Identification of the case
Context: higher education
Course: This learning trajectory belongs to the training package for the teachers and lecturers; all the teachers of the college could participate.
Central need : The teachers need or want to offer their course unit in another way and are searching for ways to make this possible, didactically (what is legally possible), as well as technologically (which sources can be used with or without Blackboard). This information forms the content of 9 modules. These modules are/were also being offered as face-to-face workshops, but due to a lack of time, inconveniences to get there, etc., the interested teachers often could not participate. That’s why the content was also offered online.
During this online trajectory the participants do not meet in person (unless they would accidentally be at the same campus), but they need to give each other feedback and share personal information (e.g. their approach, concerns, etc.). During this introductory workshop, the participants choose their ‘buddy’, and get to know their coaches and peers, who also follow this learning trajectory.
Content Component
During the workshop 10 didactical questions are covered : Objectives, Target audience, Prior knowledge, Evaluation, Design, Instructional methods, Different forms of blended learning, Motivation, Learning materials and ECTS-file and course directories.
Pedagogical Component
Objectives
During the workshop we aim at 3 goals:
- Teachers start with the design of their course, based on several didactical questions.
- Teachers get information about the further developments of the (online) trajectory; those who are interested to start, can let their laptop be operationalised immediately.
- Teachers get to know each other as peers (through their immediate collaborations), so that there is less hesitation to give each other online feedback. They also choose a buddy as their sparring partner.
Instructional methods
The participants prepare several things prior to the start of the workshop.
During the workshop, different instructional methods are used: lecture, flipped classroom, self-reflective exercises, group-discussion, groups for small-talks, etc.
Evaluation
There is no evaluation. The participants need to hand in the design that they proposed for their course unit, as a kind of ‘enrolment’ for the online learning trajectory. During the online learning trajectory they make an exercise for each module, on which they will receive feedback.
Technological component
This is a face-to-face workshop, in groups of approximately 10 persons. Through Blackboard they can explore Prezi presentations, streamed videos and websites and documents, which will be used during the workshop.
If the students have concerns about the technological aspects of the online learning trajectory, they can bring their laptop and their concerns will be addressed immediately (after the workshop has ended).
