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A Pedagogical Model for
Science Education through
Blended Learning
1
EADTU - The Online, Open and Flexible Higher Educatio...
2
⇒ Changing labour market
⇒ High turnover rate of knowledge
⇒ Widespread and new practices of technology use
in daily lif...
3
⇒ Few students pursue a career in sciences
⇒ The educational system does not motivate students
⇒ science studies (STEM) ...
4
Potential
affordances
facilitating
learning
processes
4
Digital lifestyle & learning
• Search, analyze and create digital information
where and when the user wants (at their own
...
Pervasive learning
• Pervasive learning is a social process that
connects learners to communities consisting of
devices, r...
The mobility context
7
Educational technologies
For the first time in history we have resources
and mobile educational technologies that cost
not...
Context of a XXI Century Literacy
• Digital Literacy – the ability to communicate with a global
community to discuss issue...
Context of a XXI Century Skills
• Creativity– the ability to develop from scratch new
solutions to emerging problems (comm...
Digital storytelling
11
Gamification
• "the use of game design elements in non-
game contexts" (Deterding et al., 2011, p.1)
• A common implementa...
Time-Space Matrix
(Johansen’s, 1988)
13
Flipped class & SPOCs
(Small Private Online Courses)
(Brian White, edX)
14
Blended learning framework
• Context: establish learning processes regarded not as
isolated variables within controlled se...
16
Context (What, Where, By Whom)
Technology (How, When)
Pedagogy (Who, Why, How, When)
SLAM
Science Learning Activities M...
17
18
19
20
• Right motivational context
• Adequate technology mix
• Learner centered approach
• Effective, valuable and
feasible l...
21
• Establish a framework and design guidelines for blended
learning activities in science education and learning in orde...
Designing a colony on Mars Dutch Secondary Education 22
Thank you for your attention!
José Bidarra (DCeT, Universidade Aberta, jose.bidarra@uab.pt)
Ellen Rusman (Welten Institute...
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A Pedagogical Model for Science Education through Blended Learning

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Presentation delivered at the EADTU 2015 - THE ONLINE, OPEN AND FLEXIBLE HIGHER EDUCATION CONFERENCE. Authors: José Bidarra (UAb), Ellen Rusman (OUNL).

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A Pedagogical Model for Science Education through Blended Learning

  1. 1. A Pedagogical Model for Science Education through Blended Learning 1 EADTU - The Online, Open and Flexible Higher Education Conference 29th OCTOBER 2015, Hagen, Germany EADTU - The Online, Open and Flexible Higher Education Conference 29th OCTOBER 2015, Hagen, Germany José Bidarra (Universidade Aberta, jose.bidarra@uab.pt) Ellen Rusman (Open Universiteit, ellen.rusman@ou.nl) CLASSROOM ONLINE MOBILE IMMERSIVE
  2. 2. 2 ⇒ Changing labour market ⇒ High turnover rate of knowledge ⇒ Widespread and new practices of technology use in daily life ⇒ Students will work in “not-yet-invented” jobs ⇒ Adaptation to a global and connected world ⇒ EMERGENCE OF NEW CHALLENGES IN EDUCATION why another model? Complex developments in society
  3. 3. 3 ⇒ Few students pursue a career in sciences ⇒ The educational system does not motivate students ⇒ science studies (STEM) perceived as more "difficult" than other fields ⇒ highly theoretical orientation, not related to recognizable daily problems of learners ⇒ negative ‘image’ of STEM among younger students (nerdy, weird, abstract, complex…) ⇒ Society needs professionals with a technical background ⇒ High schools and universities need to “reconsider” traditional teaching methods The problem Science education (Ref. OECD, PISA in Focus, 2015)
  4. 4. 4 Potential affordances facilitating learning processes 4
  5. 5. Digital lifestyle & learning • Search, analyze and create digital information where and when the user wants (at their own pace) using various media • Master a procedural knowledge about digital media and global communications • Make (professional and private) decisions in the context of a networked society • Apply creative skills to solve new problems (technological and methodological) • Engage in collaborative work with others 5
  6. 6. Pervasive learning • Pervasive learning is a social process that connects learners to communities consisting of devices, resources, people, and culture, so that students can experience a relevant and meaningful learning process by accessing and authoring specific content (text, images, audio, video), in locations and at times that they find meaningful and relevant. • Learners may experience a continuous or seamless learning process by means of the affordances reachable via mobile and b-learning technology. A bold but disruptive approach is to share responsibility for orchestration between the teacher the students and the technology (Sharples, 2013). 6
  7. 7. The mobility context 7
  8. 8. Educational technologies For the first time in history we have resources and mobile educational technologies that cost nothing to governments and schools: – Smart mobile phones (most students have one); – Networking software (freely available, e.g. Hangouts, Messenger, Skype); – Learning applications (freely and increasingly available, e.g. Apple Store, Google Play); – Open educational resources (in growing supply, e.g. MOOCs, iTunes U, Khan Academy). 8
  9. 9. Context of a XXI Century Literacy • Digital Literacy – the ability to communicate with a global community to discuss issues, gather information, and seek help; • Global Literacy - the capacity to read, interpret, respond, and contextualize messages from a global perspective; • Technology Literacy - the ability to use computers and other technology to improve learning, productivity, and performance; • Visual Literacy - the ability to understand, produce and communicate through visual images; • Information Literacy - the ability to find, evaluate and synthesize information. (Brown et al., 2005) 9
  10. 10. Context of a XXI Century Skills • Creativity– the ability to develop from scratch new solutions to emerging problems (communication, digital literacy); • Critical thinking- the capacity to read, interpret, and evaluate new information (citizenship, communication, digital literacy; • Problem solving- the ability to make decisions and implement the best solutions (communication, collaboration, digital literacy); • Productivity- the ability to be more productive and apply higher level skills (ICT competences are important). (Voogt & Roblin, 2012) 10
  11. 11. Digital storytelling 11
  12. 12. Gamification • "the use of game design elements in non- game contexts" (Deterding et al., 2011, p.1) • A common implementation of gamification is to take the scoring elements of video games, such as points, levels, and achievements, and apply them to a work or educational context. • The concept has been around for some time through loyalty systems like frequent flyer miles, green stamps, and library summer reading programs. 12
  13. 13. Time-Space Matrix (Johansen’s, 1988) 13
  14. 14. Flipped class & SPOCs (Small Private Online Courses) (Brian White, edX) 14
  15. 15. Blended learning framework • Context: establish learning processes regarded not as isolated variables within controlled settings, but as components to be understood in more realistic, authentic situations (closer to work and life environment). • Technology: enable learners to create portfolios and digital artefacts, affording a more ‘seamless’ learning experience, using software that combines a variety of multimedia tools including text, still images, audio, video and Web publishing. • Pedagogy: develop strategies that are flexible in terms of location, time and pace, and valuable and feasible to the learner, according to his/her learning style, personal needs and learning context(s). 15
  16. 16. 16 Context (What, Where, By Whom) Technology (How, When) Pedagogy (Who, Why, How, When) SLAM Science Learning Activities Model umbrella concepts
  17. 17. 17
  18. 18. 18
  19. 19. 19
  20. 20. 20 • Right motivational context • Adequate technology mix • Learner centered approach • Effective, valuable and feasible learning activities • Accurate assessment • Optimal guidance & support Key aspects And Success factors
  21. 21. 21 • Establish a framework and design guidelines for blended learning activities in science education and learning in order to/with the aim to: - raise interest of youth in (and change image of) science - improve motivation - meet societal needs • Design with high motivational impact, authentic settings and ‘bridging’ existing boundaries in education and learning • Use today’s flexible, interactive and immersive technologies • Test model in the field for impact and blended learning quality conclusions And future work
  22. 22. Designing a colony on Mars Dutch Secondary Education 22
  23. 23. Thank you for your attention! José Bidarra (DCeT, Universidade Aberta, jose.bidarra@uab.pt) Ellen Rusman (Welten Institute, Open Universiteit, ellen.rusman@ou.nl) 23

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