10 innovative learning scenarios elaborated in the iLed project.
Pedagogy: Flipped Classroom
Lead: GOETHE; Co-lead: OULU + SoM
TOPIC: 10 innovative Authentic Learning Scenarios
Learners are provided with an introductory video and an interactive flipbook. The introductory video helps learners understand the structure, content and workflow of this unit. Additionally, introductory video along with the flipbook, provides a general overview of authentic learning scenarios, emphasizing their significance and application in higher education.
Learners will find ten short videos (5-10 min each) describing various authentic learning scenarios (see the list below). Each learner will need to choose at least two scenarios that prefer or plan to implement into their teaching.
Authentic learning scenarios:
To verify completion of this activity, learners need to mark "ACTIVITY COMPLETED" for the selected and analyzed videos. Learners will get points for completed activity.
ALTERNATIVE:
points from quizzes integrated in the interactive material
Learners take a quiz related to learning outcomes which is intended to help learner to check its understanding of a particular topic. This will help learners to achive a beter and deeper understanding of the topic and foster a more engaged and motivated approach to their education.
Can be combined with Lernbar
For each learning scenario a quiz is provided. Learners take those quizzess related to their chosen learning scenarios. Feedback explanations for each answer will be provided. Learners will be able to see the results of their choices.
QUIZZES ARE INTEGRATED IN THE LERN BAR. STUDENTS GET 2 POINTS TOTAL FOR EACH LERN BAR. AS THEY NEED 2 DONE, THAT TOTALS 4 POINTS (1+3).
Learners are provided with reading materials related to the definition and significance of selected authentic learning scenarios. In addition to the recommended articles*, they will be encouraged to further explore the authentic learning scenarios they wish to implement in their teaching.
*The recommended articles offer guidelines for implementing various learning scenarios in virtual and blended learning environments within higher education.
Learners are encuraged to search for the case study presenting successful implementation of authentic learning scenario. Learners needs to analyze the structure, characteristics, advantages and disadvantages of the selected authentic learning scenario.
Resources for learners are scientific literature, internet, youtube, slides, documents, and recommendated articles.
Learners describe their typical course in three to four sentences (Scenario, Advantages and disadvantages...) and compare its experiences in teaching in online- or blended learning with corresponding authentic learning scenario. In addition, learners should discuss the benefits and challenges of implementing the learning scenarios they selected during their case study investigation.
The purpose of this activity is to allow learners to share and reflect on their previous experiences. Learners will post their thoughts and respond to at least two peers.
Learners who post their experiences in the forum and respond to at least two peers will get a point.
CHANGE: It's a quiz, not a forum. 2 points.
Learners will use wiki to develop a first draft for an own design (a basic learning design) using the following structure:
The purpose of the activity is for learners to apply what they have previously learned. Learners should select a suitable scenario and prepare a draft for their own learning scenario.
Each group/person of learners is required to submit their learning designs for the selected learning scenario. Additionally, each group must evaluate the work of at least two other groups using a structured rubric or set of criteria provided by the course designers. By providing feedback on their peers' submissions, learners will further enhance their understanding.
Graded in Moodle under GRADING.
Learners engage in personal contact with others to share ideas synchronously, fostering a social component. Additionally, learners present their basic learning designs, receive feedback from teachers, and provide peer feedback on each other's results. This process encourages a more in-depth engagement with the content.
FOR THE MOOC VERSION:
A teacher chooses several examples of basic learning designs, presents and comments on them in a pre-recorded video for asynchronous watching. Participants can discuss the presented designs in the forum.
Learners are provided with the recommended articles related to the definition and significance of the learning strategies. They will be encouraged to further explore various learning strategies that can be implementated in virtual learning design.
Learners are provided with short videos (5-10 minutes long) along with other learning activites which explain specific strategies:
The purpose of the activity is for participants to actively and independently engage with the different learning strategies and motivational aspects.
To verify completion of this learning activity, learners need to mark "ACTIVITY COMPLETED". Learners will get a point for completed activity.
Learners are provided with video describing the importance of incorporating effective learning strategies into learning design to meet a varied needs of learners.
In general learners will learn how various learning strategies promote diverse learning styles for presenting various information to all learners, create inclusive, engaging, and effective learning experiences, facilitate personalized learning and enhance understanding and retention. It also covers cognitive and metacognitive strategies and their role in self-regulated learning, as well as the significance of learning motivation.
Learners should search for case studies showcasing successful implementation of various learning strategy.
The resources for searching case studies include Internet, written case studies and video examples.
To verify completion of this learning activity, learners need to mark "ACTIVITY COMPLETED" for analyzed videos. Learners will get a point for completed activity.
Learners engage in forum's discussions about applying a chosen learning strategy to selected case studies.
Each learner who participate in discussion presents a case study relevant to the learning strategy they believe it would be most effective for their learning scenario. Using the chosen strategy, learner discuss about a learning design that outlines how they would implement the strategy in the context of the case study.
At the end of the session, a learners should have a reflective discussion on the overall activity. Prompt questions could include:
Learners who post their experiences in the forum and respond to at least two peers will get a point.
Through discussion learners collect factors that inhibit or promote the motivation of learners and teachers on a concept board.
This activity will activate the learners in a collaborative task. All learners can contribute their own teaching (and learning) experiences to the collaborative result.
Learners upgrade their LD Drafts and add options to the wiki
The purpose of the activity is for learners to apply what they have previously learned. They re-design and upgrade their LD drafts from Unit 1.
The teacher checks the redesign in the wiki history.
Graded in Moodle under GRADING.
This activity allows the learners to receive the teachers' feedback and to give each other peer feedback on their re-designed LD drafts, which encourages a more in-depth engagement of the content.
FOR THE MOOC VERSION:
A teacher chooses several examples of basic learning designs, presents and comments on them in a pre-recorded video for asynchronous watching. Participants can discuss the presented designs in the forum.
