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Slide 1: holistic perspectives on a blended learning environment an inter-disciplinary bachelor report
Slide 2: holistic? blended learning? looking at the big picture mixing online & real-life experiences 2
Slide 3: central question how can we make it* better? *it = learning, teaching and IT systems in this specific context 3
Slide 4: the challenge learning is not limited to – who? – a single teacher knowing everything – what? – a set body of standards – where? – the classroom – when? – a certain period in life – how? – one strategy or approach – why? – the same motivation for everybody 4
Slide 5: structure 1. 2. 3. 4. 5. 6. 7. context individual group technology quality changes future 5
Slide 6: context • innovative business services • satakunta university of applied sciences 6
Slide 7: individual 7
Slide 8: group 8
Slide 9: technology: what? 9
Slide 10: technology: how? 10
Slide 11: every piece is unique but… 11
Slide 12: common challenges people grouping, peeking, usability, fragmentation technology process integration, too many places content sharing, quality definition, publishing 12
Slide 13: quality 13
Slide 14: quality heuristics check-lists 14
Slide 15: change suggestions 15
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Slide 18: future options? • • • • IBS as a facebook application? all coachings on Skype or in Second Life? mandatory attendance in all sessions? … • how is IBS different? • what is the key value proposition? 18
Slide 19: simple scenarios individual curator artist re-use remixer knowledgeworker creation large network 19
Slide 20: a curator • • • • knows sources/people takes time to select material displays it in a closed environment and gets money for letting people in • example: exhibition, newspaper, library • core principle: keeping a cultural heritage 20
Slide 21: an artist • pursues original ideas • expressed in selected, varying doses • takes inspiration from history & observation • example: journalist, painter, musician • core principle: truth, beauty, emotion 21
Slide 22: a remixer • re-purposes & combines (unrelated) material • piggybacks on recognition of original sources • more inputs, more outputs, less control • example: Grey Album, Girl Talk, GoMix.com • core principle: stretching imagination 22
Slide 23: a knowledge-worker • has to balance all the previous roles • is constantly exposed to a large network of collaborators (colleagues, partners) • has to find a way to add value to others’ work • example: securities analyst, consultant, coach • core principle: tangible, effective results 23
Slide 24: so what? individual improve judgement foster creativity re-use train tool- & material-usage ease collaboration creation large network 24
Slide 25: … but how? individual facilitated discussion design thinking re-use limited tools, consistent training, conventions integrated, social, boundary- less technology creation large network 25
Slide 26: two things to do 1. pick the roles to train people for 2. make sure technology supports them in every possible way 26
Slide 27: more, smaller circles 27
Slide 28: serendipity & innovation “In the fields of observation chance favors only the prepared mind.” Louis Pasteur to create innovative business services, students need to find the unexpected technology can foster and ease discovery, regular exchange and production 28
Slide 29: 21st century learning? there’s an app for that 29
Slide 30: thank you! questions, critique, tomatoes?
Slide 31: sources slide 2 • blender image: http://blubberybastard.tripod.com/scrimshaw/blendr.jpg • earth sketch: static.howstuffworks.com/gif/earth-day-activities-57.jpg slide 10: The knowledge funnel, Roger Martin slide 11: • • • • • Anderson et. al. 2004, David Armano (2x) Merill's instructional design guidelines (from Schneider 2005) 7 wastes in lean manufacturing (compare eg. Womack 1996) Taylor and Maor's socio-constructivist features of online teaching (from Schneider 2005) IsoMetrics Usability Categories, operationalized from ISO 9241, Part 10 (Gediga, Hamborg 1999) slide 22: David Armano, darmano.typepad.com/logic_emotion/visualizations/ slide 23: Louis Pasteur, Lecture, University of Lille (7 December 1854) 31