BIOTALENT Project:
Towards a Constructivism Pedagogical Approach
Theory and Practice
Panagiotes S. Anastasiades Professor in E-learning & Lifelong Learning University of Crete, Department of Education
E-Learning Lab
Email: [email protected]
A10 Distance learning pedagogical approach 29 November 2016
Blended Learning Model
Live Streaming
Synchronous Learning Environment Asynchronous Learning Environment
Interactive Videoconferencing
-Technology (IP, ADSL)
-Point to Point, Multi point
-Data Sharing
F2F
1. General Description
The proposed pedagogical approach suggests the functional combination - Blended
Learning Model- of advanced learning technologies of synchronous
(videoconferences) asynchronous (web based learning platform) learning and F2F
Instruction [figure 1] in order to provide an interactive learning environment (Anastasiades, 2008).
Learning Material
-Text DL
-Hypermedia
-Video Lectures
Interactive Collaboration
-Web 2.0
- Learning Communities
Open Re courses
Figure 1: The Blended Learning Model
Going from face-to-face instruction to the new blended learning environment for
adults, is not an easy process, as it requires optimal combination of learning theories,
principles of distance learning, principles of adult theory, interactive media and
instructional methods and techniques.
Adult learners include working adults with family responsibilities, older workers who
may not feel confident about returning to school and people who are currently in the
workforce and who need to upgrade skills and knowledge. So we have to meet the
needs of adult learners in developing blended learning courses, and find out the
optimal combination of learning theories that matching with our learning goals.
The proposed pedagogical approach is based on three pillars:
1. Adult theory.
2. Learning Theory
3. Distance Learning Basic Assumptions and Principles
The Needs of Adult Learners in Developing
Web Based Learning Environments
Learning Theory
Figure 2: The Pedagogical Approach: Steps and Methodology (Anastasiades, 2008)
Distance Learning Assumptions
and Principles
Synchronous Learning
Methodology
Α- Synchronous Learning Methodology
Evaluation Methodology
1.1 The Adult Learning Theory
1.2 The Learning Theory
According to our approach adults need to construct their own understanding of each concept so that the primary role of teaching is not to lecture, explain, or otherwise attempt to 'transfer' knowledge, but to create situations for students that will foster their making the necessary mental constructions (Scnurr & Smith, 1995; Schiller & Mitchell, 1993). According to Garrison (2006), we have to establish a climate that will create a community of inquiry and a critical reflection and discourse that will support systematic inquiry. So according to our approach constructivism is the optimal learning
theory in order to achieve our learning goals. (Anastasiades, 2006a; 2005c).
1.3. Distance Learning Basic Assumptions and Principles According to the proposed theoretical background we adopt the ADEC (American Distance Education Consortium, (ADEC,1999) Guiding Principles for Distance Teaching and Learning (Anastasiades, 2006a). The current methodology accepts the following principles: The learning experience must have a clear purpose with tightly focused outcomes
and objectives. The learner is actively engaged.
The learning environment makes appropriate use of a variety of media.
Learning environments must include problem-based as well as knowledge-based
learning. Learning experiences should support interaction and the development of
communities of interest.
Adult Theory Constructivism
ADEC Distance Learning Principles
Blended Learning Pedagogical Approach
Adult Knowledge Construction
Asynchronous Learning Synchronous Learning Design Design
Evaluation Methodology
Figure 3: The Proposed Blended Learning Pedagogical Approach for Adults
(Anastasiades, 2008)
2. From Theory to Practice
The proposed methodology (Anastasiades, 2008) developed aims to create a blended learning environment, which:
- will support the study of learning material through (the method of) distance learning;
- will provide the trainee with evaluation and self-assessment methods;
- will facilitate the distribution of necessary information to system users; - will encourage the development of an interactive environment through the provision
of the suitable communication tools and, finally, - will functionally support the administrative part of the learning process.
Special focus will be given on the creation of an open collaborative learning environment, where the instructor and the trainees shall communicate in both synchronous and asynchronous manner; those trained will study in their own time, although subject to a pre-determined timetable for the delivery of projects.
2.1 The Asynchronous Learning Environment
The asynchronous learning environment will be developed at the moodle platform, which is based on the philosophy of freeware software The introductory interface of the platform contains information with regard to the educational programs, the teaching method, the terms and conditions for studying, the studies’ certification, etc. It further provides a friendly and functional environment through which the regions corresponding to the system’s human resources are activated, i.e. the professor, the assistant, the student or trainee, the visitor and finally the administrator.
Important: We should focus on developing learning material with the methodology of distance education. We should focus on developing guidelines for Structuring Distance Learning Materials
2.2 The synchronous Learning Environment
The designing of a synchronous learning environment should take into consideration the needs of the students, especially when students are located in different countries and cities and are diversified in terms of technology, organisation and administration of learning activities and geographical scatter (Anastasiades, 2006a). In our effort to meet the requirements of a complex environment we designed the applied synchronous learning based on the layout of a technologically advanced videoconferencing environment which can link up to 25 remote locations simultaneously
Exchange Technology: Set top/ Computer based
Telecommunication: IP/ISDN
Video, Audio, Data, Data Sharing
Interactive Videoconferencing (VC rooms+sites)
Communication: Two Way Remote Sites: Interaction: Discussion, Collaboration Point to Point / Multi point
Exchange Technology: Computer based
Telecommunication: IP
Video, Audio, Data,
Webcast (Streaming)
Communication: One Way Remote Sites: Interaction: Chat Multi point
Figure: The Basic Characteristics of the Synchronous Learning Environment
2.3 Structure of the training program Τhe training project is structured in 2 parts: a General One …. 25 hours and specializes in 2 directions A1. Animals, 20 Hours, A2. Plants, 20 hours (tbd). At the end of the training project, 20 trainees will be selected for the internship, which will be held in the Natural History Museum of Crete, in Crete. Internship (Α3) lasts 40 (50) hours which correspond to2 ECTS.
E
L
E
A
R
N
I
N
G
F
2
F
Introductory Module (A)
25 hrs 400 participants
(A1): Animals (A2): Plants
25 hrs 25 hrs
200 Participants 200 Participants
A4. Internship
50 hrs 20 participants
Internship Module (Α4) will take place by F2F meetings in Crete / Greece.
Figure Structure of the training program
2.3 Training Methodology:
The suggested training project will be based on the Distant Education methodology and on the basic principals of Adult Education, emphasizing on Collaborative and exploratory learning Specially…: 1. Each module (Α,Α1,Α2) will include 3 synchronous online meetings through videoconferencing or live streaming, totally lasting 6 hrs και 14 hrs for learning material study, and 5 hrs for preparation of an intermediate and a final assignment (Project). 2. participation in videoconferencing and live streaming takes place wherever the trainee chooses, as long as there is a computer connected to internet (ADSL) and a simple web camera.
General Part, A1, A2 25 hrs
6hrs VC (3vc*2)
14 hrs study ed. Materials
5 hrs assignments
2.4. Instructors:
Introductory Module (A) Coordinator (1)
20 classes 20 trainees / class
5-10 tutors Every tutor 2-4 classes
(A1) Animals (A2) Plants
Coordinator (1) Coordinator (1)
10 classes 10 classes
20 trainees / class 20 trainees / class
3-5 tutors 3-5 tutors
Every tutor 2-3 classes Every tutor 2-3 classes
2.5. Preconditions for successful completion of the program
In order to complete the training project successfully, a trainee will have to,
1. Attend at least the 2/3 of the synchronous meetings 2. Achieve over 50/100, as a final mark, both in the intermediate and final assignment. 3. Those who complete the program successfully, will post their final assignments on a specific online platform, in order to exchange good practices among the community that will be created.
2.6. Certificate of Successful Completion Successful completion of the training project leads to a certificate of successful completion, which is issued and administered by the promoters of the training program
2.7. Rewarding the best essays The best assignments of the trainees will be included in an e-book with ISBN of the Royal Belgian Institute of Natural Sciences.
2.8.
Important Dates Deadline for submitting applications
Beginnig of the seminar
Α: General Part
1η
online meeting 2η online meeting
3η oniline meeting
Α2: Special Part ANIMALS
1η online meeting
2η online meeting
3η oniline meeting
Α3: Special Part PLANTS
1η online meeting
2η online meeting
3η oniline meeting
Α4: Internship
Length From… to….
References ADEC Guiding Principles for Distance Learning and Teaching, (1999). American Distance
Education Consortium, from. ( http://www.adec.edu/admin/papers/distanceteaching_ principles.html)
Anastasiades, P. (2005). Synchronous Vs Asynchronous Learning? Principles, Methodology and Implementation Policy of a Blended Learning Environment for Lifelong Learning, at the University of Crete. Proceedings of the ED-MEDIA 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, (AACE), Montreal, Association for the Advancement of Computing in Education , June 27-July 2, 2005, Canada.
Anastasiades, P. (2005). Lifelong Learning and Greek Diaspora towards the Global Information Society: Suggested e- Learning Monitoring Methodology (e-LMM). Proceedings of the E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Vancouver, Canada, October 24-28, 2005
Anastasiades, P. (2006). Interactive Videoconferencing in Lifelong Learning: Methodology and Implementation Policy at the University of Crete (E.DIA.M.ME). Proceedings of the Diverse 2006, 6th International Conference on Video and Videoconferencing in Education, 5-7 July, 2006, Scotland , Glasgow: Caledonian University.
Anastasiades, P. (2008). Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education: Towards a Constructivism Pedagogical Approach. A Case Study at the University of Crete (EDIAMME). In S. Negash, M. Whitman, A. Woszczynski, K. Hoganson (Eds), Handbook of Distance Learning for Real-Time and Asynchronous Information Technology Education.
Garrison, D. R. (2006). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1), 25-34
Schiller, J., & Mitchell, J. (1993). Interacting at a distance: staff and student perceptions of teaching and learning via video conferencing. Australian Journal of Educational Technology, 1993, 9(1), 41-58.
Scnurr, C., & Smith, C. (1995). Video Conferencing in Education: Meeting teachers and Learners Support and Training Needs A Report to the Advisory Group on Computer Graphics. SIMA Report Series ISSN 1356-5370, from http://www.agocg.ac.uk/mmedia.htm
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