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)
Nov 01, 2014
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.
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© 2012 MuLLLti (Blieck, Goeman, Vandeput and Van Laer) under a Creative Commons Attribution-ShareAlike license: http://creativecommons.org/licenses/by-sa/3.0/.