KAJO – Flexible Blended Learning in Science of Education
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Transcript of KAJO – Flexible Blended Learning in Science of Education
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KAJO – Flexible Blended Learning in Science of Education
E-xcellence seminar, Oulu 19.5.2009Eetu Pikkarainen
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Background• General decline of student amounts in educational open university studies in Finland
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Development requirements• Old model is of good quality but expensive,
inflexible and heavy:• Maintaining and bettering of quality level• Increase of flexibility• Decrease of spending of resources
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An Old Aim
• ”To search and invent such a procedure that the work of student would minimise, but students should still learn more…(Comenius)”
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Development goals• Develop a total model for teaching and studies in
province –and utilise it then in other teaching and studies
• Clarify the role of the collaborating provincial educational institutes (learning centres).
• Maintain the correspondence of content and demand level of studies in relation to degree programmes.
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The nature of development
• Tradition respecting, pragmatic, short steps project.
• The whole area of action: administration, collaboration, marketing, etc.
• Learning and teaching in the focus.
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Operations model of the project
• Open university is buying the teaching and its development from the department.
• Phased 3 year project: 1. general studies programme (25 ects)
2. subject studies programme (35 ects)
• Project group: teachers developing their courses (part time), team work, stake holders
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Pedagogical base
• Theoretical clarity and scope as starting points
• Theory of pedagogical action (Benner, Kivelä, Siljander)
• Pedagogical paradox: not teacher centred nor student centred model
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Pedagogical relationship and didactical triangle
1) contents
2) teaching
3) studying
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Learning methods
• Contents -> Teaching -> Studying -> Learning
• Learning requires student’s action, theoretical work: study: interrogation (inquiry)
• Teaching promotes and directs this action towards the contents
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”Building blocks”• Curriculum
– Materials
• Teacher– Responsibility– Material– Lectures – Leaning tasks– Assessment
• Tutor– Leaning tasks– Discussions
• Student– Tasks, Discussion,– Feedback
• VLE– Tasks, discussions,
links, archive,
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Contents
Courses
Programmes
Science of education
Pedagogical thinking
Education
Culture
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Curriculum
• Starting from wholes (programmes) – content centred
• Especially the general studies are the general knowledge basis in all our degree programs of education
• Core content analyses
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Programme model3. Applying phase2. Content phase1. Orienting
phase
Introductory course (s)
Subject area
courses
Small research thesis
seminars
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Teacher
• Teacher (researcher) is responsible of the whole course, the special learning material and assessment of students learning.
• Lecture as a traditional core of course.– Partly face to face, partly via ACP (good
experiences!)– Partly to material
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Tutor• Students often have no experience in university studies. • Aim:
– Local process / group tutors in the institutes– Course-specific content tutors (Important!)
• Near collaboration with teachers• Active interaction with students• Mediating between students and teachers• Tutor training
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Learning material
• Teachers write material around their lecture notes.
• Recorded lecture snippets linked to material.
• http://apumatti.oulu.fi/apumatti/lcms.php?am=353-353-1
• Course book: part of university studies.
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Learning tasks• Aim is to shorten the pedagogical cycle• Essays and exams • Mid exams• Revision tests • Peer referencing of essays / theses.• Forced attending to discussions. • Polls• Questions
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VLE
• (Virtual learning environment)
• 1: Channel of interaction
• 2: Platform of tasks
• Discussion and information archive
• Hopes: integration to email, assessment of all kind of tasks, collecting assessments, peer referee functions, etc.
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Course structure example• Orientation and tuning task (VLE)• Learning material• Lecture (f2f)• Questions from students to teacher (VLE)• Lecture (ACP)• Mid tasks, discussions• Revision task• Essay / exam • Feedback
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QA and feedback system• Feedback as general education goal:
– Beginning, mid and end questionnaires (webropol)– Course-specific feedback boxes (VLE)– Tutor feedback– Teacher feedback– Collected reports yearly -> planning
• Quality assessment by E-xcellence tools• Process modelling• Connection to University QA
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Applying
• Utilising in campus and degree programme.
• Bigger groups• Common material.• Similar tasks.• Part of lectures to tutoring / discussion• Tutoring practice in degree programmes.• Unifying of QA and development.
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Problems
• Technological-administrational restrictions (VLE)
• Student groups (Group support, Social media)
• Research should be made