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first public version, as presented on 26th and 27th of April, 2010 in Pori, Finland (IBS program at SAMK university)
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holistic perspectives on a blended learning environment
an inter-disciplinary bachelor report
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holistic? blended learning?
mixing online & real-life experienceslooking at the big picture
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central question
how can we
make it*
better?*it = learning, teaching and IT
systems in this specific context
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the challenge
– who?– what?– where?– when?– how?– why?
learning is not limited to– a single teacher knowing everything – a set body of standards – the classroom– a certain period in life– one strategy or approach– the same motivation for everybody
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structure
1. context2. individual3. group4. technology5. quality6. changes7. future
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context
• innovative business services• satakunta university of applied sciences
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individual
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group
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technology: what?
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technology: how?
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every piece is unique
but…
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common challenges
peoplegrouping, peeking, usability, fragmentation
technologyprocess integration, too many places
contentsharing, quality definition, publishing
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quality
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quality heuristics check-lists
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change suggestions
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future options?
• IBS as a facebook application?• all coachings on Skype or in Second Life?• mandatory attendance in all sessions?• …
• how is IBS different? • what is the key value proposition?
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simple scenarios
curator artist
remixer knowledge-worker
individual
large network
re-use creation
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a curator
• knows sources/people• takes time to select material• displays it in a closed environment• and gets money for letting people in
• example: exhibition, newspaper, library• core principle: keeping a cultural heritage
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an artist
• pursues original ideas• expressed in selected, varying doses• takes inspiration from history & observation
• example: journalist, painter, musician• core principle: truth, beauty, emotion
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a remixer
• re-purposes & combines (unrelated) material• piggybacks on recognition of original sources• more inputs, more outputs, less control
• example: Grey Album, Girl Talk, GoMix.com• core principle: stretching imagination
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a knowledge-worker
• has to balance all the previous roles• is constantly exposed to a large network of
collaborators (colleagues, partners)• has to find a way to add value to others’ work
• example: securities analyst, consultant, coach• core principle: tangible, effective results
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so what?
improve judgement
foster creativity
train tool- & material-usage
ease collaboration
individual
large network
re-use creation
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… but how?
facilitated discussion
designthinking
limited tools,consistent training,
conventions
integrated, social, boundary- lesstechnology
individual
large network
re-use creation
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two things to do
1. pick the roles to train people for2. make sure technology supports them
in every possible way
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more, smaller circles
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serendipity & innovation
“In the fields of observation chance favors only the prepared mind.”
Louis Pasteur
to create innovative business services, students need to find the unexpected
technology can foster and ease discovery, regular exchange and production
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21st century learning?there’s an app for that
thank you!questions, critique, tomatoes?
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sourcesslide 2• blender image: http://blubberybastard.tripod.com/scrimshaw/blendr.jpg• earth sketch: static.howstuffworks.com/gif/earth-day-activities-57.jpg
slide 10: The knowledge funnel, Roger Martin
slide 11:• Anderson et. al. 2004, David Armano (2x)• Merill's instructional design guidelines (from Schneider 2005)• 7 wastes in lean manufacturing (compare eg. Womack 1996)• Taylor and Maor's socio-constructivist features of online teaching (from Schneider 2005)• IsoMetrics Usability Categories, operationalized from ISO 9241, Part 10 (Gediga, Hamborg 1999)
slide 22: David Armano, darmano.typepad.com/logic_emotion/visualizations/
slide 23: Louis Pasteur, Lecture, University of Lille (7 December 1854)