This essay aims at presenting the model adopted by the University of Foggia to design blended learning courses. This model includes the development of educational paths within curricular courses, as well as paths for initial teacher training. Specifically, constitutive elements of supplied courses will be described with the intent of outlining the constants within the design: 1. a balance between online and face-to-face interaction/activities, 2. a planning schedule for the courses (activities, resources, teaching interactions), and 3. the role of scaffolding figures, such as instructors, tutors or coaches. The description of these elements allows us to consider wider aspects linked to online education, such as re-designing traditional face-to-face courses (academic teaching); defining certification and acknowledgment for online activities; and organizing teaching activities for specific situations: from teacher training to meeting the needs of first-year students. For this reason, examples taken from our experiences of design and development conducted by the University of Foggia will be provided in two areas: blended courses for initial teacher training, and courses for students currently enrolled at the University of Foggia. Lastly, scenarios and future perspectives of development will be proposed, including micro-experiences of participatory design with users, and tracking systems able to inform a continuous evidence-based revision of the same courses.

The blended learning model for degree courses and initial teacher training: the University of Foggia experience

Anna Dipace;Pierpaolo Limone
2016

Abstract

This essay aims at presenting the model adopted by the University of Foggia to design blended learning courses. This model includes the development of educational paths within curricular courses, as well as paths for initial teacher training. Specifically, constitutive elements of supplied courses will be described with the intent of outlining the constants within the design: 1. a balance between online and face-to-face interaction/activities, 2. a planning schedule for the courses (activities, resources, teaching interactions), and 3. the role of scaffolding figures, such as instructors, tutors or coaches. The description of these elements allows us to consider wider aspects linked to online education, such as re-designing traditional face-to-face courses (academic teaching); defining certification and acknowledgment for online activities; and organizing teaching activities for specific situations: from teacher training to meeting the needs of first-year students. For this reason, examples taken from our experiences of design and development conducted by the University of Foggia will be provided in two areas: blended courses for initial teacher training, and courses for students currently enrolled at the University of Foggia. Lastly, scenarios and future perspectives of development will be proposed, including micro-experiences of participatory design with users, and tracking systems able to inform a continuous evidence-based revision of the same courses.
978-90-79730-25-4
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11369/402415
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