Upload
allard-strijker
View
662
Download
0
Embed Size (px)
DESCRIPTION
blended learning scenarios elo lms vle task based implementation
Citation preview
Managing self-regulated, blended learning
a process of change in education
dr. Petra FisserSupporting Sustainable e-Learning Forum (SSeLF)
University of Dundee, 27 May 2005
This presentation
Managing self-regulated blended learning
This presentation
Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face
and technology supported learning
This presentation
Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face
and technology supported learning Self-regulated: student-centred instead of
teacher-centred education
This presentation
Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face
and technology supported learning Self-regulated: student-centred instead of
teacher-centred education Managing…
This presentation
Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face
and technology supported learning Self-regulated: student-centred instead of
teacher-centred education Managing… the process of implementing
self-regulated blended learning
The implementation process
Pilot ImplementationResult
Result
Result
Result
Environment
End
Project leader
Decision maker
The implementation process
The implementation process:
a pilot with certain results ->
the pilot is scaled up ->
it is implemented in a broader context
The implementation process
An other way to describe this in “stages of change” Incidental and isolated use of ICT (pilot) Increasing awareness of ICT relevance for
education (scaling-up) Coordinated and supported activities
(implementation) ICT integrated in teaching and learning
(integration)
Example for blended-learning
Incidental and isolated use of ICT (pilot):-> a try-out in one course
Increasing awareness of ICT relevance for education (scaling-up): -> more instructors use a blended-learning approach
Coordinated and supported activities (implementation): -> the whole department uses a blended-learning approach
ICT integrated in teaching and learning (integration): -> the whole university uses a blended-learning approach
Support for implementation
The simplified model is not enough A general strategy for implementation not available In higher education a need for support in
the process from piloting to implementation and integration
pedagogical models in relation to ICT in education These two issues are often combined, because of the
belief that the ICT applications that are implemented need some kind of pedagogical foundation to be successful
Actors
The support for implementation is of interest for actors responsible for the implementation process
But which actors are involved? Is it the teacher? Or the educational manager? Or the project manager that is responsible for the
implementation? Or the technical support unit that has to
implement the technological aspects? Or…?
Actors Actors involved
College board members President/rector/ principal Vice president/vice chancellor/provost/policy advisor Deans ICT steering group Middle managers/educational managers Chair/head of department Faculty, instructors, teachers Members of staff development unit Members of pedagogical support unit Members of infrastructure and computing unit Staff members of the library Students Ministry of education External institutions
Category Actors within the category
Role and activity of the actor
Board College board members
President/rector/ principal Leadership, vision, strategy
Higher management Vice president / vice chancellor / policy advisor
Deans
ICT steering group
Leadership, policy-making, strategy, budget/ and resource-allocation
Middle management Middle managers / educational managers
Chair / head of department
Leadership, policy-making, stimulating faculty
Faculty Faculty, instructors, teachers Education and research
Students Students Education
Support Members ofstaff development unit
pedagogical support unit
infrastructure / computing unit
library
Supporting the implementation process
External External institutions
Ministry of education
External stimulus to change
Actors and roles
Middle management
Crucial actor: middle management Educational management / director Head of department
Role: influence the implementation process (success or failure)
Many responsibilities Leadership!
Leadership
Needed in all stages of the implementation process
Tasks: Creating commitment Creating a shared vision Support of the implementation process
Management & Leadership
The middle management is involved in all the stages of the implementation process
Leadership is an important role and activity in the implementation process
It is assumed that these two are connected to each other
The middle manager plays a key role in the implementation process
He or she should be involved in all steps
Are we expecting too much?
Many expectations from the middle manager Vision Strategy Leadership Projectmanagement Educational background Background related to content of study …..
How does he/she do it?
Top-down or bottom-up? Top-down: the managment decides Bottom-up: initiative from the teacher
Strategies
Management:You have to use
Blackboard!
Ok….. /
Teacher:I would like to use
Blackboard!
Ok….. / Personal Organisational
Top-down and bottom-up!
Oh no.. I have to puzzle…
Teacher
Idea!
Manager That is nice…
Maybe you like?
Look what my teacher did!All of the university should do this!
That is nice!
Oh no.. Now I have to show everybody
Board
This is nice!
Look at colleague!Show!I want this too!
I give you supportand money
I will use it
Me too Me too
Me too
Me too
Me too
Me too
Other strategies
Concerns-based Adoption Model The Colour Theory
Concerns-based Adoption Model
This model applies to anyone experiencing change (policy makers, teachers, parents, students)
The model holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is
Concerns-based Adoption Model
In general, early questions are more self-oriented What is it? and How will it affect me?
When these questions are resolved, questions emerge that are more task-oriented: How do I do it? How can I organize myself? and Why is it
taking so much time?
Finally, when self- and task concerns are largely resolved, the individual can focus on impact. Is this change working for students? and Is there
something that will work even better?
The Colour Theory
Based on change theories 5 strategies with different colours
Yellow Blue Red Green White
The Colour Theory: Yellow
Yellow = power! Discover collective interests Play a power game Reach a win-win situation Goal: change beliefs and policy
The Colour Theory: Blue
Blue = blueprint Thinking and planning Rational / logical process Knowing the outcome Result: guaranteed success!
The Colour Theory: Red
Red = passion and temptation Bring together organisational & individual goals Give people a stimulus and motivate them Human resource management important
The Colour Theory: Green
Green = growing and nature Bring people in a learning situation Stimulate the learning process Find the solution together Keyword: the learning organisation
The Colour Theory: White
White = the colour of light and openness Offer freedom for spontaneous revolution Breaking through existing patterns Dynamic and self-regulated process Outcome: unpredictable!
The Colour Theory
Always: yellow (commitment) and red (combination of people and organisation)
Choice: Blue, Green or White Recommendation:
Blue (result-based): routine problems Green (project-based): non-routine problems White (creativity-based): vague problems
Assignment
Fill in the form: Which actor are you? Which actor is next to you? Where is the educational manager? What strategy does he/she use?
Strategies for implementation of Self-Regulated Blended Learning
and Reuse of Learning Objects
Strijker, A. (2005, May 27). Strategies for implementation of Self Regulated Blended Learning
and Reuse of Learning Objects. Dundee, UK.
Reuse of Learning Objects
Learning Objects Assignments, Videofragments, Animations,
Lectures, Articles, Pictures
Learning Objects
Learning objects are defined as digital entities, available for use or reuse in different learning settings.
These objects themselves may or may not have been originally created as learning objects; it is their use for learning purposes that makes them learning objects.
Definition used in the research: A learning object is any digital entity that may be used for learning, education, or training.
Contexts
The research describes issues related to the reuse of learning objects and the implementation of learning technology standards for reuse of these learning objects in different contexts and the human and technical aspects involved:
University, Military, Corporate Learning.
Human aspects
Human perspective – What human aspects are important to support reuse of learning material?
Human aspects: Why takes reuse place, Who is involved.
Technical Aspects
Technical perspective - What tools and technologies are important to support reuse of learning material
Technical aspects: What's reused, How is reuse supported, and Where are learning objects stored.
Overall Research Question
Combining human and technical perspectives - What are key dimensions to guide the selection of tools, technologies, and human procedures to support reuse of learning material for users in different usage contexts, particularly university, corporate learning, and military training?
Context Orientations
Personal oriented Personal orientation is related to human
interaction, personal needs, personal incentives, and personal values.
Systems oriented The Systems orientation focuses on technical
specifications, rules, policy, and procedures.
Dimensions for Reuse
The research identified dimensions related to use of learning technology standards for reuse such as: Cultures within the context, Learning scenarios, Incentives for reuse, Work processes, How learning objects are stored.
Dimensions for Reuse
Systems Oriented
Personal Oriented
Cultures
within the
context
The industrial world
The Domestic world
The Civic world
The world of Opinion
The Merchant world
The world of
inspiration
Learning scenarios
Acquisition Participation
Incentives for reuse
Formal workflow Personal habits
Work processes
Organizational Personal
How learning objects are stored
Repository Locally
Results
The results of the research show that reuse in practice may not so much be focused on a wide exchange of all available material but rather on local level sharing within departments and even primarily on the reuse of one’s own course material.
Results
The use of specifications for learning technology may not have the expected impact on adaptive learning and building courses based on learning objects from large repositories as expected by many.
Results
Instead, new developments for specifications may focus on support for more-personal reuse strategies.
Assignment
Dimensions Try to map your current context (the
environment you work in) on the dimensions If the focus is on the left side (Systems), you are
in a context that provides different aspects for reuse
If the emphasis on the right side (Personal), the implementation of a reuse strategy in your context is problematic
Example
Implementing self-regulated blended learning with reuse possibilities
Implementation process
Actors 1 chair (prof. Betty Collis) 6 teachers Support staff Management master programme
Problem Students with different backgrounds Students on- and off campus Students not self-reliant Teachers wnat to offer better guidance
Implementation process
Solution: Task-based learning Strategies
Combination of top-down and bottom-up At first a white strategy… Now more and more yellow and red Green also important: learning from each other
Task-based learning
Self-reliant learning Active learning Guidance and support Teacher extensive education Blended learning and Distance learning
Kind of tasks Kinds of tasks
Learning task Discussion task Strategy task Application task
But also Problem solving task Collaborative learning tasks Project tasks
Taks-based learning does not rule out other pedagogcial approaches!
Designing tasks: a checklist
Title Short description Objectives of the course related to the Assignment Previous knowledge and skills needed for this task Objective of the Assignment Expectations from the student Way of testing Criteria for grading Possibilities for extra help Example of the task
Example of task-based learning
Course: Pedagogies for flexible learning supported by technology (Master course)
13 students with different backgrounds 7 different countries and languages, some with work
experience, some other study (not related to Educational Design)
3 DE-students, 10 blended learning Different learning styles Different interests
And only 1 course!!
Example of task-based learning
Interactive task
Develop a strategy for self-regulated blended learning with
reuse possibilities
Blended learning scenarios
Organisation-regulated
Learner-regulated
Face-to-face E-learning
Scenario A:Classroom teaching Lecture, room, teacher–student, fixed times
Scenario B:Study landscape Collaboration, facilities, tutor-student, self-management within boundaries
Scenario C:Communities of Practice Meetings, collaboration, students as members, self-reliant, responsible
Scenario D:Workplace learning Online resources, learning to learn, work-related, self-reliant, responsible
Knowing in the Classroom
Teacher/expert
learner learner learner learner
source
Scenario characteristics Participants:
teacher/expert learners
Process: Knowing, building knowledge
Flexibility low: Fixed meetings at specific locations Predetermined rosters
Passive learners: low interaction, pre-cooked one-way communication
High level of structure: Teacher-led scenario of lesson
Knowing howin the study landscape
learner learner
Learner learner
learner
Teacher/expert
source
sourcesource
source
Scenario characteristics Participants:
Teacher/expert Learners External sources
Process: Knowing, building knowledge
Flexibility medium-low: Less need for large rooms Smaller groups easier time planning
Semi-passive learners: teacher provides sources but promotes active knowledge
management from learners Semi-structured:
structure made by teacher in collaboration with learners
Applyingin a community of practice
learner learner
learner learner
learner source
sourcesource
source
Scenario characteristics Participants:
Learners External sources
Process: Knowing, building knowledge
Flexibility medium high: Opportunities for virtual collaboration No teacher less need for formal meetings
Active learners: learners build knowledge
Semi-structured: learners determine workflow and knowledge framework
Integrating in the workplace
learner
source
source
source
source
source
source
Scenario characteristics Participants:
Learner External sources
Process: integration of knowledge in the workplace activities
Flexibility high: Time schedules to be determined by the learner Learner can learn at any place at any time
Active learners: the learner builds a knowledge framework based on individual
interpretation of information from external sources Individually structured:
the individual learner as decision maker in the learning process
Interactive task
Choose a scenario Imagine that you are the educational
manager Two missions
Make the scenario self-regulated and blended Assure that reuse is possible
Interactive task
Decide upon actors Who is involved? Who should be involved? What is your role as manager?
Decide upon strategies Top-down or bottom-up? Colours? Dimensions?
Cultures within the context
Verbs Value features Attitudes
The World of Inspiration
To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.
Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance
Spontaneous, passionate, risk taking, open-minded, independent, intuitive
The Domestic World
To behave, to give, receive and give back; to respect; to keep the convenient distance; to be polite (with both inferiors & superiors); to interact.
Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty
Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable
The World of OpinionTo influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.
Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility, Identification.
Being an actor, contributive, communicative, participative, personality, celebrity
The Civic World
To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify, to delegate, to represent and to be represented, to show solidarity, to share.
The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).
Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.
The Merchant World
To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.
Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others; contract; competition, rivalry, opportunism, freedom,
Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help, thoughtful, careful, reactive, opportunist
The Industrial World
To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.
Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system
Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication
Cultures within the context: Attitudes The World of Inspiration
Spontaneous, passionate, risk taking, open-minded, independent, intuitive The Domestic World
Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable The World of Opinion
Being an actor, contributive, communicative, participative, personality, celebrity The Civic World
Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.
The Merchant World Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help,
thoughtful, careful, reactive, opportunist The Industrial World
Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication
Cultures within the context: Value features The World of Inspiration
Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance The Domestic World
Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty
The World of Opinion Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility,
Identification. The Civic World
The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).
The Merchant World Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others;
contract; competition, rivalry, opportunism, freedom, The Industrial World
Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system
Cultures within the context: Verbs The World of Inspiration
To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.
The Domestic World To behave, to give, receive and give back; to respect; to keep the convenient distance; to be polite
(with both inferiors & superiors); to interact. The World of Opinion
To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.
The Civic World To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify, to delegate, to
represent and to be represented, to show solidarity, to share. The Merchant World
To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.
The Industrial World To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to detect, to
adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.
Learning scenarios
Acquisition Objectives Training Drill and practice Awareness Knowing CBT Authoring
Participation Collaboration Communication Competences Learning Application Synthesis Analyses ELO Mentoring
Acquisition vs Participation
Acquisition Participation
Key definition of learning: Learning as knowledge acquisition and concept development; having obtained knowledge and made it one's own; individualised
Learning as participation, the process of becoming a member of a community, "the ability to communicate in the language of this community and act according to its norms" (Sfard, p. 6); "the permanence of having gives way to the constant flux of doing" (p. 6)
Key words: Knowledge, concept, misconception, meaning, fact, contents; acquisition, construction, internalization, transmission, attainment, accumulation;
Apprenticeship, situatedness, contextuality, cultural embeddedness, discourse, communication, social constructivism, cooperative learning
Stress on… "The individual mind and what goes into it" (Sfard, p. 6); the "inward movement of knowledge" (p. 6)
"The evolving bonds between the individual and others" (p. 6); "the dialectic nature of the learning interaction: The whole and the parts affect and inform each other" (p. 6)
Ideal Individualized learning Mutuality; community building
Role of instructor Delivering, conveying, facilitating, clarifying
Facilitator, mentor, "Expert participant, preserver of practice/discourse" (p. 7)
Nature of knowing Having, possessing Belonging, participating, communicating
Learning objectives (Bloom, 1956)
Competence Skills Demonstrated Question Cues
Knowledge - observation and recall of information - knowledge of dates, events, places - knowledge of major ideas - mastery of subject matter
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension - understanding information - grasp meaning - translate knowledge into new context - interpret facts, compare, contrast - order, group, infer causes - predict consequences
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application - use information - use methods, concepts, theories in new
situations - solve problems using required skills or
knowledge
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis - seeing patterns - organisation of parts - recognition of hidden meanings - identification of components
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis - use old ideas to create new ones - generalize from given facts - relate knowledge from several areas - predict, draw conclusions
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation - compare and discriminate between ideas - assess value of theories, presentations - make choices based on reasoned argument - verify value of evidence - recognize subjectivity
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Incentives for reuse
Organizational Knowledge
management Human resource
management Sustainable
development Saving money Efficiency Organizational capital
Personal Helping Colleagues Saving time Efficiency Communities of practice Networks of excelence
Work processes
Formal workflow Roles Responsibilities Versioning Quality control Management Ownership
Personal habits Individual products One person all roles Teacher in control Copyrights Independent
How objects are stored
Repositories- Knowledge management
systems (Learning) Content
Management Systems Electronic Learning
Environments
Locally Hard disks Personal websites
Context Orientations
Personal oriented Personal orientation is related to human
interaction, personal needs, personal incentives, and personal values.
Systems oriented The Systems orientation focuses on technical
specifications, rules, policy, and procedures.