online / blended learning? · summer school = beginning of the virtual classroom for social work in...

Learn from 2 hands on Experiences!

ONLINE / BLENDED LEARNING?

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1. Some definitions

2. Who has experience? Opinions & Ideas?

3. Example 1: CSE & Socially Ingenious

4. Example 2: VirCamp

5. Quiz

6. Conclusion & Reflections

CONTENT

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• E-learning: interaction between the students and the teacher is done online

• Online learning: generally refers to the idea of using online tools for learning

• Distance learning: Universities are offering distance learning degrees dedicated to everyone, as long as they meet entry requirements and qualifications

• Blended learning: a combination of learning at a distance and the traditional on-site learning

SOME DEFINITIONS

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• MYTH #1: You have to teach yourself the material

• MYTH #2: You'll have no interaction with instructors or classmates

• MYTH #3: You have to be a tech whiz to take e-learning courses

MYTHS E-LEARNING - STUDENT’S PERSPECTIVE

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INTERACTION!

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CSE & Socially Ingenious

EXAMPLE 1

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Udemy – Short online track

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• Online learning platform

• MOOC

• Expert Instructor →Student

• On demand curriculum

• Video lecture + Multimedia

• Test & Certificate

• Free or Paid

UDEMY PLATFORM

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UDEMY PLATFORM

• Platform & UI

• User-friendly

• Developer-friendly

• Free

• High quality standards

• Certificate

• Review commission

• High quality standards

• Limited options for tests

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• Course description

• Course goals:- Requirements?- Get from this course?- Target audience?

• Instructor profiles

UDEMY COURSE OVERVIEW

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• 1. User Centred Design & Vulnerable Groups

UDEMY CSE CURRICULUM

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• Script + PPT

• Video:- ± 8-10 minutes- HD quality- White backgr + waist up

• Audio:- External microphone- Noise pollution

RECORDING VIDEO LECTURE

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• Adobe Premiere or Final Cut

• Lecture (text) + Infographics

• Templates:- Welcome/Chapter screens- Infographics

• High quality materials→ DIY

EDITING VIDEO LECTURE

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1. Upload video to Udemy

2. Add lecture in curriculum

3. Add description/material

4. Add quiz

Udemy curriculum

LECTURE + TEST ON UDEMY

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Curriculum on demand

Where/when they want

Test after every lecture

Certificate on completion

Course on Udemy

SHORT TRACK FOR STUDENTS

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• You follow an extra course "socially ingenious" (3 additional credits)

SHORT ONLINE TRACK – PART OF SOCIALLY INGENIOUS

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• Weekend

• Short online track on Udemy and quizzes

• Tasks to deliver

• Webinar on a trending topic

• Your ‘as if it were for real’ project – just to go through theprocess -> final presentation

-> Interaction with stakeholders/target audience is crucial

-> Built technology may be ‘just a sketch’

LEARNING ACTIVITIES

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WEEKEND

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WEEKEND

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SOCIALLY INGENIOUS

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REPORT ON THE WEEKEND – MARCH 2016

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VirCamp

EXAMPLE 2

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Social Work

Virtual Campus

VirCamp’s student-centred teaching

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Vervoort

History

• 2002: Some of the current partners joined the international network European Social Work (EUSW).

• 2005: Summer school in Parma - preparatory online courses for this summer school = beginning of the Virtual Classroom for Social Work in Europe (VIRCLASS) – own funding & grants from the Norway Opening Universities

• 2007: grant from the ERASMUS Lifelong Learning programme –Virtual Campus (2008-2010)

• October 2010: SW-VirCamp Consortium continued with own funding

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Current consortium

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Aims and objectives

• Develop international e-learning courses for social work students

• Promote international cooperation and understanding of social work in different countries and different cultural contexts

• Develop social understanding and social cohesion through an international specialisation in social work

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3 modules

• Module 1: Social work from an international perspective

• Module 2: Inclusive practices in Social Work in an international perspective

• Module 3: Community Work International

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Workshare & Coordination

• Partners divide the work based on an equal workshare

• Rotation for the role of the coordinator – consortium leader - fee

• New teachers/partners join via the E-Ped course

• Quality handbook as a basis for good collaboration and understanding

• Promotion, intake & selection of students

• Introduction session - platform, settings, e-portfolio and content

• Assessment -> Academic recognition – similar to mobility

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Characteristics of the courses

1. They are an elective/an optional course for students (potentially incoming students) at all partner institutions – not obligatory courses

2. They allow for comparison between contexts/countries -> cf. INTERNATIONAL DISCIPLINARY LEARNING

3. There is a logical line between M1, M2 and M3; but participating in one module does not necessarily mean one has to participate in the other module as well; also there is no strict chronological order

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Starting points

1. VirCamp wants to have up-to-date courses that take into account the newest trends in social work

2. VirCamp broadened the scope of the content (Europe towards the world), cf. Australian partner

3. VirCamp builds in flexibility to allow the consortium to grow (not necessarily with new courses; rather with more groups and teachers in a fixed set of courses)

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The e-learner - a lonely rider?

MORE MYHTS:

• E-learning often seen as a lonely learning situation

• Online courses constructed to stimulate individual study

• Social work is interaction and F2F communication

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VirCamp learning philosophy

• We see learning as an interactive process where students discuss, reflect, collect and analyse information

• Where students are active partners in a community of learners

• With the aim of constructing new knowledge together

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The VirCamp experience

• VirCamp courses help students to learn form each other and share information and knowledge about their own country.

• Our experience from the past 10 years shows that it is possible to stimulate activities, cooperation and collaborative learning among students from different countries, in an e‐learning setting.

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A ”safe” learning environment

• An open, friendly and inviting atmosphere

• An on-site session to learn to navigate in the virtual learning environment

• Tutorials show students how to manage the technical side of their new learning environment

• Technical support and backup!

• From It’s Learning to Canvas

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A transparent (open) classroom

• E-Portfolio

• Peer feedback

• Teacher feedback

• Reflection on learning

• Carefully designed tasks and assignments which requires cooperation & collaboration among students

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Audiovisual learning material

• Screen lectures

• Triggers

• Video case

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Community of learning

• Teacher- or student lead collaboration?• Teachers invite students to collaborate through conferences, chats,

discussions and tasks

• Students initiate collaboration by themselves

• Important to create a learning community both for socialising and professional discussions

• Theme discussion and on-line “café”

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Cooperation versus Collaboration

• When students cooperate, they solve small tasks on their own, and put the different pieces together as parts of a jig-saw puzzle.

• But then they have only learned from what they have done, not from other students work

Figure of cooperation

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Collaboration

• When students work on authentic tasks where they have to share knowledge, and discuss, they create a new understanding and in this way they increase their knowledge in a more holistic way

• F. ex. by co-writing in shared documents as google docs

Figure of collaboration

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Community of Inquiry (Anderson & Garrison)

• Social presence: students and teachers present themselves on the platform, sharing both professional and personal experiences.

• Teaching presence: setting the climate for learning, a good course structure, encouraging and facilitating discussions/chats, and a transparent classroom.

• Cognitive presence is important to achieve deep learning. Through giving students authentic tasks for comparative work they are challenged to develop and co‐construct knowledge.

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QUIZ: WHICH FORM(S) DID WE MEET IN THIS PRESENTATION?

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CONCLUSION & REFLECTIONS

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• More flexibility: A blended learning approach provides flexibility in presenting content. Complex topics can be presented in the classroom, while other subject matters can be available online. With an online component, you’ll also increase flexibility and convenience over how and when your students participate in training

• Possiblity to connect students from different campuses and international students

BLENDED LEARNING: BEST OF BOTH WORLDS?

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ICOM

INTERCULTURAL COMPETENCE

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INTERNATIONAL DISCIPLINARY LEARNING

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Being able to situate his discipline within the international context

The student can indicate the extent to which the professional practice in his home country and a specific professional situation is influenced by international political and social developments

Recognising the fact that his domain is culturally determined

The student can express fundamental assumptions about the human or world view within his field of study and put these assumptions in an historical context

Having a developed knowledge of the professional activities of his discipline in in other countries

The student can compare (elements of) the professional practice in his home country with (elements of) the professional practice in other countries

Being aware of relevant international organizations within his field

The student can express the influence of international professional and pressure groups on the professional practice in his home country

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