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
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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.
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.
- Teacher: Mathy Vanbuel
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.
- Teacher: Mathy Vanbuel
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.
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.
Furthermore the participant will be aware of ethical issues with regard to online learning, mainly those issues regarding privacy, confidentiality and security.
- Teacher: Mathy Vanbuel
This training provides you some definitions about those two concepts and some lines of thought to set-up SD pedagogical activities with your students.
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.
The course will also highlight the reusability of OER to the local classroom teaching in the partner countries by the exploration through OER.
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.
- Teacher: Khalid Md-Saifuddin
- 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.
- Teacher: Khalid Md-Saifuddin