Adapting to the New Education Paradigm in times of transformational changes posed by COVID-19
Essentials of a Blended Learning Approach
The COVID-19 pandemic has made evident the need for a full renovation of the way we teach. The traditional classroom content and the online content must overlap and compliment and scaffold each other. Learn how to combine your traditional offline classroom with online teaching and activities. The traditional classroom content and the online content must overlap to some extent, and must compliment and scaffold each other, for the learning to be blended. A blended learning activity that is well-designed can combine all the benefits of the traditional classroom (conversation and interaction) with the benefits of the online classroom (mobility and flexibility).
- To be agreed with the participants
Teachers, educators, employers and employees of educational centres, staff of bodies providing career guidance, professional counselling and information services, educational managers.
- Introduce the concept of Blended Learning and its main features;
- Provide the tools and techniques to incorporate a blended learning approach in participants’ educational programmes;
- Understand the essential elements for successful planning and management of blended learning programmes and projects;
- Familiarise with techniques, tools and resources for developing effectively their own educational offer ;
- Familiarise with techniques for ensuring high quality standards of the results;
- Be able to apply practices for monitoring the project performance and ensure the implementation.
- Help participants to identify the most suitable methodologies, tools and techniques learnt with their target groups;
- Provide skills and competences to incorporate ICT in educators’ everyday teaching.
· Introduction to the Course
· Presentation of organisations taking part in the training course
· Initial Self-Assessment
· Introductory working session: why do we teach and how do we make it effective.
· What is Blended Learning? When should educators use Blended Learning?
· The Blended Learning Process: Learning Outcomes, Lesson Plans, Storyboards, Copyright and Creative Commons.
· Practical Session: analysis of the outcomes of Blended Learning: benefits and challanges.
· Blended Learning common roles: the students, the educator and the manager. Establishing effective dialogue.
· The student: computing basics, how students should conduct themselves online and how to work effectively in Teams.
· Educational Project Design: Identifying and Sequencing Tasks, Action Plan.
· Good practice cases: educational strategies to create the blended content.
· Selecting a topic blend and exploring possible ways to blend.
· Advanced activities: development of presentations, podcasts, videos, documents, game-based learning and search activities.
· Monitoring and Evaluation Planning, Resource Identification
· Usability, Accessibility and Universal Design.
· Challenges, Pitfalls and Choices: providing flexibility, giving quality feedback and Ensuring Confidentiality.
· Peer Discussion and review
· Final self-assessment
· Final evaluation of the course
- Certificate of attendance including description of training content and time input
- Europass Mobility Certificates – to be issued by the applicant’s National Agency
Pre-arrival activities, Impact evaluation and Follow up
Before their arrival, all the participants will be requested to complete a short evaluation questionnaire in relation to their competencies in the course topics. They will be requested to complete a similar questionnaire three months later to assess the impact of the skills acquired in the course (e.g. any feedback from their students, their colleagues or other partners or teachers that they have involved by applying the new practices they have acquired).
Our course trainers will act as mentors to all the participants in our course in order to support them in their new professional prospects in the area of training and education.