Introducing Flexibility into CSCL Scripts for Blended Learning Scenarios

2009 ◽  
Author(s):  
Mar Perez-Sanagustin ◽  
Davinia Hernandez-Leo ◽  
Josep Blat
Keyword(s):  
Blended Learning ◽  
Cscl Scripts ◽  
Learning Scenarios

Contrasting levels of student engagement in blended and non-blended learning scenarios

2021 ◽  
pp. 104241
Author(s):  
Felipe de Brito Lima ◽  
Sintria Labres Lautert ◽  
Alex Sandro Gomes
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Learning Scenarios

scholarly journals Designing Assessments for Blended Learning Scenarios

2019 ◽  
pp. 1-7
Author(s):  
Mary Webb ◽  
Stylianos Hatzipanagos ◽  
Jonathan San Diego ◽  
Ehsan Khan ◽  
Mateusz Goral
Keyword(s):  
Blended Learning ◽  
Learning Scenarios

Enabling Creative Blended Learning for Adults through Learning Design

2014 ◽  
pp. 279-295
Author(s):  
Spyros Papadakis
Keyword(s):  
Adult Learners ◽  
Experiential Learning ◽  
Blended Learning ◽  
Critical Reflection ◽  
Learning Activity ◽  
Learning Design ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Scenarios ◽  
Authoring Environment

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.

Linking CSCL Script Design Patterns

2011 ◽  
pp. 72-85 ◽  
Author(s):  
Eloy D. Villasclaras-Fernández ◽  
Davinia Hernández-Leo ◽  
Juan I. Asensio Pérez ◽  
Yannis Dimitriadis ◽  
Alejandra Martínez-Monés
Keyword(s):  
Collaborative Learning ◽  
Design Patterns ◽  
Research Community ◽  
Learning Patterns ◽  
Cscl Scripts ◽  
E Learning ◽  
Learning Scenarios ◽  
Potential Benefits ◽  
Learning Research ◽  
Complex Planning

Among the fields in which design patterns have been applied, the design of CSCL scripts has received the attention of the e-learning research community. The usage of design patterns is justified by the complexity of the task of planning collaborative learning scenarios. Making this task even more complex, planning assessment activities and/or resources is one of the aspects that need to be taken into account in the design of a CSCL script. Focusing on this issue, this chapter deals with the application of learning and assessment patterns along with the creation of such scripts. More specifically, this chapter is focused on the potential benefits of using detailed information concerning the relationships between assessment and learning patterns. Different types of links between CSCL scripting design patterns are illustrated, and finally this chapter discusses the possibilities of using them in CSCL script authoring software tools.

scholarly journals Pedagogic Corpora for Content and Language Integrated Learning. Insights from the BACKBONE Project

2012 ◽  
Vol 20 (2) ◽  
pp. 3 ◽  
Author(s):  
Kurt Kohn
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Language Teachers ◽  
Learning Activities ◽  
Linguistic Features ◽  
Learning And Teaching ◽  
One Stop ◽  
E Learning ◽  
Learning Scenarios ◽  
Linguistic Categories

BACKBONE is a European LLP/Languages project (1) (Jan 2009 - Feb 2011), whose overall objective is to provide foreign language teachers in CLIL settings with innovative language learning solutions. To achieve this goal, pedagogic corpora of spoken interviews are combined with corpus-related e-learning activities in blended learning scenarios. The seven BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF). The interviews have been transcribed and pedagogically annotated with regard to thematic and linguistic features; additional enrichment resources include ready-made language learning modules as well as suggestions and instructions for exploratory and communicative learning activities. The BACKBONE search interface provides free online access to the interviews and enrichment resources. It supports pedagogically motivated searches using thematic and linguistic categories as well as lexical searches with words and phrases. 24 CLIL-related pilot courses have been implemented and evaluated in secondary, higher and vocational education; they demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning in Moodle-based blended learning activities. A suite of pedagogic corpus tools covering transcription, annotation, management of enrichment resources and corpus search is available under a GNU General Public License. The customization and flexibility these tools offer enables teachers to cater to diverse language learning and teaching needs in CLIL contexts or in connection with lesser taught languages and varieties. To facilitate exploitation, the BACKBONE website serves as a ‘one-stop-shop’ for an ensemble of teacher support facilities including web support for the development and hosting of “guest” corpora and courses.

Enabling Creative Blended Learning for Adults through Learning Design

2012 ◽  
pp. 257-273
Author(s):  
Spyros Papadakis
Keyword(s):  
Adult Learners ◽  
Experiential Learning ◽  
Blended Learning ◽  
Critical Reflection ◽  
Learning Activity ◽  
Learning Design ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Scenarios ◽  
Authoring Environment

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.

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