Kaunas ReOpen TM1

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  • ReOPEN project multiplier event in Kaunas Open Studies for Open

    Society

    November 9, 2017

  • Estela Daukien,

    Margarita Tereseviien

    Vytautas Magnus University, Lithuania

    Matthias Murawski,

    ESCP Europe Business School Berlin, Germany

    Designing non-formal open learning curriculum

    Training material for teachers

  • describe and explain the open learning philosophy and its building blocks

    plan non-formal open course description;

    design learning plan for non-formal open learning.

    Learning outcomes (3 UNITS)

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Unit 1. Open Learning

    Unit 2. Non-formal open learning curriculum characteristics

    Unit 3. Curriculum designing for non-formal open learning

    Units and Topics (3 Units)

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Unit 1. Open Learning

    Topic 1. Introduction to the open learning philosophy

    Topic 2. Student empowerment

    Topic 3. Active learning experiences, community and connectedness

    Unit 2. Non-formal open learning curriculum characteristics

    Topic 1. Formal, non-formal and Informal learning

    Topic 2. Structural features of non-formal open learning course

    Unit 3. Curriculum designing for non-formal open learning

    Units and Topics

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Unit 1. Open Learning

    Unit 2. Non-formal open learning curriculum characteristics

    Unit 3. Curriculum designing for non-formal open learning

    Topic 1. Variety of learning methods for non-formal open learning

    Topic 2. Planning non-formal open learning course preparation

    Topic 3. Preparing learning and marketing materials for non-formal open learning course

    Units and Topics

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Learners accessing freely available online content

    Learners enrolling on free open/distance learning courses

    Learners collaborating on open knowledge-building projects

    Learners sharing outcomes with one another

    M. Murawski, TM1 Unit1

    Some Principles of Open Learning

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Online classroom not a place where a teachers role is to pour expert knowledge into passive students who sit in rows of virtual desks

    Instead, students need to be encouraged to be actively involved in their own process of learning, through meaningful interactions with both the platform itself and the community of students and teachers that it connects

    Interaction as a success factor of open learning

    M. Murawski, TM1 Unit1

    Active Learning Experiences

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Formal, non-formal and informal learning (UNESCO, 2012)

    Please refer to TM1 of ReOPEN project for further details, references, etc.

    M. Tereseviien, TM1 Unit 2

  • Formal vs non-formal learning(Adopted from: Harrison, 2012)

    Control- hierarchical

    Purposes Long-term

    & general

    Content

    Academic

    Entry requirements determine

    Timing Long cycle

    Delivery system

    Self-governing/ democratic

    Purposes Short-term &

    specific

    Content

    Practical

    Clientele determined

    Timing Short-

    cycle/recurrent

    Delivery system

    Flexible Institution based

    Please refer to TM1 of ReOPEN project for further details, references, etc.

    M. Tereseviien, TM1 Unit 2

  • Structural features of open non-formal course

    Learning needs and expectations

    Curriculum

    Delivery

    Assessment

    Certification

    Non-formal open

    learning programme

    Please refer to TM1 of ReOPEN project for further details, references, etc.

    M. Tereseviien, TM1 Unit 2

  • Please refer to TM1 of ReOPEN project for further details, references, etc.

    M. Tereseviien, TM1 Unit 2

  • LO are competency based as designate exactly what students need to do, to demonstrate mastery of course material;

    LO are brief, clear, specific statements of what learners will be able to perform at the conclusion of instruction activities;

    LO allow visibility and portability of such outcomes in the lifelong learning system, in the labour market or in the community and recognition in formal system.

    Competencies, learning outcomes (LO)

    M. Tereseviien, TM1 Unit 2

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Acquisition oriented

    Participation oriented

    Contribution oriented

    Lectures

    Handouts or books

    Learning from the community

    Platform and activities

    Learners co-creators

    Co-authors

    Three pedagogical approaches (Kirkwood ,2014)

    M. Tereseviien, TM1 Unit 2

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Variety of learning methods for non-formal open learning

    by Kokcharov (2015)

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Assessment supports student learning best when: it captures sufficient student time on task and distributes

    this time evenly across weeks and topics; the time spent on task engages students in high levels of

    cognitive activity; it clarifies for students the goals they should be achieving; it provides sufficient good quality feedback, that is

    understandable, in time for it to be useful in tackling the next task; and

    in so doing, it develops students meta-cognitive ability to supervise their own learning in the future. (Gibbs, 2010)

    Assessment strategies for open non-formal learning

    M. Tereseviien, TM1 Unit 2

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Persons demonstrating all prescribed competences in an accredited course or training program should obtain a credential or statement of attainment which is recognized within the national qualification framework.

    In a case non-formal learning program is guided by a formal curriculum, credential should state not only completion fact of the program but also its connectedness to the formal learning programs and institutions.

    Certification

    M. Tereseviien, TM1 Unit 2

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Individual learning methods

    Active concept mapping,

    written assignments (projects, essays, reports, etc.),

    reflections,

    content based games or simulations,

    self-evaluation tests,

    inquiry based learning

    Passive

    listening to lectures,

    looking at pictures,

    watching the videos or video/audio presentations,

    reading papers or slides;

    E. Daukien, TM1 Unit 3

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Group learning methods

    Active discussion forums,

    peer review projects,

    role-playing,

    group debates,

    written assignments (group projects, reports, essays etc.),

    problem solving or project based learning.

    Passive

    listening to lectures,

    looking at pictures,

    watching the videos or video/audio presentations,

    reading papers or slides.

    E. Daukien, TM1 Unit 3

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Guide teachers in Understanding what open learning is Elaborating characteristics of the ideal teacher for open

    learning

    forming and defining requirements and preparing a learning plan for non-formal open learning course

    Provides templates for Non-formal course description self-learning or mentored learning (learning in groups) course

    plan for your learners Tools to check if the course is prepared for non-formal open

    learning.

    TM1 Assignments

    Please refer to TM1 of ReOPEN project for further details, references, etc.

  • Put yourself in the learners shoes.

    Before that lets find out who you are?

    Assignment

  • Answer questions in AnswerGarden.ch/ -

    Limit your answers with 20 characters

    Provide as many asnwers as you needs

    Time for learning how long should the course last?

    Intensity how many hours could you spend for learning each week?

    Synchronous or asynchronous consultations

    Individual tasks or groups activities?

    Learning material - downloadable or accessible online? Adapted for mobile learning? More readings, videos or learn by doing activities?

    Assignment Put yourself in the learners shoes