WP4: Performing mixed learning experiment
AIMS
This is the one of the most important task of CeLGAS Pilot Project. Realization of this task verify theoretical and practical aspects of modern vocational techniques using novel - mixed - conventional and e-learning methods.
The start and finish dates and overall duration
After finishing WP3 up to end of project - total duration 274 days.
Total number of staff days
| WP4 | |
| Managers (ISCO 1) | 54 |
| Researchers (ISCO 210, 220, 240) | 81 |
| Teachers/trainers (ISCO 230) | 47 |
| Technical (ISCO 3) | 48 |
| Administrative (ISCO 4) | 30 |
The role and the tasks of each partner involved
- P1,P7 - responsible for performing teaching experiment
- P1,P2,P3,P4,P5,P6,P7,P8 - engaged in the task
The working methods and techniques
A learning process may be executed in various models. "CeLGAS" proposes to apply "Blending Learning" as a general methodology of distance learning (see tab. E.1.4.1). Partners propose to use the "3d" Jackson classification model as a final - most efficient model. Some elements of synchronous model may be included into system, but it may be done after finishing pilot phase, and obtaining series of data for quality learning process verification.
The innovative attitude in e-learning methodology is applying of several traditional educational techniques in the teaching process. This may be necessary because of restrictions of some educational tools used in the teaching process.
"Blended Learning" has been a hot topic at both academic and corporate online learning conferences lately. As with all coined terms, "Blended Learning" seems to mean different things to different people.
"Blended Learning" is often used to indicate the combination of asynchronous self-study with traditional classroom, face-to-face activity. We can easily validate this type of "blend" since traditional colleges and universities have used it for 200 years: faculty teach in live, instructor-led events and then assign homework (an asynchronous activity) as follow up.
Blended learning would therefore seek the optimum blend of self study, instructor-led events, and group collaboration - each potentially deployed in a blend of asynchronous or synchronous modes - appropriate for a learning outcome. It would embrace all delivery vehicles (traditional, web-based, computer-based, etc) and select for that "Blend" that best fits the needs of its stakeholders (which would include instructors, students and supporting institutions). Web based delivery is attempting to address all three Learning Formats, with varying degrees of maturity and success. Successful distance education programs seek to combine (or "blend") all three formats of learning (self study, instructor-led events, and group collaboration) delivered in both delivery deployments (asynchronous and synchronous) within programs of study.
WP 4.2 Teaching phase of test course