mulllti_diverse2012
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MuLLLti
Blended Learning for Lifelong Learners in a Multicampus Context.
DIVERSE 2012 – “Enrich the learning experience”
04 07 2012
Y. Blieck, K. Goeman, L. Vandeput, S. Van Laer (KHLeuven) (HUBrussel) (KHLeuven) (KU Leuven)
LLL1
• Age: 25• Bachelor marketing• Workweek 60-70h
• Interested in master Psychology out of interest and for professional purposes. Would like to graduate at 30
Photo: http://www.cepolina.com/fr/sourire_les_gens_fille_lunettes.htm
LLL2
• Age: 58• Master Economics• Currently unemployed
• Looking for a new professional challenge. Interested in a teacher education program
image © <A HREF="http://miro.openphoto.net">MIROSLAV VAJDIĆ</A> for <A HREF="http://23895.openphoto.net">openphoto.net</A> CC:Attribution-ShareAlike
LLL3
• Age: 28• Master of Law• Has resigned from job
• Looking for other professional challenge. Not sure what.
image © <A HREF="http://pinarkbulut.openphoto.net">pinar </A> for <A HREF="http://17953.openphoto.net">openphoto.net</A> CC:Attribution-ShareAlike
LLL4
• Age 50• Housewife• (did not finish high school)
• Wants to finish high school and then pursue studies at university
image © <A HREF="http://rrosales.openphoto.net">Rene Rosales</A> for <A HREF="http://7624.openphoto.net">openphoto.net</A> CC:Attribution-NonCommercial
To conclude: possibilities and challenges for all
To conclude: possibilities and challenges for all
- WHO ARE THEY?- WHAT IS LLL?- MULLLTI- CHALLENGES FOR LLL
Lifelong learning (LLL)
Lifelong learners who are they?
• Age
• Motivation and interest?
• Origin of motivation…
• Workload
• Family
• Prior education
MuLLLti – lifelong learners
• students in formal Higher Educational Institutions (HEI’s)
• who often combine work and study
Challenges for LLL in higher education
• Educational
• Social
• Economical
http://www.flickr.com/photos/robinvanmourik/488068701/ http://creativecommons.org/licenses/by-sa/2.0/deed.en
To conclude: possibilities and challenges for all
- INCREASING DEMAND- CHALLENGES FOR HEI
LLL and higher educational institutes (HEI)?
Increasing demand
• Knowledge society • Initial diploma quickly loses value• Diploma no lifelong guarantee for proper professional
functioning• Shortage of human capital
=> Lifelong learning high on the agenda in various organisations :
Challenges for HEI
• Face mismatch skills levels and jobs requirements
• Open flexible learning pathways
• A lifelong approach to learning
• Reform themselves in order to adapt
• Be open for cooperation on all levels
MuLLLti – some observations so far...
• LLL is a concern for our institutions
• But:
• Effective participation of adults is low
• Nog aanvullen
To conclude: possibilities and challenges for all
- WHAT IS BLENDED LEARNING?- WHY IS IT CONSIDERED?- TYPES OF BLENDS?- HURDLES TO TAKE
Can Blended Learning help?
What is Blended Learning?
• Variety of definitions
• “a combination of face-to-face learning experiences and on-line learning experiences”
• Describes an instructional rather than learning approach
• Risk to define Blended Learning in this narrow way
MuLLLti – Blended learning
“A good blend is a mix:
- of study materials,
- of didactical activities of the instructor/designers and
- technology based or enhanced learning activities
that contributes to the realization of the objectives,
which motivate and challenge the students to show the best of themselves.”
(Vandeput, 2011: p.1.11).
Why consider Blended Learning?
1. To increase accessibility to education
2. Can act as catalyst to transform traditional approaches of instruction and teaching
3. Enhance cost and resource effectiveness
http://www.flickr.com/photos/wakingtiger/3157621376/sizes/m/in/photostream/ http://www.flickr.com/photos/xandercage/4642632285/sizes/m/in/photostream/ http://www.flickr.com/photos/drb62/2474763910/sizes/m/in/photostream/
Why consider Blended Learning?
1.
Improved learning outcomes should remain the reason to consider BL
(Mitchell and Honore, 2007; Trasler, 2002 in Poon et al. (2010)).
http://www.flickr.com/photos/wakingtiger/3157621376/sizes/m/in/photostream/ http://www.flickr.com/photos/xandercage/4642632285/sizes/m/in/photostream/ http://www.flickr.com/photos/drb62/2474763910/sizes/m/in/photostream/
Blended Courses can offer solutions
• Increased access
• Increased flexibility
• Suited to educational needs
• Suited to social needs
• Active engagement
• Connection to real life contexts
Types of Blends…What learner activity does the technology allow?
Graham & Robison (2007)In Picciano, A. and Dziuban, C. (EDs.) (2007). Blended Learning: Research Perspectives. United States of America: the Sloan Consortium.
Transforming Blends?
• Four fundamental characteristics of effective learning environments (Roschelle et al., 2000):
– Active engagement
– Participation in groups
– Frequent interaction and feedback
– Connections to real world contexts
MuLLLti – some observations so far…
• Course re-design seems difficult for lecturersInstructional design and pedagogy
• Their technological competencies vary
• Copyright can be an issue but Creative Commons and Open Educational Resources are not considered at this point
• LLL / BL seems not a concern to all lecturers
Possible within one institution?
• Sufficient Blended courses have to be offered
• Course design involves a lot of effort (know-how as well as time and costs) for the HEI
• Participation rate of LLL in HEI?
• Unlikely that HEI’s will be able to redesign any, if enough, courses to increase accessibility for lifelong learners
To conclude: possibilities and challenges for all
- MCE- IMPLICATIONS
Can Multicampus Education (MCE) help?
MuLLLti – Multicampus Education
‘Education that is designed, developed implemented, supported and/or assessed between two or more geographical sites’.
(Multicampus education within KU Leuven Association).
Multicampus Education (MCE)
• Spearhead of KU Leuven Association
• Institutions can choose to combine resources (staff and infrastructure)
• Several institutions could provide entire curricula (for lifelong learners)
• Cooperation can be regional, national and international
MuLLLti – 3 MCE groups1. Social Work
2. Teacher Education
3. Business Administration
Some implications of BL in MCE
• New teaching roles for lecturers
• Copyright, Creative Commons and Open Educational Resources
• Quality Control
MuLLLti – some observations so far?
• Co-operation between lecturers / institutions is challenging e.g.- Level (professional bachelor vs. academic bachelor)- Experience with LLL - Experience(s) with BL
• aanvullen
To conclude: possibilities and challenges for all
MuLLLti
• Project Leader:Luc Vandeput: [email protected]
• Project assisstant: Yves Blieck: [email protected]
• Twitter: @MuLLLti
• Projectpartners:
Relevant literature
• Boeren, E. & Nicaise, I. (2009). Onderwijs voor volwassenen: wie neemt deel en waarom?in L. Vanderleyden, M. Callens & J. Noppe (red.), De Sociale Staat van Vlaanderen 2009, pp. 315-333. Brussel: Studiedienst van de Vlaamse regering 466 p., ISBN 9789018179106 publicatienr. 1277
• Flllex consortium (2012). FLLLEX: Towards an institutional strategy for lifelong long learning in professional higher education (in press).
• Picciano, A. and Dziuban, C. (EDs.) (2007). Blended Learning: Research Perspectives. United States of America: the Sloan Consortium.
• Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N. & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. Children and computer technology, 10(2), 76-101.
Any part of this document may be reproduced without permission but with attribution to the authors.
© 2012 MuLLLti (Blieck, Goeman, Vandeput and Van Laer) under a Creative Commons Attribution-ShareAlike license: http://creativecommons.org/licenses/by-sa/3.0/.