A blended learning framework for curriculum design and professional development

Mirriahi, Negin; Alonzo, Dennis; Fox, Bob

doi:10.3402/rlt.v23.28451

Cited by 76 publications

(66 citation statements)

References 25 publications

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“…OMAT was developed as a very practical tool, with a focus on its value to MFA researchers. However, the software could be enhanced as a teaching tool by measuring it against a blending learning framework, like the one introduced by Mirriahi and colleagues (). Improvements based on this standard that could be made to OMAT include implementing features to offer students more online self‐direction and learning activities from within OMAT, as well as personalization options that can offer the instructors an option to customize unique activities for each student, based on their learning needs.…”

Section: Discussionmentioning

confidence: 99%

Using Web‐Based Technology to Bring Hands‐On Urban Material Flow Analysis to the Classroom

Villalba

Hoekman²

2017

J of Industrial Ecology

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Summary The main objective of this article is to introduce an open‐source, online software tool called OMAT as a teaching tool for performing economy wide‐material flow analysis (EW‐MFA) at urban or regional level in industrial ecology curricula. To that intent, we present a classroom and project activity that was developed for a masters‐level industrial ecology course offered by the Autonomous University of Barcelona. Insights are provided with regards to the outcome of the classroom exercise as well as lessons learned from both an academic and a software development point of view. The OMAT software provides users with a specialized tool to enter and process MFA data in a simple, intuitive way. The usefulness of OMAT as a teaching tool was tested by engaging students in a classroom activity that entailed using OMAT as a tool to perform an EW‐MFA applied to the Metropolitan Area of Barcelona for the years 2005‐2011. The aim of this exercise was to teach students specific skills required in performing an EW‐MFA, not through theory classes, but hands‐on through a learn‐as‐you‐go approach. The exercise not only equipped the students with knowledge about MFA, but also introduced them to solving problems as a team, meeting project deadlines, and communicating effectively with colleagues from different disciplines and backgrounds. Even though there is room for further improvements, this exercise showed that OMAT provided a useful addition to traditional methods that allowed students to get a more practical and thorough understanding of the MFA methodology.

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Section: Discussionmentioning

confidence: 99%

Using Web‐Based Technology to Bring Hands‐On Urban Material Flow Analysis to the Classroom

Villalba

Hoekman²

2017

J of Industrial Ecology

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“…Det er dog ikke tydeligt, hvornår i processen med design, gennemførelse og evaluering af blended learning, der er behov for den listede viden, de beskrevne faerdigheder og kompetencer. Mirriahi et al (2015) er en kilde til inspiration qua vurderingsskemaets 3 niveauer, der beskriver, hvordan blended learning designs kan udvikle sig, gøres fleksible og bane vejen for øget autonomi for studerende. Vurderingsskemaet peger på en bevaegelse fra underviserinitierede og -styrede aktiviteter hen mod øget studenterdeltagelse ved produktion af laeringsressourcer, øget interaktion online mellem studerende, undervisere og eksterne samt valgmuligheder ift.…”

Section: Et Blended Learning Frameworkunclassified

“…Under niveau 2 peges på, hvilken viden, faerdigheder og kompetencer, der kraeves for at videreudvikle blended learning formatet og arbejde med dette på et mere avanceret niveau, der muliggør en højere grad af fleksibilitet, studenterautonomi ogdeltagelse. Her har vi ladet os inspirere af Mirriahi et al (2015) og Imbernón et al (2011). Det basale niveau vil vaere velegnet ift.…”

Section: Den Blendede Undervisers Roller Og Kompetencerunclassified

Den blendede undervisers roller og kompetencer

Christensen

Kjær

Hansen

2020

LOM

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Denne artikel bidrager med viden om de roller og kompetencer, der er behov for hos undervisere ifm. tilrettelaeggelse, gennemførelse og evaluering af effektiv blended learning og forslag til alternative måder at organisere disse opgaver på. Via litteraturstudier identificeres de mest centrale opmaerksomhedspunkter og udfordringer for den blendede underviser. Rollegallerier og kompetence-paletter praesenteret i 6 tekster gennemgås og analyseres. Det konkluderes, at der ikke er konsensus i litteraturen om roller, kompetencer og anvendelse af begreber. Samtidig er det underbelyst, hvilke roller og kompetencer, der er nødvendige for at skabe et godt blend. Fokus er oftest, hvad det kraever at varetage online delen af blended learning. Forfatterne praesenterer deres bud på den blendede undervisers roller og kompetencer og konstaterer, at det er en saerdeles kompleks opgave at varetage blended learning, og at der stilles store krav til den blendede underviser. Derfor foreslås alternative måder at organisere arbejdet på, nemlig unbundling af underviserrollen, udvikling af ressourcer og tilrettelaeggelse af kompetenceudvikling. Engelsk abstractThis article contributes knowledge on the roles and competences needed in relation to the planning, delivery and evaluation of effective blended learning and suggestions for alternative ways of organising these tasks. Through literature studies, key points of attention and challenges for the blended teacher are identified. The roles and competences presented in 6 articles are described and analysed. The conclusion is that there is no consensus in the literature on roles, competences or usage of terms. At the same time, little attention is paid to the roles and competences needed to create a good blend. Most often the focus is what it takes to handle the online part of blended learning. The authors present their model of the blended teacher's roles and competences and establish that it is a tremendously complex task to handle blended learning, and that huge demands are put on the blended teacher. Therefore, alternative ways of organising the work is suggested, namely unbundling of the teacher role, development of resources and competence development for faculty.

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“…Pemanfaatan web portal pendidikan terus berkembang, tidak lagi terbatas untuk administrasi seperti pendataan pendidikan atau ujian daring. Portal edukasi bukan hanya bentuk penerapan kemajuan teknologi, tapi juga menjadi bagian dari revolusi dan inovasi belajar berbasis TIK (Bonk, 2009;Bokova and Tour, 2013;Mirriahi, 2015 Huss, 2018;Ratliff, 2018;Gast, 2018;Gillum, 2018). Hasil penelitian tersebut menyebutkan bahwa TIK yang digunakan berperan dalam meningkatkan proses belajar dan berdampak pada kemampuan guru.…”

Section: Pendahuluanunclassified

PEMANFAATAN PORTAL RUMAH BELAJAR UNTUK MENINGKATKAN KOMPETENSI TEKNOLOGI INFORMASI DAN KOMUNIKASI GURU DAERAH TERTINGGAL Utilization of â€˜Rumah Belajarâ€™ to Enhance Left Area Teachersâ€™ Competency on Information and Communication Technology

Yanuarti¹

2020

Teknodik

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ABSTRAK: Kajian ini didasarkan pada kenyataan bahwa guru dituntut harus memiliki kompetensi Teknologi Informasi dan Komunikasi (TIK) sesuai dengan perkembangan pendidikan di Indonesia dan telah dikembangkannya portal Rumah Belajar oleh Pusat Teknologi Informasi dan Komunikasi Pendidikan dan Kebudayaan (Pustekkom) sejak tahun 2011. Tuntutan bahwa guru harus memiliki kompetensi TIK juga berlaku bagi guruguru di daerah tertinggal. Permasalahannya adalah bagaimana guru daerah tertinggal tersebut memanfaatkan portal Rumah Belajar untuk meningkatkan kompetensi TIK mereka. Tujuan penelitian ini adalah: (1) mengeksplorasi pemanfaatan portal Rumah Belajar di daerah tertinggal; (2) memotret kondisi kompetensi TIK guru daerah tertinggal; dan (3) menganalisis hubungan pemanfaatan portal Rumah Belajar dengan peningkatan kompetensi TIK guru. Penelitian ini menggunakan teknik pengumpulan data survei terhadap guru daerah tertinggal. Penetapan guru sebagai sumber data dilakukan dengan menggunakan teknik purposif. Dari hasil analisis data, dapat disimpulkan bahwa terdapat hubungan positif antara pemanfaatan portal Rumah Belajar dengan peningkatan kompetensi TIK guru daerah tertinggal. Koefisien korelasi hasil survei adalah 0.67, dan ini termasuk dalam kategori korelasi tinggi. ABSTRACT: This study is based on the fact that teachers are required to have competency on Information and Communication Technology (ICT) in accordance with Indonesian education development and that Pusat Teknologi Informasi dan Komunikasi Pendidikan dan Kebudayaan (Pustekkom) has been developing a portal of Rumah Belajar since 2011. Teachers in left areas are also required to have competency on ICT. The problem is how teachers in left areas utilize the portal of Rumah Belajar to enhance their competency on ICT. The objectives of this study are: (1) to explore the utilization of Rumah Belajar portal in left areas;(2) to picture the teachers ' ICT competency in left areas; and (3) to analyize the relationship between te utilization of Rumah Belajar portal and teachers' ICT competency enhancement. This study applies

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A blended learning framework for curriculum design and professional development

Cited by 76 publications

References 25 publications

Using Web‐Based Technology to Bring Hands‐On Urban Material Flow Analysis to the Classroom

Using Web‐Based Technology to Bring Hands‐On Urban Material Flow Analysis to the Classroom

Den blendede undervisers roller og kompetencer

PEMANFAATAN PORTAL RUMAH BELAJAR UNTUK MENINGKATKAN KOMPETENSI TEKNOLOGI INFORMASI DAN KOMUNIKASI GURU DAERAH TERTINGGAL Utilization of â€˜Rumah Belajarâ€™ to Enhance Left Area Teachersâ€™ Competency on Information and Communication Technology

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