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Moving blended learning beyond learning management systemsPeres P., Mesquita A.Polytechnic Institute of Porto / ISCAP / CICE, Porto, Portugal [email protected]@iscap.ipp.pt
Master model to gain time in your classroom
‘Gain Time’
2014-1-ES01-KA201-004401
Investigadora CICEUnidade Inovação em Educação
Master model to gain time in your classroom
‘Gain Time’
2014-1-ES01-KA201-004401
Context GOALS FOR THE UE
to encourage teachers developing their pedagogical competences
quality of teaching and learning in school
development and the availability of Open Educational Resources (OER).
70% of the teachers in UE acknowledge the importance of lifelong learning
Master model to gain time in your classroom
‘Gain Time’
2014-1-ES01-KA201-004401
GainTime Project
to develop tools ; creative classes
advantage of the potential of online contents class activities and laboratories (flipped Classroom)
to develop professional and pedagogic competences among teachers
Master model to gain time in your classroom
‘Gain Time’
2014-1-ES01-KA201-004401
Social Media and e-Learning Social media eLearning
GainTime – An example This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities.
The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
Case Study
Case Study
Case Study
Case Study
Results - Questionnaire Did you like the interface of the technical structure?
Were you satisfied with the technical infrastructure?
Did you really use the technical system?
Did you get your personal and professional goals with the course?
Do you think that the competences that you got are useful?
Did you improve your performance in your workplace?
Did you learn effectively with the course?
Were you satisfied with the institutional support?
Did you ask for institutional help with the system?
Were you satisfied on what you got related to the cost-saving?
Were you satisfied on what you got related to the time-saving?
Would you suggest the use of the system/course to others?
Would you have the tendency to use a b-learning system again?
Was the workload demanded appropriated?
Was the number of face to face sessions appropriated?
Was the number of synchronous sessions appropriated?
Overall opinion
Results Obtained
Results Obtained
Results Obtained
Results Obtained
Results Obtained
Results Obtained
Results Obtained
Results Obtained
Reflections As online teachers’ skills are very different from those required of a “traditional” teacher The adoption of this teaching approach and methodology has been helping teachers to strengthen their e-skills and the adoption of practices of collaborative learning.
It also helped teachers adopting an approach based on learning outcomes and using new tools to stimulate creativity and innovation in the learning process.
Social media provided educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
The learning environment created shows that is necessary to change the way we teach in higher education and we can move learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities.
Students develop a Personal Learning Environment (PLE) where they integrate formal and informal learning, using social media and supporting student self-regulated learning in higher education contexts.
Students that were involved in this learning environment not only acquired cognitive competences but also developed social and technical competences.
The social competences were acquired when they used social network do get knowledge in order to solve the challenges made on the online contents.
They acquired technical competences since they used the moodle platform, and online learning environments. it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities.
