Blended learning design bmukk

CerOrganic Blended-Learning
Design
(Unit C531.1a,b&c)

CerOrganic European Conference:
Challenges in Training Advisors of
Organic Farmers
Dec 06th 2011 in Athens, Greece

ViS:AT IT – Systeme für Unterrrichtszwecke

Authors
David Smith is a learning technology analyst with a
PhD in the field of eLearning from Newcastle
University in Australia. In the last ten years, he has
specialised in the fields of learning pedagogy
(including technology) and learning analysis working
for education authorities in Australia and Austria.

Monika Moises has a masters degree in natural
science from the University of Vienna. She has worked
in international initiatives in the field of e-health and e-
education. She is interested in the implementation of
cooperative learning concepts in formal and informal
training in Europe and Latin America.
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith

The concept of Blended-Learning

• “…combining established ways of learning and
teaching and the new opportunities offered by
technology in order to improve students' learning and
increase flexibility in how, when and where they
study”
Blended Learning Unit (CETL), University of
Hertfordshire, http://perseus.herts.ac.uk/
(05.03.2007)

• Pedagogical strategies should be combined with
technological tools to facilitate the learning
interchange (online and face-to-face activities)


TOOLS

DESIGN
MOTIVATION
COLLABORATION
INTERACTIVITY

MEDIA LEARNING
TARGET AUDIENCE
ASSESSMENT
COMMUNICATION
LEARNING
FEEDBACK PLATFORM

Aims & objectives

• To understand the various skills and practices
necessary to develop an eLearning course
• to design a blended learning course specifically for the
agriculture sector
• to utilise a learning management platform to effectively
store the materials and the desired communication
channels to deliver a blended learning course
• to illustrate the pedagogical underpinning for all
educational courses and specific to eLearning
courses


Learning outcomes

By the end of the course it is expected that
participants will
• have an understanding of the flexibility of eLearning
courses
• be competent in searching for resources appropriate for
eLearning courses
• be familiar with several problems and solutions
occurring in the field of eLearning
• be able to analyze critically and propose various
solutions to the design of various blended learning
courses


Methodology

• collaborative interactions based on PowerPoint
presentations, videos/podcasts and short activity
• web-based literature review
• textbooks, articles
• group interaction and discussion
• assignment writing


Learning/Technology tools

• WHAT CAN YOU USE?????????????????
Future of Screen Technology (TAT's Open Innovation
experiment)

• How do you define the parameters?
- It is essential to define the technology and the
capability of the participants. This can be done by
paper survey or telephone depending upon the
technology that is proposed for the course


Technology Tools

Personal page, know your participants-it is easier to create
groups and it may help in further communication
• Discussions
- Forums (social networking)
- Blogs (blogger)
- SMS
- SKYPE
- Chat
• Pod or Vodcasts


Content

• Design the content appropriate for the
participants. Do not try and put all the materials for
a face-to-face course in electronic format
• Use a variety of formats including print, image and
sound
• COPYRIGHT be careful that the material you use
is free of copyright and that you provide clear
instructions for participants about copyright
material they may submit
http://www.ict4lt.org/en/en_copyright.htm


Pedagogy

• What is the underlying learning strategy;
- Problem-based
- Case Study
- Project based… (G Salmon’s 5 stages)
http://tojde.anadolu.edu.tr/tojde8/reviews/etivities.htm

• Decide upon the collaboration that will involve the
whole group or smaller groups and the learning
activities they will be matched with.


Assesement

• It is vital that every learner has the opportunity to
present their learning (Yorke, M., 2003)

• Assessment should match the task and overall
course descriptor …portfolio, case based research…


Planning a Blended Course

• Course Overview and Introduction
• Learning Objectives
• Assessment and Measurement
• Resources and Materials
• Learner Interaction
• Course Technology
• Learner Support
• Accessibility


Planning a Blended Course
Organise your content into:

• Scope: what did you want the learners to achieve,
what is the purpose of the course
AND
• Sequence: the logical process of the learning
including the activities, support and assessment.
There are many tools that can be used from a
simple flow chart, story board or a grid


Planning Activity

• In groups of about 4:
Construct a scope and sequence to develop a guide
on how to make a bio-slurry

or

Construct a scope and sequence to develop a guide
on how to make a cup of herbal tea

ViS:AT IT – Systeme für Unterrrichtszwecke
BM:UKK, Monika Moises, David Smith Monika Moises, David Smith

Feedback

• We are all in the process of lifelong learning
(Pitman T., 2009)
• We can encourage communication from out
students by seeking feedback about the course
structure and delivery
• The feedback instrument as with everything else
should be appropriate for the course


THANK YOU!

Monika Moises
moises.monika@gmail.com

Consultant of the Department IT-Systems for
Eductational Purposes of the Austrian Ministry of
Education
www.virtuelleschule.at/cerorganic


Blended learning design bmukk

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