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Elearn Montreal 9 – 12 october 2012
Yves Blieck, Agnes Toison, Karen De Baere, Lut Lippeveld
Students perception of a blended learning program of teacher education in an adult education center (Belgium, Flanders)
+Content
Some facts and figures
Practice Based Research
Blended program in teacher education
The program
Coaching and assessement in the program
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Blended learning in a teacher education program
-Facts and figures
+Program and students
Teacher education program(CVO De Oranjerie)
60 ECTS – 45 blend + 15 internship Duration 1 – 2 y # students a year = +/- 500 Career switchers +/- 200 graduate each year
+Evolution Blended program
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Practice Based Research
+Respondents (N=18)
Questionnaire: 4 point Likert scale
Analysis at item level
+Questions
1. How is the learning environment perceived by students?
2. What are students perceptions about workload?
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The structure on-line is clear Sufficient technical support
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Amount of face-to-face sessions sufficient
Content F-2-F sessions relevant
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Combination distance and F2F education makes sense
Combination distance and F2F education is feasible
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Total workload is acceptable Workload sufficient distributed
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Program meets my expectations Respondent
‘Theory and corresponding assignments (in distant education). It was possible to go through the program at my own pace S4
The immediate and hands-on feedback and experiences I went through during the practical part of the program’ S9
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I was sufficiently supported during learning process
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Sufficiently assessed during the program
Sufficiently assessed at the end of the program
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‘The positive and negative feedback from peers and teacher trainers on-line and F2F’ S4
‘Teaching a critical audience. The on-line learning content helps one reflect on own practice and is helps to better understand/predict pupils reactions in class’ S10
Feel ready to enter education Respondents
+Answers
+BUT…
Limitations / further research
Small sample
Selection bias (intake)
Learning outcomes?
Employability and success in education (attrition)?
…
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Blended program
+Why Blended program?
Transforming: move further (to meet more the needs target group)
Enabling: increase access to program + flexible program
Enhancing: increase productivity and re-invest ‘gain’ into education
Shea, (2007), Garrison and Kanuka (2004), Graham and Robinson (2007)
+How People Learn (HPL) - Bransford e.a. (2000)
Student centered
Knowledge centered
Community centered
Assessment centered
+Linda Darling-Hammond
"The most neglected part of teacher education is learning theory. And to develop a real profession of teaching you have to have knowledge of how people learn. It's at the core, because it allows you, then, to be inventive in a professionally responsible way, it allows you to think about what's working and what's not working, and what you need to do to help students learn. So I think this is the core of what professional teachers need.”
http://www.learner.org/courses/learningclassroom/index.html
+ How was this translated in
our Blended program?
+Teacher education program
Theory and practice (F2F)
Internship
K
+Theory and practice (Micro-teaching)
Theory: 30ECTS-+/- 18 themes with learning content-Portfolio-assignments and Forum-assignments
Distance education
Practice: 15ECTS-3 – 4 teaching assignments-Final assignment
F2F education
1 MULTIPLE FACES OF LEARNING
2 SCAFFOLDING LEARNING
3 BECOMING A TEACHER
FOCUS ON:
1 PRESENTING
2CONTENT AND STRUCTURE
3INTERACTIVITY
4VARIATION
5FINAL ASSIGNMENT
K AC S
Source of picture: http://www.cs.cmu.edu/~dleeds/teaching.gif
TheoryLearning content
1 MULTIPLE FACES OF LEARNING
2 SCAFFOLDING LEARNING
3 BECOMING A TEACHER
Forum assignments
Portfolio assignments
Theory
MOODLE
+Theory Practice
Integration of learning content
No overlap!
Student autonomy
Also visual material
Learning in safe environment (micro-teaching)
Focus on integration theory and practice
Peer-feedback
Stimulation of Reflection
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Coaching and assessmentFrom intake to graduation
+Intake
Application for intake
Intake => profile? / risk of dropout Motivation? Self steering? ICT-capable? Language skills (Dutch and passive knowledge of English) Problem solver? => technical issues) …
Enrollment in program
Theory and practice2 teacher-trainers (TT-Duo)
internshipCoach
Theory and practice (Micro-teaching)TT-Duo
- During F2F-session + orientation on program
- In on-line learning environment through forum-assignment and first topic
Theory and practice (Micro-teaching)TT-Duo
- Portfolio assignments (individual or group): individual feedback by teacher trainer, students are allowed to adapt assignments to individual needs
- Forum assignments (collaborative learning): teacher trainer coaches
- Micro-teaching
Theory and practice (Micro-teaching)TT-Duo
- SWOT-analysis of student in dialogue with TT-duo
- Orientation on final meeting
Theory and practice (Micro-teaching)TT-Duo
- Job application with external jury- When?
- Ideally after completion of theory, practice and internship- After completing theory and practice but before internship
- E-portfolio based application- Mission statement for education- Job application- Curriculum Vitae- Best work
- Mission statement for education- What is your motivation for a job in education?
- Job application letter- For educational context / school / … of choice- Focus on strengths and substantiate them with artefacts- Use theoretical concepts learned in program
- Curriculum Vitae- For educational context- Focus on strengths
- Best work
E-portfolio
- Deliberation
- Competence based end report by TTduo- Theory- Practice (micro-teaching)- Internship
After final meeting
+Answers
+Lessons learned
Learners are focus!
Create sense of community!
Provide relevant knowledge
Assess for learning!
+Some relevant literature
Bransford, J.D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How People Learn: Brain, Mind, Experience, And School (expanded ed.). Washington, D.C.: National Academy Press.
Shea, P. (2007). Towards a Conceptual Framework for Learning in Blended Environments. In A. Picciano, & C. Dziuban, (EDs.) Blended Learning: Research Perspectives (pp.19-37). United States of America: the Sloan Consortium.
Garrison, R. & Kanuka, H. (2004). Blended Learning: Uncovering it’s transformative potential in higher education. The internet and higher education. 7(2), pp.95-105.
Graham, C. & Robinson, R. (2007). Realizing the Transformational Potential of Blended Learning. In A. Picciano, & C. Dziuban, (EDs.) Blended Learning: Research Perspectives (pp.83-111). United States of America: the Sloan Consortium
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