I'm interested in knowing more about different blended learning models for training teachers. Does anyone have a successful model to share, where the students are working and studying through e-learning to get their teaching qualification
Hello Shirley:
The Blended Learning Synchronous Model is not used as much as the other models, so this may be an area you would want to explore in your research as shown in this study:
http://www.sciencedirect.com/science/article/pii/S0360131515000755
Many thanks,
Debra
Dear Shirley,
I'm currently working with the flipped model and simulation. See below:
Conference Paper Scenario Design in EFL Teacher Training
We used a blended learning approach for the Learning Design Studio:
https://www.researchgate.net/publication/256841282_The_learning_design_studio_collaborative_design_inquiry_as_teachers_professional_development
https://www.researchgate.net/publication/256841554_Learning_design_studio_educational_practice_as_design_inquiry_of_learning
Article The learning design studio: Collaborative design inquiry as ...
Conference Paper Learning Design Studio: Educational Practice as Design Inqui...
Hi Everyone,
In my opinion, the role of different blended learning models is loower than it needs to have because of the shortcomings being experienced among the teacher educators. Traditional strategies have so much more popularity than post-modern ones.
This is a very pertinent issue indeed and one which is rapidly changing as technological possibilities increase and interact with changing views of what it means to “be” a teacher and so how one becomes a teacher.
We might consider it as three interlocking circles as in the diagram attached. (Obviously the model can be applied more generally than this). Here I would offer that the role of e-learning or blended learning in ITE can be considered as the interaction between three elements with the “professional model” and its associated “accreditation frameworks” constituting a systems “technology” defined as processes and bureaucracies (elements of Foucault!) and “boxes, wires and software” technologies. You may have found that some of the literature surrounding the issue of e-learning in ITE is heavily technicist in nature with “technologists” who are not teachers and who have not been teachers promoting the use of technology as a “solution” to a “problem” which is sometime not very well understood. I touch upon this in a little piece I wrote some time ago “E-learning in initial teacher education: A solution looking for a problem? http://www.reflectingeducation.net/index.php/reflecting/article/view/61
The “professional model” is essential to envisioning the role of technology in ITE in that what “being” or becoming a teacher varies through time and from culture to culture. Where a teacher is a “giver of knowledge” then the process of becoming will take a particular shape often centered on the acquisition of subject and curriculum knowledge. Where the teacher is seen as “a leader of learning” then the model will be more focused on pedagogical issues. Where this interacts with the “accreditation framework” element we are led to the registering of competencies and skills or to the evidencing of creativity, insight and the capacity to engage in peer focused professional dialogue.
Clearly this must then shape how the “boxes, wires and software” technology is deployed. For example a “technicist” model of ITE and e-learning to support a “technicist” model of teaching highlights affordances relating to providing on-line “training” supported by on-line testing of skills and knowledge. A more nuanced and sophisticated notion of ITE focusing on the development of leaders of learning points towards affordances relating to cognitive professional apprenticeship and professional dialogue within a community of practice. As such the former favours a blend which is high in technology the latter one richer in human interaction a significant element of which is, of necessity, face to face.
Very much “ a work in progress” but I do hope it is helpful.
Hi Shirley,
I have recently published a journal article where the use of online and blended learning in a mathematics course for pre-service teachers is examined. It might be of some use for you. I have pasted the link below and the article is free to access. You need to click on the pdf link at the bottom of the page. Cheers, Kevin.
http://www.merga.net.au/ojs/index.php/mted/article/view/193
Shirley:
I am also including my recent conference paper on my reflections as a Blended Learning Champion for my department and valuable lessons learnt that may be helpful:
https://www.researchgate.net/publication/263767251_Championing_Blended_Learning_in_Higher_Education_Reflections_on_Lessons_Learnt?ev=prf_pub
Many thanks,
Debra
Conference Paper Championing Blended Learning in Higher Education: Reflection...
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