scholarly journals Validation of competencies in e-portfolios: A qualitative analysis

2011 ◽  
Vol 12 (1) ◽  
pp. 42 ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Eva Maria Baecker ◽  
Anke Hanft
Keyword(s):  
Qualitative Analysis ◽  
Blended Learning ◽  
Development Process ◽  
Competence Development ◽  
Learning Design ◽  
Project Portfolios ◽  
Validation Of Competencies

This paper uses the example of an Internet-based advanced studies course to show how the portfolio method, as a competence-based form of examination, can be integrated in a blended learning design. Within the framework of a qualitative analysis of project portfolios, we examined which competencies are documented and how students reflected on their competence development process using portfolios.

scholarly journals Conceptualising a visual representation model for MOOC-based blended learning designs

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Laia Albó ◽  
Davinia Hernández-Leo
Keyword(s):  
Blended Learning ◽  
Visual Learning ◽  
Online Course ◽  
Learning Design ◽  
Design Elements ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Design Representation ◽  
Representation Model ◽  
Fostering Reflection

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.

Towards Blended Learning Designs Fostering Adults' Social Capital

2019 ◽  
pp. 55-80
Author(s):  
Celine Cocquyt ◽  
Anh Nguyet Diep ◽  
Chang Zhu ◽  
Maurice De Greef ◽  
Tom Vanwing
Keyword(s):  
Social Capital ◽  
Instructional Design ◽  
Adult Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Adult Educators ◽  
Learning Design ◽  
Information And Communication ◽  
Ubiquitous Presence ◽  
Practical Recommendations

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

scholarly journals From Website to Moodle in a Blended Learning Context

2016 ◽  
Vol 11 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Lillian Buus
Keyword(s):  
Social Science ◽  
Blended Learning ◽  
Development Process ◽  
Virtual Learning Environment ◽  
Learning Context ◽  
Pedagogical Approach ◽  
It Department ◽  
Teachers And Students ◽  
E Learning ◽  
Collaborative Implementation

This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg University's IT-department in the Faculty of Social Science (FSS) and the E-Learning Cooperation Unit (ELSA) with the view to implement Moodle in FSS. The purpose of this cooperation was conceived from an organisational desire to establish a virtual learning environment (VLE), where it was possible, to build activities and underpin the pedagogical approach. Another perspective was to further improve the communication between the administration, teachers and students. This paper will highlight the development process and some of the didactic considerations undertaken for the implementation. The evaluations undertaken during the process will also be presented, along with the results collected in the use of Moodle to highlight the educational changes.

Training Teachers for E-Learning, Beyond ICT Skills Towards Lifelong Learning Requirements

2011 ◽  
pp. 83-95 ◽  
Author(s):  
Olga Díez
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Virtual Environments ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Design ◽  
Ict Skills ◽  
E Learning

This chapter describes an experience in teacher training for e-learning in the field of adult education. It takes into account the models offered by flexible lifelong learning as the proper way to develop training for teachers in service, considering the advantages of blended learning for the target audience. The chapter discusses the balance between mere ICT skills and pedagogical competences. In this context the learning design should always allow that the teachers in training integrate in their work ICT solutions that fit to the didactic objectives, renew teaching and learning methodology, facilitate communication, give place to creativity, and allow pupils to learn at their own pace. By doing so, they will be closer to the profile of a tutor online, as a practitioner who successfully takes advantages of the virtual environments for collaborative work and learning communication.

scholarly journals Model of Multilayer Knowledge Diffusion for Competence Development in an Organization

2015 ◽  
Vol 2015 ◽  
pp. 1-20 ◽  
Author(s):  
Przemysław Różewski ◽  
Jarosław Jankowski
Keyword(s):  
Development Process ◽  
Single Layer ◽  
Knowledge Diffusion ◽  
Competence Development ◽  
Organizational Perspective ◽  
Proposed Model ◽  
Social Abilities ◽  
Additional Value ◽  
New Strategies

Growing role of intellectual capital within organizations is affecting new strategies related to knowledge management and competence development. Among different aspects related to this field, knowledge diffusion has become one of the interesting areas from both practitioner and researcher’s perspectives. Several models were proposed with main goal of simulating diffusion and explaining the nature of these processes. Existing models are focused on knowledge diffusion and they assume diffusion within a single layer using knowledge representation. From the organizational perspective connecting several types of knowledge and modelling changes of competence can bring additional value. In this paper we extended existing approaches by using multilayer diffusion model and focused on analysis of competence development process. The proposed model describes competence development process in a new way through horizontal and vertical knowledge diffusion in multilayer network. In the network, agents collaborate and interchange various kinds of knowledge through different layers and these mutual activities affect the competencies in a positive or negative way. Taking into consideration worker’s cognitive and social abilities and the previous level of competence the new competence level can be estimated. The model is developed to support competence management in different organizations.

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