I-KNOW'04 -- Hybrid Learning Track ([email protected]) Title Title Subtitle Subtitle BLESS BLESS A Layered Blended Learning A Layered Blended Learning Systems Structure Systems Structure Michael Derntl, Michael Derntl, Renate Motschnig Renate Motschnig Department of Computer Science Department of Computer Science University of Vienna University of Vienna [email protected][email protected]I-KNOW’04 – Hybrid Learning Graz, Austria June 30, 2004
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BLESS A Layered Blended Learning Systems Structure
BLESS A Layered Blended Learning Systems Structure. I-KNOW’04 – Hybrid Learning Graz, Austria June 30, 2004. Michael Derntl, Renate Motschnig Department of Computer Science University of Vienna [email protected]. Background. Blended Learning activities at the CS D ep artment - PowerPoint PPT Presentation
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Blended Learning activities at the Blended Learning activities at the CS DCS Depepartmentartment– Computer science and business informatics courses (BSc, MSc,
PhD)– Stepwise, “piecemeal” introduction of ICTs
HOW TO...HOW TO......capture these experiences?
...share these experiences,make them available for reuse?
...understand different effects of different course designs?
...decompose complexity inherent in blended educational scenarios?
GapGap between learning theories / didactic baseline between learning theories / didactic baseline and learning technologies –and learning technologies –– What lies between?– How can we project learning theories onto learning platforms
in a situated way?– How to employ technologies to enrich learning processes?
Current state of researchCurrent state of research– Phase of experimentation: scattered among experience
reports, surveys, opinions, …– A myriad of issues is addressed (technical, didactical,
hypermedia, usability, …) Lack of integrative investigation
Change induced by Change induced by learning theories and learning theories and technologytechnology– Learning theory as primary driver– Learning technology as primary enabler
Research methodology employed forResearch methodology employed for– Design– Evaluation Incremental improvement, coping with complexity
Models have long tradition (not only) in Models have long tradition (not only) in Computer ScienceComputer Science Primary means of conceptualizing real world
OriginOrigin– Visual models of learning activity flows in courses– Identification & description of general or recurrently ‘successful’
patterns
Targeted support of blended learning patterns on learning platforms
Web-based support of patternsWeb-based support of patterns– Data-intensive learning scenarios (e.g., evaluations, contracts,
etc…)– Distributed and/or online scenarios
In our case: In our case: CEWebSCEWebS– Web service based, modular architecture– Each Web service implements the Web templates of a pattern– see J. Mangler @ 16:15