Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. Using a design and development study, a guiding framework was constructed and operationalized using the design phase of the ADDIE model. / Doctor of Philosophy / Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. The term multi-modal refers to learning environments that take place across multiple modes. For instance, blended or hybrid learning environments. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. This study conducted a design and development study which involved an analysis of literature and other resources to inform the development of the guiding framework. This study sought to address the practical needs of instructional designers in higher education through the creation of a framework that helps ensure they address key aspects in the design of multi-modal learning environments (i.e., blended or hybrid). The framework is grounded in theory and informed by an analysis of the literature. In order to validate the framework, an expert review panel of three was recruited to provide their insight and expertise. The feedback data was analyzed and the framework was enhanced based on the feedback. the framework helps contribute to the field by providing well-informed guidance in how to effectively design multi-modal environments. When instructional designers can effectively do this, they improve their practice which translates into the curriculum as well as the instructors who work closely with instructional designers. Overall, this can improve student outcomes.

Im Zeitraum 2007-2008 wurde die vorliegende Fragebogenstudie mit dem Ziel durchgeführt, die Lehrmethoden Vorlesung, Seminar, E-Learning und Blended Learning zu vergleichen und die Akzeptanz der verschiedenen Konzepte durch die Studierende der Zahnmedizin gegenüber zu stellen. Als Lerninhalt diente die kieferorthopädische Profil- und EnFace Analyse. Entsprechende Patientenfälle wurden mit Arbeitsbögen in den Gruppen Vorlesung und Seminar durchgeführt. Eine für diese Arbeit entwickelte Software diente der Fallauswertung in den Gruppen E-Learning und Blended Learning. Ein am Ende der jeweiligen Lehrveranstaltung ausgegebener Fragebogen sollte die Erfahrung der Teilnehmer zur jeweils erlebten Lehrmethode erfassen. Der deskriptive Vergleich der einzelnen Fragebogenitems lässt eine deutliche positivere Einschätzung der Studenten zu Gunsten der Blended Learning Methode erkennen. Die Auswertung der jeweils richtigen Antworten der Profildiagnostik zeigte dagegen kaum Unterschiede in den einzelnen Gruppen.

This paper presents an advanced – international – blended learning arrangement. It has been developed, implemented and reviewed regularly in the last 4 years at the authors’ institution. Instead of referring solely to traditional classroom teaching, we use and continually refine this arrangement in our every-day formal teaching and learning processes at Technische Universitaet Dresden. By this we take into regard the changes induced by the Bologna Roadmap and try better to support its “new” didactical objectives: more interactive and interdisciplinary modules with focus upon the (practical) integration of professional and methodical responsibility, decision-making and soft skills.

Since its emergence in the educational context, the blended learning insurgentas a modality with its own identity. According to its evolution, runs through presentiality configured contexts and virtuality. In a first stage, stood as a mixed or combined mode, and then advanced to integration, which resulted in the dilutionof its components. The progressive social changes, technological and cultural towards convergence, today brings a new north-mode, given the confluence of pedagogical and technological mediations in the training process. This position places him in a new trend that more than a possibility, actually represents a more explicable on the future of Blended Learning. / Desde su emergencia en el contexto educativo, el blended learning surge como una modalidad con identidad propia. Conforme a su evolución, discurre por contextos configurados por la presencialidad y virtualidad. En un primer estadio, se situó como una modalidad mixta o de combinación; posteriormente avanzó a una integración que supuso la dilución de sus componentes. La progresiva evolución social, tecnológica y cultural hacia la convergencia aporta, en la actualidad, un nuevo norte a la modalidad dada la confluencia de las mediaciones pedagógicas y tecnológicas en el proceso formativo. Este posicionamiento lo ubica dentro de una nueva tendencia, que más que una posibilidad, representa una realidad más explicable sobre el devenir del blended learning.

This paper presents an advanced – international – blended learning arrangement. It has been developed, implemented and reviewed regularly in the last 4 years at the authors’ institution. Instead of referring solely to traditional classroom teaching, we use and continually refine this arrangement in our every-day formal teaching and learning processes at Technische Universitaet Dresden. By this we take into regard the changes induced by the Bologna Roadmap and try better to support its “new” didactical objectives: more interactive and interdisciplinary modules with focus upon the (practical) integration of professional and methodical responsibility, decision-making and soft skills.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-11-01T12:08:09Z No. of bitstreams: 1 Leandro Coimbra da Silva_.pdf: 3140075 bytes, checksum: c4d33da9807ccf22dd0841313010a4d6 (MD5) / Made available in DSpace on 2016-11-01T12:08:09Z (GMT). No. of bitstreams: 1 Leandro Coimbra da Silva_.pdf: 3140075 bytes, checksum: c4d33da9807ccf22dd0841313010a4d6 (MD5) Previous issue date: 2016-02-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / FAPERGS - Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul / Neste trabalho, pretendo identificar como os alunos de uma turma de 6º ano de uma escola pública de Novo Hamburgo expressam linguisticamente a percepção de sua primeira experiência de produção de textos a partir do Moodle. Assim, busco refletir sobre as implicações de tal percepção para o processo de ensino e aprendizagem visando ao letramento digital. Nesse cenário, então, propusemos cinco aulas em uma turma institucional do Moodle entre junho e julho de 2014. As aulas foram orientadas a partir do programa da Olimpíada Brasileira de Língua Portuguesa e as postagens dos diários do ambiente virtual compõem o nosso corpus de pesquisa. Com isso, busquei construir caminhos para entender a tríade ensino on-line/cibercultura/letramento digital através da fundamentação teórica que parte do Sistema da Avaliatividade (MARTIN; WHITE, 2005) auxiliado pela abordagem da Psicologia Cognitiva (SCHERER, 2005), na intersecção entre letramento digital (SOARES, 2002; COSCARELLI, 2014) e multiletramentos (ROJO, 2009; 2012) e nas problemáticas atinentes à cibercultura/ciberespaço (LÉVY, 1999; LEMOS, 2000-2008). A metodologia de análise está amparada nas categorias conceituais do Sistema de Avaliatividade e nas problemáticas norteadoras trazidas pela tríade em Rojo (2009), Soares (2002, 2003, 2010), Coscarelli e Santos (2007), Coscarelli (2014) Franciosi, Medeiros e Cola (2003), Tori (2009), Lemos (2000), Lévy (1999), Dias (1999), Freitas (2010) e Santaella (2013). Nesse processo, os dados foram organizados a partir da concepção de Grupos de Avaliação (GAs) (WHITELAW, GARG; ARGAMON, 2005), que são grupos coerentes de palavras que expressam em conjunto uma atitude particular. Os resultados mostram a ocorrência de 183 adjetivos distribuídos em 163 GAs, de onde extraímos para reflexão as categorias de análise (1) aula, (2) Moodle, (3) produção, (4) experiência e (5) avaliador. Nossa análise mostra que o Sistema de Avaliatividade é um método eficaz tanto de avaliação do ambiente digital, consolidando-se como lugar de ensino aprendizagem no ensino fundamental, como para o mapeamento do léxico da emoção da faixa etária que compõe o grupo analisado. Mais que isso, mostra a possibilidade de um cenário de satisfação do aluno de ensino fundamental para com o processo de letramento digital a partir do ambiente virtual de aprendizagem / This work aims to identify how students from a 6th grade class at a public school in Novo Hamburgo, Brazil, linguistically express the perception of their first text production experience from Moodle. Thus, I tried to reflect on the implications of this perception to the process of teaching and learning aiming at the digital literacy. In this setting, then, we proposed five classes in a Moodle institutional group from June to July, 2014. The classes were driven from the Brazilian Olympiad of Portuguese Language program, and the daily postings of the virtual environment constitute our research corpus. Having that, I sought to build pathways to understand the triad on-line teaching/cyberculture/digital literacy through a theoretical background which considers the Appraisal Theory (MARTIN; WHITE, 2005) aided by the approach of Cognitive Psychology (SCHERER, 2005), at the intersection between digital literacy (SOARES, 2002; COSCARELLI, 2014) and multiliteracies (ROJO, 2009; 2012), and the issues relating to cyberculture/cyberspace (LÉVY, 1999; LEMOS, 2000-2008). The analysis methodology is supported on the conceptual categories of the Appraisal Theory and on the guiding questions brought by the triad at Rojo (2009), Soares (2002, 2003, 2010), Coscarelli and Santos (2007), Coscarelli (2014) Franciosi, Medeiros and Cola (2003), Tori (2009), Lemos (2000), Lévy (1999), Dias (1999), Freitas (2010) and Santaella (2013). In this process, data is organized from the Appraisal Groups (AGs) design (WHITELAW, GARG; ARGAMON, 2005), which are coherent groups of words that together express a particular attitude. The results show the occurrence of 183 adjectives distributed in 163 AGs, from which we extract to reflect the categories of analysis (1) class, (2) Moodle, (3) production, (4) experience and (5) evaluator. Our analysis shows that the Appraisal Theory is an effective method both to evaluate the digital environment, consolidating its position as a teaching-learning place in primary education, and for the emotion lexical mapping of the age group that constitutes the analyzed group. Moreover, it shows the possibility of a satisfaction setting of an elementary school student to the process of digital literacy from the virtual learning environment.

No description available.

In diesem Beitrag wird ein Blended-Learning-Konzept zur Vermittlung von Medienkompetenz und medienpädagogischer Kompetenz bei Lehramtsstudierenden in der universitären Lehrerausbildung vorgestellt. Dieses Seminarkonzept beinhaltet die Kombination von Vorlesung, Workshop, Nutzung einer Onlinebibliothek, eines Lernmanagementsystems und selbstgesteuerter sowie selbstorganisierter Gruppenarbeit von Studierenden. Dieses Konzept zeigt Möglichkeiten auf, wie mit großen Studierendengruppen an der Hochschule gearbeitet werden kann. Im Beitrag wird ein Schwerpunkt auf die Workshops und Gruppenarbeit gelegt. Zunächst werden dabei die zugrunde liegenden Theorien und Konzepte vorgestellt. Diese sind die Medienkompetenz, die Schüler und Schülerinnen in der Schule erwerben sollten. Zusätzlich die medienpädagogische Kompetenz, mit der sich Studierende der Bildungswissenschaften in ihrem Hochschulstudium zur Vorbereitung auf ihre lehrende Tätigkeit an Schulen auseinandersetzen sollten. Neben diesen Kompetenzen bedarf es auch bestimmter Voraussetzungen hinsichtlich der Organisationsentwicklung an Schulen. Diese werden in einem Mehrebenenmodell dargestellt. Im Anschluss erfolgt die Darstellung des Blended-Learning-Konzeptes.

No description available.

Portable and interactive technologies are changing the nature of collaborative learning practices. Learning can now occur both in and beyond the classroom and furthermore combine formal and informal activities monitored and orchestrated across spatial locations. This rises to a new type of orchestrated learning that we term Computer Supported Collaborative Blended Learning (CSCBL) scripts. This thesis investigates the challenges associated with the design of CSCBL scripts and with the technologies responsible for their enactment. Three contributions are presented. First, a conceptual model that combines 4 factors to be considered in the design of CSCBL scripts. Second, technological solutions operationalizing the aforementioned factors are proposed and evaluated through synthetic experiences. And third, four CSCBL experiments using 4SPPIces. These experiments are analyzed into two interrelated multicase case studies, whose cross-analyzed results provide an evaluation of the model, of the operationalization solutions supporting the enactment of the involved CSCBL scripts and of the educational value of the experiences themselves. / La introducción de tecnologías interactivas y móviles está produciendo un cambio significativo en la naturaleza de las prácticas educativas. Actualmente, el aprendizaje mediante colaboración se puede dar en situaciones en que secuencias de actividades formales e informales dentro y fuera del aula se combinan e integran de forma coordinada. Esto da lugar a un nuevo tipo de actividades de colaboración orquestadas en entornos mezclados que llamaremos guiones CSCBL (de su acrónimo en inglés). Esta tesis investiga los retos relacionados con diseño de los guiones CSCBL y de la selección apropiada de la tecnología para su puesta en marcha. De este trabajo de investigación se derivan tres contribuciones principales. Primero, se propone un modelo conceptual que combina 4 factores a tener en cuenta en el diseño de guiones CSCBL. Segundo, se proponen un conjunto de soluciones tecnológicas para dar soporte computacional a los diferentes factores del modelo y dar apoyo a la puesta en marcha de guiones CSCBL. Cada una de estas soluciones se evalúa mediante experimentos sintéticos. Finalmente, esta tesis presenta tres experimentos en que se usa el modelo para proponer actividades de colaboración en entornos mezclados y aplicarlas en entornos reales. Estos experimentos han sido evaluados mediante dos estudios múltiples de casos. El análisis cruzado de los resultados de los casos englobados en cada estudio ofrece una evaluación de la utilidad del modelo y de las soluciones tecnológicas adoptadas para su puesta en marcha.