COMBLE - wp3 Design
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The document outlines an expert training course on blended learning using a problem-based learning (PBL) approach. The course will be piloted at Aalborg University and then implemented in other partner countries. It will use online technologies like Moodle and Second Life, and may include some face-to-face sessions. The target audience is educational staff who want to learn how to design, implement, and teach blended learning courses from a PBL perspective. The course will follow a PBL pedagogical approach using real-world problems to motivate students and develop skills like critical thinking and project management.
COMBLE - wp3 Design
- 1. WP3: Expert Training Course - Stat February 2009 Marianne Riis & Heilyn Camacho, AAU
- 2. Course setting -1 In general the COMBLE project aims at developing new and innovative models for the use of blended learning in different educational settings (vocational training, enterprises, universities and other public bodies). The goal is to improve the quality of blended learning by providing administrators, teachers/trainers and learners with knowledge, training and consulting with regard to organizational, pedagogical, technical and pedagogical factors, which may have an impact on the quality of blended learning.
- 3. Course setting - 2 The Blended Learning Expert Training Course will be piloted and certified by Aalborg University (AAU). Following the pilot, the 3 other COMBLE lead partners will implement and test the course in their national settings with their application partners. The pilot course will be delivered exclusively online combining Moodle ™ , Second Life ™ and different web 2.0 technologies. The subsequent national test courses may include f2f sessions/seminars.
- 4. Wp3 – a conceptual course “ Blended learning is the effective combination of different modes of delivery, models of teaching and styles of Learning” (Proctor. 2003:3) No compulsory pedagogical strategy – various strategies could be used, but … The PBL concept has been chosen
- 7. Target group Educational staff (teachers, trainers, Instructional designers) – people who want to learn how to design, implement and teach BL courses from a PBL perspective . The purpose of the pilot is to educate trainers who afterwards will be able to conduct and thereby spread the course locally.
- 8. Pedagogical strategy -PBL Characteristics of PBL in general: Social-constructivist foundation Ill-structures, complex problems drawn from real life (professional practice) provide the focal points and act as stimuli for the course, curriculum or program Learning is student (participant)-centered Instructor takes the role of a supervisor, coach or facilitator Responsibility of the learning process is mutual both between learners and between learners/instructor Learning is usually realized in small groups of students who analyze study, discuss and propose solutions to open-ended problems. Learner assessment is enhanced by self- and peer assessment Different approaches of PBL can be identified with distinctions in problem type and varying degrees of self-direction by the students
- 9. Pedagogical strategy – AAU model P roblem O riented P roject P edagogy (POPP) as organizing principle Problem orientation indicates an open frame, where participants formulate problems (as opposed to pre-defined problems set by the instructor or textbook) Project pedagogy indicates that participants are expected to work on long-term open-ended projects (as opposed to short-term, narrow assignments) Learning is realized in a community of learners organized in small interdependent groups
- 10. Why PBL? Working in groups with real life problems is believed to motivate learners, who ideally will learn: problem solving critical thinking project management negotiation and conflict resolution analytical and methodological skills All pertinent skills in lifelong learning!
- 11. Pedagogical strategy - an example
- 12. Theoretical foundation – Kolb.1984 Experiential Learning: Learning is best conceived as a process, not in terms of an outcome. Learning is a continous process grounded in experience. The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world. Learning is a holistic process of adaptation to the world. Learning involves transactions between the person and the environment. Learning is the process of creating knowledge. (Kolb.1984:25-38)
- 13. Kolb’s model as design model Together with colleague Roger Fry, David A. Kolb started exploring the potentials of experiential learning in the 1970′ies, and Kolb further developed their ideas in his 1984 book Experiential Learning : Experience as Source of Learning and development . Besides exploring foundations (Dewey, Lewin and Piaget in particular) for experiential learning, Kolb presented a model of 4 particular activities, which together constitute an optimal learning process .
- 14. Kolb’s model
- 15. Course outline - 20.04-31.05 2009
- 16. Activities and ICT tools
- 17. Course objective The main objective of the course is to provide the participants with a combination of conceptual, theoretical and practical strategies with regards to designing, implementing and teaching/training courses of various duration in blended modality using different ICT tools in an overall PBL approach.
- 18. Specific objectives – learning goals The participants are expected to be able to: Identify characteristics and attributes of Blended Learning and of Problem Based Learning – with special focus on the Aalborg model (project and problem orientation) PBBL Discuss the advantages and challenges of PBBL integrated with different ICT tools Align goals and objectives of PBBL with local standards of learning Design a PBBL course/learning unit in a local setting anticipating different ICT tools Collaborate in an international context Reflect upon and evaluate both personal and peer activity
- 19. General content Blended Learning Definition(s) Advantages/challenges Why? When? Where? (different modes) Best practice examples Pedagogical strategies & learning theory Problem Based Learning – as overall pedagogical strategy Definition(s) - models Implication of epistemological paradigm shift – advantages/challenges Best practice examples Roles (facilitators/participants) Conceptualizing PBBL (The Mini-project) ICT Tools (incl. Web 2.0)
- 20. Expected workload The course is designed to equate 5 ECTS points = 137,5 work hours. In order to pass the course, the learner needs to demonstrate satisfactory, active participation in both synchronous and asynchronous activities. Note that 2-3 weekly synchronous activities will take place in SL between 20:00-22:00 CET.