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Research Reports about using the Blended Learning Saima Tiirmaa-Oras (UT) Cecilie Hansen (UiB)

Research Reports about using the Blended Learning Saima Tiirmaa-Oras (UT) Cecilie Hansen (UiB). B-Learn – Assisting teachers of traditional universities in designing blended learning 225565-CP-1-2005-1-EE-MINERVA-M Socrates Minerva programme. What is B-Learn.

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Research Reports about using the Blended Learning Saima Tiirmaa-Oras (UT) Cecilie Hansen (UiB)

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  1. Research Reports about using the Blended Learning Saima Tiirmaa-Oras (UT)Cecilie Hansen (UiB) B-Learn – Assisting teachers of traditional universities in designing blended learning 225565-CP-1-2005-1-EE-MINERVA-M Socrates Minerva programme

  2. What is B-Learn To offer a number of tested ways that integrate traditional learning methods with methods offered by new technology.

  3. WP2 in B-Learn • Collection and meta-analysis of research results on blended learning • Methodological framework • Searching data-bases • Systematizing information • Writing reports

  4. Project towards a excellence: • Team: Bergen, Helsinki, Tartu • Reports on: • Theories of BL • Strategies for integrating BL within Traditional European Universities • Academic research related to BL • Commercial best practice on BL

  5. Reporting previous research on BL: • [Re]search basing on: Journal Articles, Technical monographs, Research reports Books, Anthologies, Business reports Web pages, Power Points, Manuscripts • 4 deliverables

  6. Deliverable 2.1 Theories on Blended Learning • terms and definitions • pedagogical theories using blended learning • approaches in introducing blended learning as didactical method

  7. Blended learning – what it is? • Combination of different training “media” to create an optimum training program for a specific audience [Bersin] • Mix of different didactic methods and delivery formats [Kerres & De Witt] • Blended Teaching or Blended Learning

  8. Deliverable 2.2 BL within Traditional European Universities • Examples from: • teacher education • language education • health education • social science&humanities • engineering and natural sciences • The selection basing on good experience

  9. Example from Teacher Education. Norway • Procedure: didactical use of ICT was integrated to all disciplines • Results: focus moving away form scheduled lectures towards new educational forms • Challenge:move form delivering separate ICT courses to developing multi-disciplinary teaching material with ICT.

  10. Example from Language Education. UK • Procedure. The students participated in two different modes of learning (blended learning vs distance) • Results:BL mode was much more effective in student retention, whilst student achievement levels were similar in both groups • Feed-Back:most students in both groups satisfied with the web-based programme

  11. Example from Health education . UK • Procedure. New teaching and learning resources developed using WebCT combined with a wide range of video clips of patients with neurological disorders on CD-ROM • Results.Opportunity to observe "real patients" prior to clinical placements (bridging the gap between their theoretical understanding and practical experience)

  12. Example from social science & humanities education • Back-ground: Producing texts as major part of the education. Longer history of Use of technology • Procedure: four distinct semester-long treatments, which varied the mixes of classroom and online discussion • Results: Better performance (in the online environment) at multiple levels of learning outcomes • Challenge: The precepts of the case method pedagogy may be enhanced by the use of online discussions

  13. Example from engineering and natural science education • Procedure: BL model that included a brief didactic introduction followed by small group (7-8 students) web-based modules with rotating lab instructors • Improvement: self-study cases prior to the lab, follow-up cases, optional review sessions)

  14. Deliverable 2.3 Academic research and projects • Integration of technology • Results of communication • Effects on the didactics • Organizational changes based on BL • Appendix with a thorough list of other projects dealing with BL

  15. Integration of technology and technological standards • Lack of standards • Lack of skills • Integration of ICT in different disciplines

  16. Deliverable 2.4 Blended Learning used in commercial practice • 1. BL models in the commercial practice • 2. Examples on BL in industry

  17. Models in commercial practice • Opportunity for tailoring learning • “Program flow” and “core-and-spoke” models [Bersin] • Quick and dynamic

  18. Discussion • WP2: State-of-the-art vs our vision of BL? • BL growing trend, but to be replaced …? • For B-Learn: Reports as well as database to be mounted to EPSS • Ideas for Follow-up project?

  19. Thank You for your cooperation [team] and for your attention [audience]!

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