Blended Learning Design: A Shared Experience

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• 作者：Mieke Clement^a ; ^{mieke.clement@ucll.be" class="auth_mail" title="E-mail the corresponding author} ; Luc Vandeput^a ; ^b ; Tine Osaer^a
• 关键词：Teacher professionalization ; Blended Learning ; Learning Design ; Learning Design Team ; Institutional-transcending collaboration
• 刊名：Procedia - Social and Behavioral Sciences
• 出版年：2016
• 出版时间：20 July 2016
• 年：2016
• 卷：228
• 期：Complete
• 页码：582-586
• 全文大小：103 K

文摘

Five Flemish Higher Education Institutions developed an institution-transcending professionalization course, with focus on: learning design, for blended and multi-campus learning, in a Professional Learning Design Team (PLDT).

These elements are no common practice and therefor innovative within the context of Flemish higher education.

The course was first offered in Spring 2015, in a assignment-based and blended format. This allowed participants to personally experience these forms of instruction during their professionalization. At the same time, the course was an example of blended learning.

17 teams of 3-4 people started the course. 1 team dropped out. 8 teams offered blended learning during the 1st semester of this academic year. For 2 other teams all blended course materials are ready for the next semester. 1 Team had to shelve its plans because of other priorities. For 5 teams we are currently still missing the information.

The participants appreciated working in a PLD-team and the step-by-step assignment-based blended approach. The relative short time frame and regular supervision and intervision were determining factors for the successful completion of the process.