University of Hertfordshire

By the same authors

Enabling teachers to embed change for the adoption of blended collaborative learning solutions

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Original languageEnglish
Title of host publicationProceedings of the 10th International Conference on E-Learning (ICEL) 2015
PublisherAcademic Conferences and Publishing International
ISBN (Print)1910810258 , 9781910810255
Publication statusPublished - 25 Jun 2015
Event10th International Conference on e-Learning 2015 - Nassau, Bahamas
Duration: 25 Jun 201526 Jun 2015

Conference

Conference10th International Conference on e-Learning 2015
Abbreviated titleICEL-2015
CountryBahamas
CityNassau
Period25/06/1526/06/15

Abstract

Abstract: This paper focuses on a subset of a wider international project between the University of Hertfordshire in the United Kingdom and Universidad Autonoma de Baja California (UABC) in Mexico. The focus of the project is on the practice of blended learning using the dialogic shamrock framework which combines the concepts of learner centric, socio cultural and dialogic perspectives on collaborative learning and technology, in meeting the needs of learners in the 21st Century. In this context blended learning is defined as the use of technology to supplement campus based learning with a view to enhancing the learning and teaching experience.

The methodologies implemented by the facilitator during a series of workshops to enable teachers to lead and embed change for the successful adoption of blended learning solutions in collaborative learning is presented with a discussion of the effectiveness of these methodologies.

Teachers were invited to attend a presentation and participate in one of a series of workshops. Participants at the workshop were from different disciplines from across UABC and teachers from local institutions with experience of a range of technological and pedagogical practices and school cultures. Examples of blended learning solutions using the dialogic shamrock framework were presented to the teachers. They were invited to work in interdisciplinary groups during the workshop and to design a blended learning solution to support collaborative learning for implementation within their own practice. Furthermore, teachers were encouraged to engage in a blended learning knowledge exchange activity where participants were invited to highlight the knowledge and support needed and offer knowledge and support to colleagues.

The effectiveness of the workshop methodologies is supported by outcomes from the workshops in the form of examples of blended learning solutions designed by the teachers. Furthermore photographs and other artefact produced during the workshops present visual confirmation of the blended learning design processes adopted by the teachers. Moreover, there are some interesting findings from the blended learning knowledge exchange activity which provides valuable insights into the teachers existing knowledge and skills. Also the necessary training for teachers wanting to embed blended learning solutions into their practice is presented, as well as the technologies that they use and the technological and pedagogical support necessary to implement blended learning solutions with a view to, enhancing the learning and teaching experience.

ID: 10715571