Welcome to the Blended Learning Courseware for Teacher Educators in Asia and Europe (BLTeae)

The purpose of the BLTeae project is to support teacher educators’ professional development through Blended Learning based on innovative constructivist theories. The Blended Learning courseware aims to support a collaborative learning community made up of teacher educators in four European (France, Belgium, Denmark, Estonia) and four Asian countries – (Malaysia, Bangladesh, Bhutan, Pakistan). Members of this community will reflect on teaching training practices with the support of ePortfolios and video.

The direct aim is to improve teacher educators’ skills, with a direct and indirect impact on the quality of teacher training provided. Membership of the BLTeae collaborative learning community will enable teacher educators to better prepare future teachers for their work in the classroom. Despite the different situations prevailing in the Asian countries involved, they each recognize the need for improvement in teacher education, particularly where this relates to innovative strategies and practices involving an increased use of technology.

The main actions to be undertaken in BLTeae are to define the technological and pedagogical needs of the partners involved; to design Blended Learning courseware with online and face-to-face training; to build and animate the collaborative and reflective learning community through the use of ePortfolio, video and online discussion; to share innovative scenarios about teaching practices; to work on a curriculum design for teacher training and to pilot the implementation of draft curriculum and the introduction of innovative practices.

This project has received funding from the European Commission Erasmus+ Programme
under grant agreement no 574130-EPP-1-2016-1-FR-EPPKA2-CBHE-JP

    Catégories de cours


    Cours disponibles

    In the modules on the BLTeae platform, you may sometimes be asked to use a camera, a tablet or your smartphone to film learning situations in your classroom.
    In addition, as a teacher, you might sometimes search on the internet for educational videos that are useful for your students and that you want to include in the learning pathways of your students. These resources often need to be adapted, or even enriched, to correspond to your educational objectives.
    To master these few skills, you will be guided step by step to carry out 4 activities :

    • downloading and acquiring a video
    • converting a file format
    • selecting some excerpts from a media
    • assembling sequences


    Scaffolding is a teaching method that enables a student to solve a problem, carry out a task, or achieve a goal through a gradual process and is particularly common in primary schools. Scaffolding tools are any support (documents; online resources etc…) that help the teacher in the execution of the learning task using a scaffolding approach.

    During this course, we aim to demonstrate how technology and especially Information and Communication Technology can support learning and teaching.

    We start with a brief introduction to the art of instructional design, which will help participants to scaffold learning and teaching activities and to identify opportunities for adopting technologies in the process.

    We will analyse the whole learning context in order to identify elements such as design, content, cost and resources, stakeholders, affordances, technological opportunities, road blocks, requirements and strategic issues.

    Based on some simple case studies we will demonstrate how technology can be adopted. The case studies will be discussed in order to draw transferable conclusions.

    Participants will design their own case study in which they are required to apply what they have learned.

    To conclude we will discuss the possibilities to evaluate the outcomes of technology supported learning and teaching activities with regard to the technological aspects.
    During this course, we aim to demonstrate what video can do to support learning and teaching.

    We will share different approaches to create video concepts and scenarios and explain the essence of good preparation.

    During the production stage of this course we will demonstrate how participants can best use their own device (smart phone, photo or video camera…) to create good quality audio and video.

    We will present several options regarding the editing of their recorded materials and explain the basic rules of editing.

    We will provide participants with links to sources and resources where they can find more materials (music, videos, photos etc.) that they can use in the editing process.

    We will show the advantages and disadvantages of different ways of publishing the final video and look at the way in which the learners can access them.

    We will show some ways in which learner generated video can also be used to advance learning.

    This module will conclude with a final summative assessment in which the learners are tasked to create and publish a short piece of learning or teaching video.
    Through this module, we aim to demonstrate the effectiveness of Interactive Radio Instruction (IRI) in the teaching and learning process. More specifically, this module will build awareness amongst participants as to the characteristics, resources, demonstration scripts and effectiveness of IRI in teachers’ professional development.

    When students learn actively, they retain more content for a longer time and are able to apply that material in a broader range of contexts. It is assumed that the teacher’s role is to teach. However, consider that research shows that faculty who are facilitators, collaborators, leaders, and organisers are having great success in helping students prepare for lifelong learning and making them more capable to work in fields where they must acquire new skills and knowledge regularly.

    A student who has access to blended learning can get experiences that is “just right” for his/her needs at each moment. He/she no longer has to wait for the rest of the class to grasp a concept and conversely, he/she can review as much as necessary to gain understanding. Blended learning options provide personalised instruction that allows a student to pace her/himself comfortably and get what is needed, when he/she needs it.


    As school leaders and teachers try to prepare their students for the challenges of an ever-changing and technologically advanced world, reflective learning is becoming increasingly relevant to educators around the world. ‘Reflective learning’ is a broad topic so the major areas covered include:

    What does it mean to be a reflective learner?
    What does it mean to be a reflective teacher?
    How can schools create a culture of reflective learning?
    How can schools manage and evaluate reflective learning practices?

    Reflective learning isn’t a one-off event, it’s an ongoing process. It’s only once we start to fully embed that process in our lives that we start to see the benefits. Strong reflective practices enable educators to teach in a way that engages young people, challenges them and builds their desire to learn more. Continuous reflection really is the way to help develop teachers and learners who are confident, responsible, reflective, innovative and engaged.
    The Blended Learning approach is one of the emerging trends in education, especially for teacher educators. For maximising students’ learning now, the education process needs to be personalised. Theoretical and practical knowledge will be delivered through computer-based activities. Digital methods will be implemented in classroom as a salient feature of this approach. Knowledge will be inculcated through online videos, face-to-face and discussions. Assignment and classroom activities will be designed in such a way that students will browse and correlate information by themselves with the help of a computer.
    The participants who complete the activities of this module will be able to deal with copyright related to the learning and teaching materials they produce as well as to content and media they acquire or use in the production of their own learning and teaching materials. They will understand which rights and obligations are related to the use of own and/or other learning and teaching materials. The participant will also know where to find suitable existing content and media and how to assess such material as well as how and when to use such content and media.

    Furthermore the participant will be aware of ethical issues with regard to online learning, mainly those issues regarding privacy, confidentiality and security.
    This course aims at providing the basic understanding of place-based learning in general and its application in practice for teacher educators. We will clarify various terms, figures, principles and practices widely used in the teaching and learning context. We will provide general concepts of resources and sources for PBL so teacher educators can link those in their own context or locality. The participants will analyze their own ‘place’ as a facilitating classroom for students. To conclude we will incorporate the teaching competencies required for teacher educators to make learning possible through PBL.
    These web-based activities are all related to Sustainable Development and Education for Sustainable Development.
    This training provides you some definitions about those two concepts and some lines of thought to set-up SD pedagogical activities with your students.
    This course gives knowledge about the different functions of the evaluation.
    In particular, it proposes :
    - contents about the different typologies of knowledge and their evaluation processes ; tools and examples,
    - the design of a system of evaluation followed by a regulation and a synthesis,
    - the conception of a disposition of an evaluation and its regulation.
    Video conferencing is part of many of every day teaching and research activities. Whether we are meeting with colleagues online, supervising students or groups, where some students join via video or when we are teaching across different campuses, video requires specific pedagogical approaches. In this course, we will look at specific approaches while sharing good to know resources that are available to you when you are video conferencing for teaching.
    Software-based clicker systems turn all the computers, mobiles, tablets and other Internet-accessible devices into clickers. It is an undisputed educational technology with significant pedagogical values – instant formative assessment and feedback, improving the level of interaction and motivation, engaging in discussions, identifying misunderstanding, recording attendance, conducting course evaluation, gamification, voting, and many more! Commonly, three types of questions - multiple-choice, true-false and open-ended – are available, along with the option for anonymous responses.Despite proven advantages, the rate of adoption of software clickers has been significantly low in the higher education classrooms of developing countries due to various barriers.

    This course introduces some of the free software clickers. Some of the recent empirical studies on the values and perceptions of the students and teachers are covered, highlighting the pedagogical aspects.
    This course will facilitate the teachers and teacher educators to learn the design factors involved while integrating learning management systems (LMS) in teaching-learning activities. Taking the point of departure from Technology-Pedagogy-Content Knowledge (TPCK, Kohler and Mishra, 2009) framework, the participants will be reflecting on the technological, pedagogical, and content aspects while designing activities in and resources for the courses supported by an LMS. The objectives are :
    - to identify which type of teacher are you?
    - to identify and specify if the subject matter brings along a signature pedagogy. Should the content be adapted to ICT-mediated signature pedagogy?
    - to identify and define the different types of activities the students can be engaged through LMSs' functionalities.
    - to identify and define different kinds of technical knowledge required for creating the digital contents and LMS-supported activities.
    - to reflect on the roles of the teacher and the learning management system in shaping the learning experience of students.
    The participants who complete the activities in this module on Social Media in Teaching will know how to apply the features of four submodules for teaching different subjects that includes Teaching with Facebook, Instagram, Twitter and Pinterest. Thus, as educators, they will know how to use the four submodules to collaborate, communicate and build a network around areas of their teaching subjects among groups of all sizes. In addition, they will be able to extend the classroom at course level to build activities to augment face-to-face interaction and in helping manage students’ time. They will also know how to use social media tools in teaching to support induction, assessment, feedback, time management and research management of the students’ assignment by sharing references, links and resources and conduct class discussion via discussion fora.
    Now is the time to prepare our students, teachers and teacher educators for acquiring 21st century skills and knowledge. This module is about several common educational gadgets and their effective use in Blended Learning. Furthermore, the module discusses the purposes of the educational gadgets as well as how to use them in teacher training by teacher educators and also the constraints to effective use of these gadgets. At the end of this module, some essential skills that are required for the effective use of technology based gadgets will have been discussed.