff members from nearly 100 offices worldwide of a large international organization. The 6-month blended learning program had an initial e-learning phase followed by face-to-face workshops. The e-learning phase aimed to facilitate collaborative knowledge sharing and was based on a model incorporating individualized learning, interaction through discussion forums, and rapid feedback. Concepts from communities of practice were also incorporated to encourage open dialogue both within and outside the organization. Preliminary results found the program structure and design produced an interesting and stimulating learning community and positive learning outcomes.
The document discusses strategies for building an effective distance learning program. It provides a model for conceptualizing the layers of support needed, represented by concentric circles radiating out from the core interaction between faculty and students. The innermost circles provide pedagogical and technical support directly for faculty and students. The outer circles include instructional design, student services, policies, resources, and executive support from the institution. Effective distance learning requires support at all levels of this model. Mentoring staff is also presented as an important way for administrators to develop strong future leaders while passing on skills and values for high-quality distance education.
This document summarizes a presentation by Dr. Narimane Hadj-Hamou on defining excellence in online education. The presentation discusses how excellence is defined, challenges to defining excellence, and frameworks for assessing excellence such as the MeLQ framework developed jointly by HBMEU and scil. It also covers how online education is redefining concepts like learning, universities, and learners' roles. Challenges to defining excellence include lack of standards, research, and awareness. Defining excellence requires long-term strategy, community engagement, and collaborative research across institutions.
Pedagogical Models And Their Use In Elearning 20100304grainne
This document provides a review of 20 pedagogical models and frameworks. It introduces the purpose and sources used, and defines key terms like learning theories and mediating artifacts. Learning theories are grouped into associative, cognitive, and situative perspectives. Common mediating artifacts include narratives, tables, visualizations, vocabularies, and models/frameworks. Thirteen models are categorized by learning perspective, five are generic, and two focus on assessment. The models are summarized in a table. In conclusion, the benefits of articulating models include guidance for design/decision making, but there are also limitations to keep in mind.
Form Learning Over E Learning To My Learningjiali zhang
The document discusses the transition from traditional learning to e-learning and personalized learning (MyLearning). It argues that universities need to support lifelong learning by providing open and flexible learning systems that allow individual learning pathways. It describes how e-learning expanded opportunities for learning anywhere and anytime through virtual learning environments. However, e-learning is now being challenged by personal learning environments and open educational resources that give more control to individual learners. The concept of MyLearning represents a shift to learner-centered models where individuals can manage their own learning across institutions.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
The document discusses blended learning and its benefits. It defines blended learning as combining face-to-face learning with online learning. Blended learning provides benefits such as improved education through interactive learning, increased access and flexibility, and cost efficiency. It also discusses different levels of blended learning integration and factors that promote successful blended learning programs.
This document summarizes a seminar on social learning. The seminar discussed how work and learning have changed from individual and hierarchical models to collaborative networks. Social learning through knowledge sharing, teamwork, and informal learning was said to be valuable. The importance of social learning for connecting with others, asking questions, and gaining adaptive skills was also discussed. Different types of organizational learning were presented, including learning from experience, groups, individuals, accidents, and formal training. Implementing social learning requires focused conversations and sharing knowledge through collaboration. The 70:20:10 model for learning through experience, others, and structured programs was presented as a framework for development.
Appropriating technologies for contextual knowledge: Mobile Personal Learning...GrahamAttwell
The document discusses mobile personal learning environments (PLMEs) and how they can support contextual learning in the workplace. PLMEs allow learners to set their own learning goals, manage content and the learning process, and communicate with others. They integrate learning and knowledge development into work processes by linking learning to real-world contexts and enabling collaborative knowledge construction. The goal is to move from expert-developed knowledge to knowledge negotiated by learners in real time through social learning processes supported by PLMEs.
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
The digital literacy project found that digital literacy is a core 21st century skill needed in education. The workshop would provide an overview of project findings and progress in the first half, and seek input to guide the project's future direction in the second half. The project explored several themes around the digital divide between generations of teachers and students. A skills survey found differences in technology ownership, use, and confidence between students and staff. Both students and teachers perceived gaps in the other's digital abilities. The project's research highlighted the need for more support developing students' and teachers' information literacy skills to various levels. Recommendations included developing online tutorial frameworks and professional development programs to address gaps.
2009 What the HR literature tells us about reflective learningSue Greener
This document summarizes literature on using reflective learning to improve workplace performance. It finds that while human resources literature values reflection, few human resources journals discuss applying reflection in the workplace. Literature outside human resources discusses reflection more, focusing on topics like healthcare, project management, and small businesses. The document reviews different methodologies and aims in this literature, but finds few papers address the complexity and time pressures of the workplace. It concludes more research is needed on practical reflective thinking strategies that can genuinely improve workplace performance.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
Emerging Technology for Accountants KAREN RANDALLkjrand
The document describes a constructivist-based instructional design model for blended learning. It discusses using a blended learning approach that combines online and face-to-face learning. The role of the lecturer is as a facilitator who guides students' knowledge construction through active and collaborative learning activities. An example implementation uses Google Docs and Forms to facilitate collaboration between accounting students on case studies and assignments. Student feedback indicated that the approach improved engagement, interaction and independent learning compared to traditional instruction.
Placement activity does not occur in isolation. It involves administration, teaching and learning, employability, networking, business engagement and more. The relationships between staff, students, departments, businesses and administrators are crucial in providing joined up communication, sharing of best practice, and effective management of the whole placement experience for students.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
call for paper 2012, hard copy of journal, research paper publishing, where to publish research paper,
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals
The TYYNE project focused on working life as a future learning environment. It found that learning is transforming from an individual activity to a community-based one, where informal learning and networks will play a bigger role. Communities of practice and open sharing of learning resources are important. New technologies will make learning possible anywhere and anytime. Leadership must support shared, experimental learning in work communities. The project recommended supporting learning networks, communities of practice, competency-based qualifications, and new leadership models to promote versatile, lifelong learning in evolving work environments.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
E-learning has become widely adopted by employers and organizations in recent decades. While e-learning provides flexibility and accessibility, allowing training to occur anywhere and anytime, there are still uncertainties around its ongoing success. E-learning encompasses various technologies for delivering content, including the internet, audio/video, and CD-ROM. It allows for self-paced learning and live instruction. However, effective e-learning also requires addressing issues like information overload and customized workplace training. Overall, e-learning's full potential is still being explored despite large investments in it.
Concepto clave por qué es importante la enseñanza en líneawilly arzadum
This document provides an overview of an online module that examines how the increasingly digital world is changing education and how higher education is adapting. It discusses both the benefits and challenges of online teaching. The key benefits highlighted are increased flexibility, access to more resources, and developing digital skills. However, access to technology, isolation, and information overload are some of the limitations. The document concludes that online education can be effective if integrated properly and teachers are supported with time, training, and resources to develop their skills.
Blended learning combines multiple learning approaches, including traditional classroom learning and technology-based learning. It uses a combination of different modes of delivery, teaching models, and learning styles. A common example is providing introductory content in a classroom setting, followed by additional online materials. Blended learning aims to blend the strengths of in-person and online learning to create an optimal learning experience.
This research proposal examines different models of online education to determine the most effective for educating students. It analyzes the behaviorism, constructivism, and blended learning models. The blended learning model incorporates different delivery methods like online courses and knowledge management. It has three sub-models: skill-driven focuses on instructor-student interaction; behavior-driven blends traditional and technology-enabled events; and competency-driven has students learn from experts. The study aims to evaluate online education quality by surveying student feedback to conclude it provides convenient, accessible education regardless of status. The methodology involves an online survey of students enrolled in online programs.
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
What are the formative benefits of e portfolioskatrina1980
This document discusses the formative benefits of eportfolios. It begins by introducing formative assessment and how eportfolios can support this approach. It then discusses how the New Zealand curriculum, formative assessment, and eportfolios are related. The research methodology is explained as a case study of two primary school classes implementing eportfolios. Key findings from teacher and student perspectives are that eportfolios help students know what they are learning, know the next steps, and reflect on their learning. The conclusion is that eportfolios support formative assessment by actively involving students in understanding goals and criteria, self-assessment, giving and receiving feedback, and setting goals for improvement.
The document discusses the development of digital competence. It states that digital literacy is an essential skill for students in their further education and everyday lives. One of the goals of music education in schools is to develop responsible use of advanced technology. The author created an online classroom to shift from traditional teaching to a more innovative and stimulating online learning environment. Developing digital competence is an ongoing process that requires students to be actively engaged in asking questions, researching, and finding answers under the guidance of teachers.
This document discusses hybrid learning models, which combine online and in-person learning. It defines hybrid learning and outlines some key principles and teaching scenarios. The document notes that trends like disruption are driving a need for more responsive education models. It also summarizes research on schools' responses to COVID-19 and frameworks to help guide the shift to hybrid learning practices. Resources for planning and implementing hybrid learning are provided.
This is our portfolio as a compilition to what we've learned in Edtech.This is the real world purpose,effect of the Technology in terms of education,individual and also in terms of learning.
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Online Collaborative Learning Group 25 ( Oclg25 )Melissa Luster
The document discusses daily professional communication practices that are efficient, effective and collaborative among diverse colleagues and community members. It describes assisting crew members with electronic job tasks and time entries, as well as documenting work incidents, complaints and hazards electronically in a timely manner. Communication with supervisors and the public about current work is also addressed.
Authentic learning involves engaging students in solving real-world problems in collaborative ways that mimic professional practices. Technology now enables various forms of authentic learning through simulation, remote instrumentation, digital archives, and online communities. It allows students to engage in sustained, collaborative problem-solving of complex, ill-defined problems from multiple perspectives, culminating in polished products. This helps students develop valuable skills for their future careers and motivates learning through relevance.
The document discusses virtual schooling for K-12 education. It notes that blended learning, which combines face-to-face and online learning, is becoming more common in virtual schools. XYZ school district in Maryland has seen declining dropout rates after implementing a virtual school program developed by an education consultant. The consultant explored policies, structure, funding, course development and potential barriers for the new virtual school program.
The document discusses using Twitter as an instructional tool in online university courses. It notes that learning takes place in a social context and social networking tools like Twitter can enhance social presence and student engagement. The authors describe their experience using Twitter in their online courses to encourage more immediate contact between students and faculty and overcome the transactional distance of online learning. They provide guidelines for instructional use of Twitter, such as establishing relevance, recommending people to follow, modeling effective use, and incorporating Twitter participation into assessments.
The document discusses effective practice with e-learning. It describes the Joint Information Systems Committee (JISC) which supports UK post-16 education through information technology. JISC launched an e-Learning Programme to promote standards for effective e-learning through collaboration. The guide aims to help practitioners understand how to design effective e-learning and build it into their practice by exploring approaches to learning and case studies of e-learning in different contexts.
This document summarizes a guide on effective e-learning practices published by the Joint Information Systems Committee (JISC). It discusses how e-learning can enhance teaching and learning when implemented appropriately. The guide aims to help educators in post-16 education reflect on how e-learning could benefit learners by providing case studies of institutions that have successfully incorporated e-learning. It seeks to establish best practices for embedding e-learning in a pedagogically sound way and link theory to practice across different education sectors.
Copy of 5.3. Learning in the open (oppimisen kaikkiallisuus).pdfPekka Ihanainen
This document discusses the concept of "open learning" and introduces a pedagogical approach called the "Pedagogy of Simultaneity". Open learning is defined broadly as learning that occurs through engagement with one's natural environments, including physical, social, and technological spaces. The Pedagogy of Simultaneity emphasizes the importance of "alignment" - how learners attune themselves to identify meaning and opportunities for learning in open spaces. It involves developing trust, facilitating discussions, and encouraging "collages" or compositions that combine emerging meanings. The goal is to make the alignment process visible and ensure approaches are matched to each learner's unique context.
The document discusses the concepts of beauty, art, and education in Finland. It focuses on three key areas:
1) The role of art and creativity in the Finnish education system, from preschool through vocational and higher education programs. Art is integrated into the curriculum and also offered through extracurricular clubs and programs.
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The document discusses pedagogical concepts of simultaneity, presence, trust, space, and discussion. It provides contact information for Pekka Ihanainen who can be reached at pekka.ihanainen (@) haaga-helia.fi and through a website at https://sites.google.com/site/pedaofsim/.
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Vocational net pedagogy
1. Pekka Ihanainen
VOCATIONAL NET-PEDAGOGY
Background
A development project for cultivating vocational e-learning in vocational schools,
implemented in 2007-2009. The responsible coordinator and developer in the project was
HAAGA-HELIA School of Vocational Teacher Education (SVTE). Pilots and partners for the
project came from an upper secondary vocational school, vocational adult education institutes
and a University of Applied Sciences (UAS). The project was financed by the Ministry of
Education in Finland.
Project implementation and methods
The purpose of the project was to develop e-learning practices in authentic study and
teaching environments of vocational schools, institutes and universities. The developer
partner (i.e. SVTE) actively participated in real courses and programmes in vocational fields,
where the goal was to develop the e-learning included in them. Practical development
contexts were:
- a combination of school based and on-the-job learning supported by ICT and online
guidance counseling in a nursing programme
- authentic work experiences and facilitated interaction in a company training
programme,
- production and use of video clips in hotel, restaurant and tourism UAS studies,
- mentoring and peer learning in courses implemented by the Virtual University of
Applied Sciences in Finland,
- phases of educational use of e-learning in a vocational teacher education programme,
- production and use of a hotel business simulation,
- a model for practical web-supported, on-the-job learning in UASs.
The development activity carried out by HAAGA-HELIA SVTE focused on
- participatory individual and group counseling in pilot projects,
- organizing workshops for teachers and developers in pilot projects to share
experiences and to create and renew practical knowledge in e-learning,
- producing seminars with contemporary e-learning themes, e.g. on the use of social
media in vocational education,
- collecting experiences and data from the pilot project through questionnaires,
interviews and analyses of them.
The project produced three reports (in finnish)
- The results of the development activity in the pilot project,
- A visionary review for further steps in the development of vocational net-pedagogy,
- Challenges in the development of vocational net-pedagogy for people with special
needs
2. Results
Practical development targets and contexts for vocational online pedagogy based on findings
and experiences in pilot projects are the following.
1) Support of both teachers and students to move from traditional study/teaching
methods to new orientations in which online activities have a real role. The most
important factors connected with this support are attitudes and skills of management
to make e-learning possible (financing, training of teachers and students etc.).
2) Collaboration of teachers. Online education is impossible in vocational institutes if
teachers do not start to work in e-learning teams to organize and implement online
education.
3) Interactive methods. Successful online education requires methods, which use both
guided and peer based interaction of participants. The application of content
resources and assignments connected with them is not enough. Different kinds of
dialogues and collaborations are absolutely necessary.
4) The essential role of guidance counseling. In vocational education guidance counseling
(facilitation, moderation, negotiation etc.) is the basis for active and goal-oriented
interaction and collaboration. Without guidance counseling, online studies have a
strong tendency to collapse.
5) Self-direction of students. In vocational virtual studies students have to possess a
touch of self-direction. In practice, students are not all capable of online activities in
advance, and they need support in strengthening their self-directive skills.
In the project a model for the online guidance counseling was developed. The main
elements of the model are
- synchronous and asynchronous guidance counseling, and the rhythm of the emphasis
of the both of them,
- transfers from guidance counseling carried out by a teacher to self-directed (and/or
peer supported) learning activity, and vise versa,
- the amount of interaction has effects on the need for guidance counseling; when
interaction increases, the need for guidance counseling decreases, and vise versa.
- the quality of online activity. When the focus is on interaction, the guidance counseling
should be targeted towards perceiving and understanding the nature of interaction (1),
in cognitive, social and advisory contents of interaction (2), and in supporting
individual and multiple participation in interaction (3). When the focus is on peer
interaction, the guidance counseling should be ”peer-like-behaviour”, in which
personal experiences and skills are shared equally.
Toward a (new) vocational net-pedagogy
In the project a conceptual review was developed in order to reach new steps in the progress
of vocational net-pedagogy. The review consists of three fundamental factors, which are
1) basics,
2) context, and
3. 3) pedagogy.
The pedagogy can be understood in vocational net-pedagogy only in connection with the
basics and the context.
Figure 1. Fundamental factors of vocational net-pedagogy
Basics
Bodily identity
A use of body is a fundamental factor in vocational activities. Nowadays also the use of one´s
body is highly connected with an ICT usage. Especially mobile technology has enlarged the
modern ”bodiness”, which has the effect that our bodily identity consists simultaneously of
physical, virtual and social entities. It is important to realise that there cannot be any split
between physical and virtual. They are unique and one world. Vocational pedagogy has the
possibility to empower this new understanding of up-to-date bodily identity.
4. Interaction
When people work and study online, the experiential situation many times is that ”I´m here”
and ”the others are there”. In a way it is an alone together –situation. From this comes the
argument that in online education and training it is very important to emphasize supported
interaction. To be together and to collaborate is necessity for living online encounters and
especially for learning and pedagogy that successfully can take place in online environments.
Also, experiences in practical development endeavors in e-learning pilot projects verify the
essential role of interaction for vocational net-pedagogy.
Networks
Nowadays work is located more and more in different kinds of networks. Individuals become
increasingly real as workers in networks of colleagues, customers and partners. A
subjectivity develops in multiple networks. Work communities (work places) are more
networks or communities of networks than traditional permanent and place dependent
communities. Learning takes place increasingly in networks; learning is learning in
connections between people, places, events and resources.
Context
When one sharpens the gaze, especially in realms of vocational fields, s/he finds three
essential factors which one must see and understand. They are skills, competence and work.
Skills
Skills refer to concrete acts, which are needed in all vocational activities. Skills are based on
people´s bodily identity and awareness in respect to those activities to be done, and on the
continuous development of them in authentic practices. Skills include both physical, social
and virtual elements.
Competence
Competences are sets of certain skills, but there are no exact borders between different kinds
of skills sets. It is possible to speak about human competences, which are general for all
professions (e.g interaction and communication skills sets) and about more vocational or
position specific competences, for instance construction and nursing competences, teacher
and physician competences, and leader and team member competences.
Work
Work is a unique environment for physical, virtual, social and human behaviour and activity,
in which skills and competences are put into practice. It is also the authentic situation for
developing them. Skills and competences are constituents of a certain labour, and that work
simultaneously designs the skills and competences relevant in it.
Skills, competences and work form an authentic context for vocational activities and
pedagogy. It is important to look at and to scaffold vocational pedagogy endeavors from this
5. triad-context perspective.
Pedagogy
Vocational net-pedagogy roots itself in teaching, guidance counseling and peer activity.
Teaching
The teaching in vocational net-pedagogy means that a teacher has a kind of traditional expert
role, but it focuses on the production, sharing and assessing of multimedia.
Guidance counseling
The guidance counseling is a modern role of a teacher, which first and foremost means
supporting of learning by cognitive, social and advisory/introductory facilitation acts. The
guidance counseling is not direct giving or demonstration of something. The guidance
counseling is, in practice, the teacher´s activity in which s/he is embedded in overall learning
performances and behaviors. The guidance counseling is a part and parcel of human
functionality in online interaction and collaborations contexts.
Peer Partnership
The peer relations emhasizes equality of participants. It means trust in learning in itself,
which takes place in interactions of peers. The peer partnership as a pedagogical principle
and practice also means that teachers behave as peers with students. This does not mean that
teachers are not more competent and experienced than students, but the equal attitude and
orientation of teachers in encounters with students. In an online environment the peer
partnership is a quality of participation and activity in the use of social media.
To target the vocational net-pedagogy in its key factors the question is about skills and
competences to produce and use multimedia, social media and human supportive online
facilitation.
Vocational net-pedagogy and skills and competences of a teacher and a student
Teacher
A teacher has to be capable of using multimedia (images, animations, figures, audio files, video
clips etc. combined together and with relevant texts). This means the skills to produce
multimedia and to pedagogically use it. The teacher also has to be able to critically assess
multimedia resources for vocational education and training.
Teachers also have to understand the culture of social media behaviors. This enlarges bare
multimedia skills as social media competences, which are especially equal and peer-like
participation skills, courage and the honest will to work interactively, and a release of control
over learning.
Guidance counseling and support of learning are connected with teachers´skills to encourage
6. and help peer activity, to assist in sharing of findings, knowledge and experiences. The actual
online facilitations skills of a teacher are bound in abilities
- to make and present instructions,
- to be personally present both as a peer and an expert,
- to assist in the understanding of contents, social interaction and working in online
environments through guidance counselling.
Student
The vocational net-pedagogy skills of students are the abilities
- to use mobile tools for producing and sharing multimedia in learning and working
environments,
- to apply web based platforms for linking mobile contents in platforms,
- to work interactively in mobile and web environments.
If students do not have these abilities, the first task in vocational net-pedagogy is to motivate
and support students to learn those skills.
7. and help peer activity, to assist in sharing of findings, knowledge and experiences. The actual
online facilitations skills of a teacher are bound in abilities
- to make and present instructions,
- to be personally present both as a peer and an expert,
- to assist in the understanding of contents, social interaction and working in online
environments through guidance counselling.
Student
The vocational net-pedagogy skills of students are the abilities
- to use mobile tools for producing and sharing multimedia in learning and working
environments,
- to apply web based platforms for linking mobile contents in platforms,
- to work interactively in mobile and web environments.
If students do not have these abilities, the first task in vocational net-pedagogy is to motivate
and support students to learn those skills.