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A Pedagogical Model for Science Education throughBlended LearningCitation for published version (APA):

Bidarra, J., & Rusman, E. (2015). A Pedagogical Model for Science Education through Blended Learning.

Document status and date:Published: 17/12/2015

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A PEDAGOGICAL MODEL FOR SCIENCE EDUCATION THROUGH BLENDED LEARNING

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CONFERENCE

29TH OCTOBER 2015, HAGEN, GERMANY 

EADTU ‐ THE ONLINE, OPEN AND FLEXIBLE HIGHER EDUCATION CONFERENCE

29TH OCTOBER 2015, HAGEN, GERMANY José Bidarra (Universidade Aberta, jose.bidarra@uab.pt)Ellen Rusman (Open Universiteit, ellen.rusman@ou.nl)

CLASSROOM

ONLINE

MOBILE

IMMERSIVE

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Changing labour market High turnover rate of knowledge Widespread and new practices of technology use

in daily life Students will work in “not-yet-invented” jobs Adaptation to a global and connected world

EMERGENCE OF NEW CHALLENGES IN EDUCATION

WHY ANOTHER MODEL?COMPLEX DEVELOPMENTS IN SOCIETY

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Few students pursue a career in sciences The educational system does not motivate students

science studies (STEM) perceived as more "difficult" than other fields

highly theoretical orientation, not related to recognizable daily problems of learners

negative ‘image’ of STEM among younger students (nerdy, weird, abstract, complex…)

Society needs professionals with a technical background High schools and universities need to “reconsider”

traditional teaching methods

THE PROBLEMSCIENCE EDUCATION (REF. OECD, PISA IN FOCUS, 2015)

ClassroomLearning

Online Learning

Mobile Learning

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Potential affordancesfacilitating learning processes

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Digital lifestyle & learning• Search, analyze and create digital information

where and when the user wants (at their own pace) using various media

• Master a procedural knowledge about digital media and global communications

• Make (professional and private) decisions in the context of a networked society

• Apply creative skills to solve new problems (technological and methodological)

• Engage in collaborative work with others5

Pervasive learning• Pervasive learning is a social process that

connects learners to communities consisting of devices, resources, people, and culture, so that students can experience a relevant and meaningful learning process by accessing and authoring specific content (text, images, audio, video), in locations and at times that they find meaningful and relevant.

• Learners may experience a continuous or seamless learning process by means of the affordances reachable via mobile and b-learning technology. A bold but disruptive approach is to share responsibility for orchestration between the teacher the students and the technology (Sharples, 2013).

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The mobility context

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Educational technologiesFor the first time in history we have resources and mobile educational technologies that cost nothing to governments and schools:

– Smart mobile phones (most students have one);– Networking software (freely available, e.g.

Hangouts, Messenger, Skype);– Learning applications (freely and increasingly

available, e.g. Apple Store, Google Play);– Open educational resources (in growing supply,

e.g. MOOCs, iTunes U, Khan Academy).

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Context of a XXI Century Literacy

• Digital Literacy – the ability to communicate with a global community to discuss issues, gather information, and seek help;

• Global Literacy - the capacity to read, interpret, respond, and contextualize messages from a global perspective;

• Technology Literacy - the ability to use computers and other technology to improve learning, productivity, and performance;

• Visual Literacy - the ability to understand, produce and communicate through visual images;

• Information Literacy - the ability to find, evaluate and synthesize information.

(Brown et al., 2005)

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Context of XXI Century Skills

• Creativity– the ability to develop from scratch new solutions to emerging problems (communication, digital literacy);

• Critical thinking- the capacity to read, interpret, and evaluate new information (citizenship, communication, digital literacy;

• Problem solving- the ability to make decisions and implement the best solutions (communication, collaboration, digital literacy);

• Productivity- the ability to be more productive and apply higher level skills (ICT competences are important).

(Voogt & Roblin, 2012)

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Digital storytelling• Storytelling is based

on a set of four elements that are still valid in the digital age:– A narrator– A plot– A setting– Characters

• There is usually a conflict of some kind, for example:– Conflict between one

person and another or between groups;

– Conflict between a person and the natural environment;

– Conflict between an individual and the society.

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Gamification

• "the use of game design elements in non-game contexts" (Deterding et al., 2011, p.1)

• A common implementation of gamification is to take the scoring elements of video games, such as points, levels, and achievements, and apply them to a work or educational context.

• The concept has been around for some time through loyalty systems like frequent flyer miles, green stamps, and library summer reading programs. 12

Time-Space Matrix(Johansen’s, 1988) 

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Flipped class & SPOCs(Small Private Online Courses)

(Brian White, edX)

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Blended learning framework• Context: establish learning processes regarded not as

isolated variables within controlled settings, but as components to be understood in more realistic, authentic situations (closer to work and life environment).

• Technology: enable learners to create portfolios and digital artefacts, affording a more ‘seamless’ learning experience, using software that combines a variety of multimedia tools including text, still images, audio, video and Web publishing.

• Pedagogy: develop strategies that are flexible in terms of location, time and pace, and valuable and feasible to the learner, according to his/her learning style, personal needs and learning context(s). 15

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Context (What, Where, By Whom)Technology (How, When)Pedagogy (Who, Why, How, When)

SLAMSCIENCE LEARNING ACTIVITIES MODEL UMBRELLA CONCEPTS

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• Right motivational context• Adequate technology mix• Learner centered approach• Effective, valuable and

feasible learning activities• Accurate assessment• Optimal guidance & support

KEY ASPECTSAND SUCCESS FACTORS

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• Establish a framework and design guidelines for blended learning activities in science education and learning in order to/with the aim to: - raise interest of youth in (and change image of) science- improve motivation - meet societal needs

• Design with high motivational impact, authentic settings and ‘bridging’ existing boundaries in education and learning

• Use today’s flexible, interactive and immersive technologies• Test model in the field for impact and blended learning quality

CONCLUSIONSAND FUTURE WORK

DESIGNING A COLONY ON MARS

Dutch Secondary Education 22

Thank you for your attention!

José Bidarra (DCeT, Universidade Aberta, jose.bidarra@uab.pt)Ellen Rusman (Welten Institute, Open Universiteit, ellen.rusman@ou.nl)

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