distance course for training trainers in the use of flexible learning and pbl rolf carlsson

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Distance Teacher Education with

Problem Based Learning

Distance Course for Training Trainers in the

Use of Flexible Learning and PBL

Rolf Carlsson

Roza Dumbraveanu

Ulla Högberg

Göran Karlsson

Bengt Olsen

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Conten

t1. Course aims2. Pedagogical models Mechanics course3. Course objectives Mechanics distance course

4. Course structure5. Course operation6. Participant activities7. Metaphors to use8. Crucials9. Pros and cons10.International project cooperation

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Rolf CarlssonRolf Carlsson Datakonsult AB, Swedene-mail: [email protected]

Roza DumbraveanuState University of Moldova, CHISINAU, Moldovae-mail: [email protected]

Ulla HögbergUniversity of Karlstade-mail: [email protected]

Göran KarlssonDepartment of Mechanics, KTHe-mail: [email protected] http://www.mech.kth.se/~karlsson

Bengt OlsenCentrinity AB, Kristallen, SE-752 38 UPPSALA, Swedene-mail: [email protected] http://www.centrinity.se

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• Constructivism

• Knowledge must be constructed by the

• learner; it cannot be supplied by the teacher

Instructivism – Constructivism

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Main course objective 1(5)

Have such knowledge of the use of ICT and

flexible education that they independently can

plan and carry out education using ICT

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Have got such experiences that they can

foresee and forestall problems that usually

occurs in education implemented with ICT

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In a pedagogically creative way use the

possibilities that ICT offers

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Comprehend that the important components in

a successful flexible education are – Technology– Organisation– Pedagogy– Economy

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Comprehend which the critical factors for

success are and the new role of the teacher

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Course structure 1(6)20-40 partipants per course

On-line preparatory course– Solving start-up technical problems– Learning FirstClass– Planning the homework assignment

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Course structure 2(6)One day introductory conference

– “Get together”– Course presentation– Lectures on Distance learning, Group

communication and special features– Small group planning– Questions about FirstClass– Evaluation

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Course structure 3(6)Distance education (4 weeks)

– Conferences– Seminars– Homework assignments– Problem of the week

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Course structure 4(6)Mid-course meeting

– Video-conferencing about PBL– Course problems discussed– Systems/platforms information– Group work

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Course structure 5(6)Distance education continued (4 weeks)

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Course structure 6(6)Breaking-up day

– Experiences– How to avoid the problems we have had?– Deeper studies in special areas– Moderator’s role and activities– Evaluation and “how can we make this course

better”– Collegial network?

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Conference structure• Café• Staff-room• Bulletin board• Student room• Directory• Seminars• Assignments (7)• Group rooms• Library• System questions• Pedagogical room • Evaluation• Competition

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Assignments

• Grouping on basis of interest• Seven assignments for all groups

1. Arguments pro and con 2. Planning your own project 3. Pedagogics and learning styles 4. Problem based learning 5. Your own assignments 6. Your own Conference structure 7. Your own Study guide

Dead-lines with one - two weeks intervals

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Seminars

• Other groups• Every group is three weeks responsible for

– Formulating seminar problems– Monitoring that the other groups participate– Summarize the discussions

• Applying ideas from PBL

Society and organisationsReproduction-ConstructionTechnology

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Seminar content

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Participant activity 1(5)Relative activity per weekday

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Participant activity 2(5)Total number of messages per week

DLU11 Participants’ and intructors’ activities distributed on weeks

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Week

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Participant activity 3(5)Total number of messages per hour

0

20

40

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0000-0001

0002-0003

0003-0004

0004-0005

0005-0006

0006-0007

0007-0008

0008-0009

0009-1000

1000-1100

1700-1800

1800-1900

1900-2000

2000-2100

2100-2200

2200-2300

2300-2400

1200-1300

1300-1400

1100-1200

1600-1700

1500-1600

1400-150

DLU11 Participants’ activities distributed on hours

Hour

Nu

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Participant activity 4(5)Different conferences activity

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Participant activity 5(5)Number of messages per participant (all messages)

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Course administration

• Manager

• Course leader

• Course assistant

• Subject expert

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Agora Huddinge• Computer Science Basic and Continuation course

• Windows, Word, Excel, computers and their effect on individuals, groups and society

• 60 hours of study during 16 weeks

• 36 students (21 male and 15 female)

• Technical requirements

– IBM compatible computer with Internet connection

– Windows 3.x or Windows 95

– MS Word 6.0 or better

– MS Excel 5.0 or better

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Agora Huddinge - Entrance

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Agora Huddinge - Ground floor

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Agora Huddinge - The lift

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Agora Huddinge - Third floor

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ICTI Virtual Consultancy

Mind maps with MindManager

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• Check that everybody has got functioning access and has been able to log in.

• Clear admission requirements (in subject, computer experiences and the English language – since many entered links refer to sites using English).

• Be sure that everybody has understood the course aim, its goal and its objectives.

• Inform about the necessity to devote daily time to course.

Some experience points to remember 1(6)

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• Optional course/s in general computer training, word processing etc.

• Check (and if necessary train) general computer literacy.

• Not too many participants (max. 40). • Not too large groups (3-5 participants per group).• Introduce group members to each other at first

course meeting.


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• Appoint a responsibility leader for each group.• Let the group members sign a contract about their

responsibilities to the group and peers.• Continuously stress participant accountability.a• Assist so that client-server connectivity functions.• Inform about activity need and consequences (for

the inactive and others) if that is not followed.


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• Do not encourage participants to send you personal e-mails, but rather use group communication with the fellow learners. In this way distance learning does not require more instructor effort than conventional teaching.

• Support individual searching but collaborative learning.

• Request absent messages (in e.g. a specific conference).


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• Give technical support, particularly in the beginning.

• Check participant presence and contact if necessary.

• Not too many conferences in the beginning, better to split or start new ones later.


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• Not too large homework assignments.

• Assist participants to reduce their too high personal self-demands on form quality.

• Check quality of work and react if necessary.


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• Distance studies can be combined with other activities.

• Lower cost for companies; ordinary job can partly continue.

• Access to a large pool of available course via the network.

• Individual curriculum can be designed.• Social contacts through meetings, network group

work and discussion conferences

Participants’ opinions 1(3)Pros

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• Instructors not trained for this form. • Still teaching colleges continue to train for

traditional teaching.• Distance studies require more participant

discipline.• Increased dropout risk.• Companies do not understand what it is.

Participants’ opinions 2(3)Cons

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• Companies believe it is very expensive.

• Companies believe in intensive courses at isolated places.

• Lack of human social contacts

Participants’ opinions 3(3)Cons

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• Participant accountability: contracts, moderator

• Project oriented learning

• Peer communication

• Face-to-face gatherings

• Activate

• Instructor in background but reacts

Conclusions

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It is over now

distance course for training trainers in the use of flexible learning and pbl rolf carlsson

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