Mostaganem university training. LOGIC module 5.

Participant institutions in this training module framed in LLL LOGIC project are:

University Abdel Hamid Ibn Badis of Mostaganem (UMAB), Université de la Formation Continue (UFC), Université Sidi Mohamed Ben Abdellah (USMBA), Mohamed V University (UMV), Higher Institute of Technology Jendouba (HITJ), Université de Gabès (UNIVGB) and the Spanish National University of Distance Education in charge of training. Alicante University leads the project

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The present sessions are designed integrating methodological strategies. Online learning and key emerging technologies are designed in this module in order to present options which could be applied in different contexts in higher education with pedagogical methods (Problem Based Learning and Collaborative Learning)

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The present course describes contents related to Online Learning, Educational Technologies, trends and Innovation in Higher Education. The main contents are the following:

1.-Implication in Online Learning

  • Flexibility of online learning.
  • Learners sometimes feel isolated
  • Technical aptitudes
  • Social interaction: since you usually have reduced face-to-face time
  • Student’s autonomy
  • Attention and dedication of the teaching tools
  • Effective communication
  • Continuous contact with the student
  1. – Key emerging Technologies.
  • Flipped Classroom
  • Games and Gamification
  • Integration of Online, Hybrid, and Collaborative Learning
  • Learning Analytics

The course is organized through active methodologies. Coherently with Face to face teaching is organized with active methodological strategies: Problem Based Learning (PBL) and Collaborative Learning. Groups are very important in face to face sessions.

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Project Based Learning: Subject: online learning

Cases/ 6 problems in 6 groups:

  • Group 1: flexibility of online learning combined with everyday life commitments causes many students to fall victim to procrastination
  • Group2: Online learners sometimes feel isolated
  • Group 3: Many students enter online classes without a basic technical aptitude
  • Group 4: Less social interaction: since you usually have reduced face-to-face time
  • Group 5: although many people enjoy the flexibility of online coursework, other students struggle in less-structured environments
  • Group 6: e-learning requires student’s autonomy

 Collaborative Learning

  • Group 1 and 2: Learning Analytics (p.38) and Gamification (p.46)
  • Group 3 and 4: Flipped Learning (p. 36) and collaborative learning (p.10)
  • Group 5 and 6: Online, Hybrid, Blended Learning (p.10)
  • Are we implementing these now?
  • What do we need to implement this (better)?
  • What are the advantages?
  • How do we overcome the obstacles?
  • Prepare all data and summarize
  • Present to the classroom
  • 10 minutes presentation and 10 minutes questions / discussion.

 

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Taking models into account, TPACK (Technological, Pedagogical, Content Knowledge) model, TAM (Technology Acceptance Model) and different levels of Blended Learning are essential in this training. Participant institutions reflected ideas and suggestions regarding the current situation related Blended Learning, Hybrid Learning and online Learning in their institutions.

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Some universities are currently adopting a “self Blend” which gives an interesting and wide offer to students participating in face to face classrooms. Other institutions seems to implement rotation, with fixed calendar for a balance between online learning and face to face learning. Moreover, other institutions have face to face modules and other courses centered in face to face driver and online learning.

Reflections are related to implementation taking the aforementioned models into account and factors related to users attitudes towards Technologies and on line learning.

Some institutions are using Moodle, trying to be effective and efficient. Adobe connect and other provided tools are good options, but there are problem related to connection in some contexts.

Pilot and exploratory research is recommended, trying to adapt and fit models, promoting training and adequate policies.

TAM

Sources:

  1. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from: http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf
  1. Harris, Judith B.; Grandgenett, Neal; and Hofer, Mark, “Testing a TPACK-Based Technology Integration Assessment Rubric” (2010).Teacher Education Faculty Proceedings & Presentations. Paper 18.
    http://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1014&context=tedfacproc
  1. Sáez López, J.M., Dominguez garrido, M.C, Mendoza, V. (2014). Valoración de los obstáculos, ventajas y prácticas de e-learning: Un estudio de caso en universidades iberoamericanas. Educatio Siglo XXI, 32 (2), 195-220. Recuperado de http://doi.org/10.6018/j/202221

 

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