scholarly journals Engagerende didaktiske design i blendede læringsrum – et grundlag for facilitering af læreprocesser

2016 ◽  
Vol 9 (16) ◽  
Author(s):  
Ulla Konnerup ◽  
Susanne Dau
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teacher Learning ◽  
Research Question ◽  
College Education ◽  
Learning Processes ◽  
Learning Design ◽  
Educational Design ◽  
Physical Environments ◽  
Ecological Thinking

Abstrakt Med udgangspunkt i to cases, fra henholdsvis et forløb fra en professionsuddannelse og et forløb fra en masteruddannelse i ikt og læring, begge designet som Blended Learning, adresserer vi den retoriske problematik, der ligger i begrebet BL. Vi skelner mellem didaktik og læring, hvor didaktik forstås som undervisningstilrettelæggelse, gennemførelse og evaluering, og læring forstås som en proces, der involverer en mental og/eller kropslig ændring afhængig af samspillet med det omgivende fysiske og sociale læringsrum. Dermed lægges op til en læringsøkologisk tænkning, hvor entiteter i de virtuelle og fysiske miljøer motiverer til forskellige aktiviteter. Forskningsspørgsmålet som stilles er: Hvilke didaktiske design i de blendede læringsmiljøer motiverer studerendes engagement, og hvad betyder fællesskabet i fysiske og virtuelle miljøer for dette engagement? De to cases afslører, hvorledes didaktisk design nødvendigvis må facilitere etableringen af forpligtende fællesskaber, gennem de studerendes engagement. Abstract Based on two case studies of Blended Learning (BL) courses in higher education; a university college education and a master's programme at a university, we will discuss the concept of Blended Learning. We distinguish between the teachers learning design and the students learning processes, where the teacher learning design includes planning, implementation and assessment, and learning includes a mental and/or an embodied change or development. We introduce a learning ecological thinking where entities in the virtual and physical environments motivate different activities. The research question addressed is; which learning design of Blended Learning encourages student involvement in the learning process, and what influence does the community in physical and online environments have for the commitment among the participants? The two cases reveal how educational design must necessarily facilitate the establishment of binding communities through the students’ engagement.

Blended Learning towards Social Capital in Higher Education

2013 ◽  
pp. 664-672
Author(s):  
Michela Freddano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Blended Learning ◽  
New Technologies ◽  
Social Research ◽  
Learning Processes ◽  
Participatory Processes ◽  
Faculty Of Education ◽  
Teaching Learning ◽  
The University

This chapter focuses on blended learning towards social capital by showing the experience of Methodology of Social Research II, the blended learning training course held at the Faculty of Education of the University of Genoa (A.Y. 2010/2011). Blended learning engages disciplinary, technical, and relational skills so that human capital and social capital are empowered. The evidence is that in higher education blended learning empowers teaching/learning processes and student achievement providing active student engagement into participatory processes promoted in educational and evaluation activities, involving students in balanced relationships with peers and teacher facilitated by new technologies and tutorship.

The Wheel of Competencies to Enhance Student-Teacher Role Awareness in Teaching-Learning Processes

2021 ◽  
pp. 48-77
Author(s):  
Flávia Pires Rodrigues
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Action Plan ◽  
Learning Processes ◽  
Future Teacher ◽  
Teacher Role ◽  
Mutual Awareness ◽  
Reflective Questions ◽  
Teaching Learning ◽  
Coaching Approach

In this chapter, the wheel of competencies was used for enhancing educators and students' mutual awareness within the teaching-learning processes. This chapter described how teachers could use this tool in their opening class to build rapport and confidence as future teachers in higher education. The competencies reported are from a post-graduate discipline for students in Dentistry and Veterinary at the UNIP-Paulista University of São Paulo in Brazil, named “Higher Education Teaching Skills,” as a mandatory part of their curriculum. The coaching approach applied in this discipline included reflective questions, discussions in groups, plenaries, and the wheel of competencies. The idea is to make the students aware of coaching tools associated with blended learning, which is the teaching-learning philosophy of the discipline. At the closing class, the students can build an action plan as a student or as a future teacher. Throughout the year, it is essential to follow these competencies to improve the students' confidence.

scholarly journals Creating blended learning experiences requires more than digital skills

2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Active Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Research Review ◽  
Learning Design ◽  
Digital Literacies ◽  
Tertiary Institutions

With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level.   Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning.   References   Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning, 29(3), 206–221.

scholarly journals Learning Design for Student Retention

2018 ◽  
Vol 6 (2) ◽  
pp. 41-50 ◽  
Author(s):  
Martin Weller ◽  
Jitse Van Ameijde ◽  
Simon Cross
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Research Question ◽  
Open University ◽  
Learning Design ◽  
Design Phase ◽  
Key Factors ◽  
Related Factors ◽  
Main Research ◽  
The Uk

Student retention is an issue of increasing interest to higher education institutions, educators and students. Much of the work in this area focuses on identifying and improving interventions that occur during the presentation of a course. This paper suggests that these represent only one set of factors that can influence student withdrawal, and equally important are design based factors that can aid retention throughout the course. The main research question addressed by the paper is what design-related factors impact on student retention. An analysis of student withdrawal at the UK Open University conducted by the researchers produced a synthesis of seven key factors in the design phase that can influence retention. These factors have been given the ICEBERG acronym: Integrated, Collaborative, Engaging, Balanced, Economical, Reflective and Gradual. Examples of how these factors can be implemented are provided, and conclusions focus on how the model has been embedded in the module production process at the Open University.

scholarly journals Rethinking online learning design to enhance the experiences of Indigenous higher education students

2019 ◽  
Vol 35 (6) ◽  
pp. 132-149 ◽  
Author(s):  
Alison Kay Reedy
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Indigenous People ◽  
Design Research ◽  
Design Principles ◽  
Critical Element ◽  
Preliminary Design ◽  
Learning Design ◽  
Education Students ◽  
Educational Design

The educational inequity that Aboriginal and Torres Strait Islander people have experienced in higher education in Australia is replicated in virtual learning spaces, with generic models of online learning design taking little account of cultural factors that impact on learning. To counter this, new approaches to online learning design are needed that consider the experiences of Indigenous people. This article explores culture as a critical element of online learning design that enhances the learning experiences and outcomes of Indigenous people. The study reported in this article was conducted at a regional Australian university and was methodologically situated within an educational design research framework. Data were collected through the narrative method of yarning with 19 Indigenous students enrolled in a range of disciplines. From the data, 10 themes were developed, which guided the design of a learning design model and six preliminary design principles. The study contributes to the gap in the literature on learning design for Indigenous online higher education students. As the model and preliminary design principles are culturally situated at the site of the study, they need testing by educational designers and academics to ascertain their usefulness in other contexts.

"You Can Take Out of it What You Want"

2010 ◽  
pp. 285-304 ◽  
Author(s):  
Debbie Holley ◽  
Lyn Greaves ◽  
Claire Bradley ◽  
John Cook
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Design ◽  
Global Learning ◽  
Higher Education Funding ◽  
Personalised Learning ◽  
Digital World ◽  
The University

This chapter shows how a suite of learning objects were developed by the Centre for Excellence in Teaching and Learning for Reusable Learning Objects (www.RLO-CETL.ac.uk), one of 74 CETLs being funded by the UK’s Higher Education Funding Council for England. The learning objects were used to support students within a blended learning context. It shows student personalised learning: learning that can be any time (in the 24 hour digital world), any place (the university experienced in the home or workplace), any where (limited only by the students choice and internet access – trains, boats, planes, global learning). It focuses on two case studies at UK Higher Education institutions that demonstrate any time, any place learning. London Metropolitan University (London Met) and Thames Valley University (TVU), have both used and reused learning objects in different contexts. In each case study the background and the resulting blended learning design is outlined, followed by evaluation data illustrating the student experience and how the learning design and the learning objects have encouraged personalised learning. The chapter concludes with the start of the third iteration of use – to facilitate informal learning ‘any where’, through the incorporation of learning objects that can be used on mobile phones.

scholarly journals Critical Factors for Implementing Blended Learning in Higher Education

2017 ◽  
Vol 6 (2) ◽  
pp. 37-51 ◽  
Author(s):  
Peter Mozelius ◽  
Enosha Hettiarachchi
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Online Courses ◽  
Research Question ◽  
Pass Rates ◽  
Critical Factors ◽  
Success Stories ◽  
Low Pass ◽  
21St Century Tools

Abstract The use of blended learning environments in higher education has rapidly increased in the 21st century. Tools and techniques that initially were used in experimental distance education courses are today part of mainstream education with blended learning as a continuum between traditional face-to-face teaching and pure online courses. In this wide variety of course design there are success stories, but at the same time examples with low pass rates and poor learning outcomes. The research question for the study is: Which aspects have to be considered in the design and implementation of blended learning in higher education? To answer this question, 15 selected publications were analysed in a literature review with the aim to identify important and critical factors when implementing blended learning in higher education. As a result of the inductive analysis around 50 found factors have been grouped into 10 Categories of critical factors and 4 Blended learning perspectives in a strive to identify critical aspects of contemporary blended learning in a comprehensive structure. One conclusion is that blended learning today can be seen as a mature educational concept still in need of redesign. Problems that were reported two decades ago are now combined with other more recently identified critical factors. The presented categories and perspectives might be valuable as a checklist for implementations of blended learning and hopefully a useful base for further research in the field of blended learning.

scholarly journals Lineamientos pedagógicos para el diseño de ambientes de aprendizaje blended / Pedagogical Guidelines for the Design of Blended Learning Environments

2019 ◽  
Vol 6 (1) ◽  
pp. 23-37
Author(s):  
María Fernanda Aldana Vargas ◽  
Luz Adriana Osorio
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Pedagogical Knowledge ◽  
Educacion Superior ◽  
Blended Courses ◽  
Academic Units ◽  
Education Courses

ABSTRACTThe present work is based on the systematization of the experience of the Conecta-TE Center of the Universidad de los Andes for 10 years in the counseling of professors and academic units. This document describes the pedagogical guidelines for the design of blended courses for the transformation of teaching and learning processes. Once the methodology was systematized, it was applied in 15 higher education courses. The results obtained indicate that the guidelines create possibilities for the development of the pedagogical knowledge of the teacher by impacting their beliefs and pedagogical practices.RESUMENEl presente trabajo se basa en la sistematización de la experiencia del Centro Conecta-TE de la Universidad de los Andes a lo largo 10 años en la asesoría a profesores y unidades académicas. En el presente documento se describen los lineamientos pedagógicos para el diseño de cursos en modalidad blended para la transformación de procesos de enseñanza y aprendizaje. Una vez sistematizada la metodología, fue aplicada en 15 cursos de educación superior. Los resultados obtenidos indican que los lineamientos crean posibilidades para el desarrollo del conocimiento pedagógico del profesor al impactar sus creencias y prácticas pedagógicas.

Learning Design in Higher Education

2022 ◽  
pp. 259-288
Author(s):  
Maria Toro-Troconis ◽  
Katharine J. Reedy ◽  
Julie Voce ◽  
Ellie Bates ◽  
Lizzie Mills ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Good Practice ◽  
Scale Up ◽  
Learning Design ◽  
Higher Education Curriculum ◽  
Learning And Teaching ◽  
Learning Modules ◽  
Key Factor

This chapter presents the findings from four case studies by higher education curriculum teams who used the CoDesignS Learning Design Framework for designing online or blended learning modules as part of the Learning Design Bootcamp and/or an institutional community of practice (CoP). The aim of the bootcamp was to inspire and empower learning technologists, learning designers, and academics from different disciplines to acquire a learning design mindset. The learning design journeys of each team are explored and analysed. The CoDesignS Framework enabled the teams to develop their designs and to systematically scale up learning design practices within their organisations. The sharing of good practice through the Learning Design Bootcamp and institutional CoPs was a key factor in the development of educator identity and confidence. Together, the framework and CoPs positively impacted culture and mindset, resulting in improved quality of learning and teaching and enhanced student experience and outcomes.

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