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Construction and Evaluation of a Blended Learning Platform for Higher Education


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Talk on the ICT 2011 in Hong Kong (July, 11, 2011)

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Construction and Evaluation of a Blended Learning Platform for Higher Education

  1. 1. Construction and Evaluation of a Blended Learning Platform for Higher Education<br />Lisa Beutelspacher, <br />Wolfgang G. Stock<br />Department of Information Science<br />Heinrich-Heine-University Düsseldorf, Germany<br />
  2. 2. Content<br />Learning with Electronic Resources<br />Didactic Theories<br />The Learning Platform „InfoCenter“<br />Evaluation<br />Further Work<br />2<br />
  3. 3. Learning with electronic resources<br />
  4. 4. E-Learning<br /><ul><li>Advantages</li></ul>Usingmultimediacontent<br />Time andplaceindependence<br />Self-pacedlearning<br />Easy update ofcontent<br /><ul><li>Disadvantages</li></ul>Lack ofsocialinteraction<br />Somecontent not suitableforvirtualpresentation<br />4<br />
  5. 5. Blended Learning<br />Blended<br />Learning<br />Traditional Learning<br />E-Learning<br />5<br />
  6. 6. Didactic Theories<br />
  7. 7. Behaviorism<br />The Theory<br />Conditioning leads to designated reflex<br />Learning through reward (and punishment)<br />Implementation<br />Mediating and testing factual information<br />Direct feedback<br />Reward system<br />7<br />
  8. 8. Cognitivism<br />The Theory<br />Learner is an individual<br />Comprehensive problem-solving ability<br />Implementation<br />Encourage capacity to develop solution strategies <br />Learners need to choose their own learning path<br />8<br />
  9. 9. Constructivism<br />The Theory<br />Learning is an individual process<br />Learning is most effectively in groups<br />Learning must take place in authentic situations<br />Implementation<br />Supporting group learning<br />Content must be presented from different perspectives<br />Teacher encourages individual learning processes (not control them!)<br />9<br />
  10. 10. The InfoCenter<br />
  11. 11. InfoCenter<br />Blended learning platform for higher education<br />Heinrich-Heine-University Düsseldorf, Germany; Dept. of Information Science<br />Subject: Information Science<br />Information retrieval<br />Knowledge representation<br />11<br />
  12. 12. InfoCenter - Content<br />12<br />
  13. 13. Multimedia Mediation<br />Behaviorism<br />Lecture Slides<br />13<br />
  14. 14. Multimedia Mediation<br />Behaviorism +<br />Cognitivism<br />Interactive Video Lectures<br />14<br />
  15. 15. Multimedia Mediation<br />Behaviorism +<br />Constructivism<br />Video Glossaries<br />15<br />
  16. 16. Web 2.0 Tools<br />Constructivism<br />Wiki<br />16<br />
  17. 17. Web 2.0 Tools<br />Constructivism<br />Weblog<br />17<br />
  18. 18. Web 2.0 Tools<br />Cognitivism<br />Social Bookmarking<br />18<br />
  19. 19. Web 2.0 Tools<br />Constructivism<br />Social Networking<br />19<br />
  20. 20. Learning Management System<br />Behaviorism<br />Learning Units<br />20<br />
  21. 21. Learning Management System<br />Behaviorism<br />Tests<br />21<br />
  22. 22. Evaluation<br />
  23. 23. Evaluation<br />SERVQUAL<br />23<br />
  24. 24. Evaluation<br />High acceptance<br />Interactive Video Lectures<br />Tests<br />Loweracceptance<br />Wiki<br />SocialBookmarking<br />Social Networking<br /><br /><br />24<br />
  25. 25. Evaluation<br />Possible reasons for the low acceptance of Social Media<br />Uncertainty about how to integrate Social Media in the learning process<br />Additional Effort for Students<br />Students are used to classroom teaching<br />25<br />
  26. 26. Further work<br />
  27. 27. Further work<br />Integrate more lectures and seminars<br />Better combination of the different media<br />Find out how to motivate students to use Social Media for learning<br />Implement mobile learning<br />27<br />
  28. 28.<br />