Waste Train - Rome, 5-7 July 2007 Cooking Blended Learning for Adults Elmo, Kylene De Angelis –...

Waste Train - Rome, 5-7 July 2007

Cooking Blended Learning for Adults

Elmo, Kylene De Angelis – Lorenzo Sommaruga


Preparing a meal for a good dinner-party

• collaborative effort

• people with different responsibilities

• ingredients

• cooking process

• timing

• serving of the meal


A good learning experience

“… should be as

enjoyable for adult learners as

good as the meal is for our guests”


Agenda

1. Cooking Blended Learning for Adults

2. What is the BL Manual and for whom ?

3. What to consider when creating a Waste Train Course

4. Waste Train Course Plan - Example

5. Questions


What is Waste Train BL - Manual?

A practical guide to Blended Learning for training purposes for tutors or trainers in waste management.


Manual – Blended Learning Report

• proposes a set of “recipes” for the meal (“cooking” blended courses)

• explains the main “ingredients” (tools, content) of a dish

• suggests the “recipes” (methods in steps)

• gives an idea of how the meal will “taste” (results, sample courses).


Waste Train Manual addressed to

• Educators / Teachers / Tutors

• Facilitators / E-guides / Champions

• Software Developers, IT staff

• E-learning - course designers

• Education decision makers


A systematic method of Waste Train course production

• describes in general the processes for producing and delivering Waste Train courses

• explains how we should change our way of thinking about this process when compared with those associated with the traditional face-to-face learning.


Basic Questions for Waste Train

course • Waste Train course: what, why, how and for whom?

• How do Waste Train courses differ from traditional courses?

• Which particular design features optimize the teaching and learning process in a blended delivery mode?

• What are the new learning demands made on adult learners in Waste Train course?


What to consider when creating a Waste Train

course?A recipe is a list of ingredients and a set of instructions that tell you how to

cook something (e.g . A Waste Train Module - part of the

Course)


A series of decisions

a) meet the needs of the actors (learners, facilitators, tutors, authors, support persons);

b) meet the needs of learning process; c) take into consideration the technological

infrastructure availabled) take into consideration the resources

available .


Decisions about the form and format of the Waste Train Course

CostControl Creation

Collaboration Co-ordination

Communication

• the outcome of a fairly complex administrational process involving the “6 C’s”:


What are the most common benefits (+) and challenges (?) of using each of the following elements for teaching and learning?

What are the most common benefits (+) and challenges (?) of using each of the following elements for teaching and learning?

Element Synchronous/live Asynchronous/not live

+ Immediate feedback

Instructor direction

Time to reflect

Review materials as needed

? Inconvenience and logistics

Less time to reflect

Lack of immediacy

Easier to avoid

Example of decision


1. Where are you? (Context)

Course organizers, subject, target learner’s group characteristics, tutors characteristics

(teaching philosophy, experience), resources


Framework for Waste Train Course

Learning Systems

Formal Learning

100 AGE

5

0 Years

Informal Learning

Non-FormalLearning

Waste trainCourse


2. Do you know who your learners are? (Learner needs)

Ability levels; backgrounds; interest levels; attention spans; ability to work together in

groups; prior knowledge skills, attitudes and learning experiences; special needs or

accommodations; and learning preferences.


Waste Train project is developing blended learning servicesblended learning services for people too busy in their people too busy in their activity..activity..

• How to facilitate and enhance access to life long learning solutions for people involved in waste management?


3. Where do you want to go? (Course goals)

What would you like learners to get out of this course?

Foundational knowledge, applications integrations, understanding the personal and social implications of

this subject, making changes in theirs feelings, interests, and values.


4. How will the learners and you know if they get there?

(Objectives)What you will be observing in learner

performance and describe criteria by which you can measure performance against.


The main “ingredients” (tools, content)

Ingredients are the things that are used to make something especially all the different

foods you use when you are cooking a particular dish


What can be an innovation?

Technology + classroom (Good enough?)

Is it innovation transferring Is it innovation transferring of traditional material and of traditional material and methods to e-Learning?methods to e-Learning?


“Here we are, standing in front of the Eiffel Tower.”

Innovation is not the technology


What can be an innovation?

Authentic scenarios (from learner’s view)Authentic scenarios (from learner’s view)using learning activities based on classroom using learning activities based on classroom and e-learning technology, supported by and e-learning technology, supported by tutors, social interaction and feedbacktutors, social interaction and feedback

Moving from “planning for teaching” to ““blended learning designblended learning design””

designing for designing for ““teaching & learning”teaching & learning”

designing for designing for ““teaching & learning”teaching & learning”


Dimensions for

Blending

1.Physical space/face-to-face Virtual space/distance

2.Synchronous/live Asynchronous/not live

3.Self-paced/content interaction

Collaborative interactions

4.Structured/formal Unstructured/informal

5.Fixed time Open ended

6.Instruction Performance support

7.Off-the-shelf/generic content

Proprietary content

8.Instructional context Work context

9.Fixed content Content open, changing

10.Directed Exploratory

10 Dimensions for Blending


Which are the challenges?• Achieve the engagement of the targeted groups in

blended learning.– personal motivation– collaboration with peers

• The mere electronic delivery / access for these special groups is a challenge.– “Mind the gap”

• Propose a model for – designing, developing, delivering blended courses– exploiting tools and environments– accessing, teaching-studying, interacting– validating learning methods and evaluating outcomes


Testing the meal

A dish is the food you enjoy during the meal


5. How are you going to get there? (Content)

What kind of learning activities and experiences do they need?

Learning activities can range from easy to hard tasks depending on learner abilities.


6. What are the key concepts in this course? (Major topics)

It is important for you to research about the subject that you are going to teach.

Identify the 5-7 major key-ideas, topics, or themes in the course.

Place them in an appropriate sequence and create a thematic structure (units- modules)

for the course.


Serving of the meal

A meal is an occasion when people sit down and eat, usually at a regular time.


Waste Train Course Plan Template Waste Train Course Plan Template

1. Course Title2. Target Population3. Main Topics Areas - Syllabus4. Aims 5. Objectives6. Prerequisites 7. Methodology - Process8. Task - Scenarios9. Resources10.Assessment - Evaluation11.Duration12.Deadlines / Schedule / Dates


What does planning mean?• an act of formulating a program for a definite

course of action • the act or process of drawing up plans or layouts

for some project or enterprise • the cognitive process of thinking about what you

will do in the event of something happening;• the determination of the goals and objectives of

an enterprise and the selection, through a systematic consideration of alternatives, of the policies, programs and procedures for achieving them

• an activity devoted to clearly identifying, defining, and determining courses of action, before their initiation, necessary to achieve predetermined goals and objectives


What can constitute a blended learning

Live face-to-face (formal)• Instructor-led classroom• Workshops• Coaching/mentoring• On-the-job (OTJ) training

Live face-to-face (informal)• Collegial connections• Work teams• Role modeling

Virtual collaboration /synchronous• Live e-learning classes• E-mentoring

Virtual collaboration/asynchronous• Email• Online bulletin boards• Listservs• Online communities

Self-paced learning• Web learning modules• Online resource links• Simulations • Scenarios• Video and audio CD/DVDs• Online self-assessments• Workbooks

Performance support• Help systems• Print job aids• Knowledge databases• Documentation• Performance/decision support tools

Source: A. Rossett, F. Douglis, R. Frazee (2005) Strategies for Building Blended Learning


Evaluating our Results


Thanks Thanks for your attentionfor your attentionElmo, Kylene De Angelis – Lorenzo Sommaruga

SUPSI – TRAINING 2000

Lifelong Learning"How much life have we lost in living ?

How much wisdom have we lost in knowledge ? How much knowledge have we lost in technology ?

T. S. ELIOT (1888-1965)

Waste Train - Rome, 5-7 July 2007 Cooking Blended Learning for Adults Elmo, Kylene De Angelis –...

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