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Introduction of a Blended Learning Program

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<ul><li> 1. Introduction ofa Blended Learning Program by Leslie Simonfalvi International Teacher Training &amp; Development College Comenius Conference Vienna 23rd June, 2006</li></ul> <p> 2. Definition Map of Blended Learning As I See It Blended Learning 3. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning 4. 5. blended 6. blended combined or mixed together so that the constituent partsare indistinguishable 7. blended combined or mixed together so that the constituent partsare indistinguishable </p> <ul><li>integrated </li></ul> <ul><li>amalgamated </li></ul> <ul><li>merging </li></ul> <p> 8. blended combined or mixed together so that the constituent partsare indistinguishable </p> <ul><li>integrated </li></ul> <ul><li>amalgamated </li></ul> <ul><li>merging </li></ul> <p>Peer-learning and homejoyare blended together into a joyful learning journey with no stress and no risks. 9. blended combined or mixed together so that the constituent partsare indistinguishable </p> <ul><li>integrated </li></ul> <ul><li>amalgamated </li></ul> <ul><li>merging </li></ul> <p>Peer-learning and homejoyare blended together into a joyful learning journey with no stress and no risks. The constituent parts are each others Figure andGround as in Gestalt Psychology 10. What we blend </p> <ul><li>peer-learning with e-learning</li></ul> <ul><li>classroom teaching with e-teaching </li></ul> <ul><li>classroom time with individual time </li></ul> <ul><li>classroom space with individual space </li></ul> <ul><li>classroom psychology with e-mentoring</li></ul> <ul><li>classroom-management with self-management and </li></ul> <ul><li>with knowledge management </li></ul> <ul><li>different study materials </li></ul> <p> 11. </p> <ul><li>Blended Learning</li></ul> <ul><li>Component Blends with separate delivery </li></ul> <ul><li>channels; keyword: HAVE </li></ul> <ul><li>Integrated Blends with a mutually </li></ul> <ul><li>supportive structure; keyword: TAKE </li></ul> <ul><li>Collaborative Blends with a mutually </li></ul> <ul><li>supportive peer-learning group;</li></ul> <ul><li>keyword: BRING </li></ul> <ul><li>Expansive Blends with direct channels into </li></ul> <ul><li>using what we have learned in our fields of </li></ul> <ul><li>profession; keyword: USE </li></ul> <p> 12. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G 13. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly micro-teaching, nano-teaching, and pico-teaching in a dynamic relationship. 14. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly micro-teaching, nano-teaching, and pico-teaching in a dynamic relationship. It is more on the micro-macro borderline in a more static relationship. 15. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly micro-teaching, nano-teaching, and pico-teaching in a dynamic relationship. It is more on the micro-macro borderline in a more static relationship. We never teach anything with itself. 16. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly micro-teaching, nano-teaching, and pico-teaching in a dynamic relationship. It is more on the micro-macro borderline in a more static relationship. We never teach anything with itself. We teach everything with the help of everything we have taught before. 17. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly active that is fast developing towards the proactive. 18. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly active that is fast developing towards the proactive. Mainly reactive that is steadily developing towards the active. 19. e-Teaching vs Teaching Face-to-Face e- T E A C H I N G T E A C H I N G Mainly active that is fast developing towards the proactive. Mainly reactive that is steadily developing towards the active. Both constituents need a heavy focus on learning how to learn. 20. e-Learning Peer-Learning TIME 21. e-Learning Peer-Learning TIME </p> <ul><li>limited </li></ul> <p> 22. e-Learning Peer-Learning TIME </p> <ul><li>limited </li></ul> <ul><li>rigid </li></ul> <p> 23. e-Learning Peer-Learning TIME </p> <ul><li>limited </li></ul> <ul><li>rigid </li></ul> <ul><li>precious</li></ul> <p> 24. e-Learning Peer-Learning TIME </p> <ul><li>limited </li></ul> <ul><li>rigid </li></ul> <ul><li>precious</li></ul> <ul><li>often </li></ul> <p>wasted or lost 25. e-Learning Peer-Learning TIME </p> <ul><li>limited </li></ul> <ul><li>rigid </li></ul> <ul><li>precious</li></ul> <ul><li>more </li></ul> <p>flexible but equally precious </p> <ul><li>often </li></ul> <p>wasted or lost 26. e-Learning Peer-Learning TIME </p> <ul><li>limited </li></ul> <ul><li>rigid </li></ul> <ul><li>precious</li></ul> <ul><li>more </li></ul> <p>flexible but equally precious Time is not just money. </p> <ul><li>often </li></ul> <p>wasted or lost 27. e-Learning Peer-Learning TIME </p> <ul><li>limited </li></ul> <ul><li>rigid </li></ul> <ul><li>precious</li></ul> <ul><li>more </li></ul> <p>flexible but equally precious Time is not just money. It is more than money since it cannot be replaced. </p> <ul><li>often </li></ul> <p>wasted or lost 28. e-Learning Peer-Learning SPACE 29. e-Learning Peer-Learning SPACE </p> <ul><li>the lesson </li></ul> <p>is in a multimedia library 30. e-Learning Peer-Learning SPACE </p> <ul><li>the lesson </li></ul> <p>is in a multimedia library </p> <ul><li>individual </li></ul> <p>spaces with great diversity 31. e-Learning Peer-Learning SPACE </p> <ul><li>the lesson </li></ul> <p>is in a multimedia library </p> <ul><li>individual </li></ul> <p>spaces with great diversity </p> <ul><li>on the </li></ul> <p> reality side of the Reality Virtual Reality borderline 32. e-Learning Peer-Learning PSYCHOLOGY 33. e-Learning Peer-Learning PSYCHOLOGY </p> <ul><li>humanistic </li></ul> <p>psychology of facilitating learning and development 34. e-Learning Peer-Learning PSYCHOLOGY </p> <ul><li>humanistic </li></ul> <p>psychology of facilitating learning and development </p> <ul><li>quasi- </li></ul> <p>humanistic psychology of e-mentoring 35. e-Learning Peer-Learning PSYCHOLOGY </p> <ul><li>humanistic </li></ul> <p>psychology of facilitating learning and development </p> <ul><li>quasi- </li></ul> <p>humanistic psychology of e-mentoring </p> <ul><li>unconditional </li></ul> <p>positive regard 36. e-Learning Peer-Learning PSYCHOLOGY </p> <ul><li>humanistic </li></ul> <p>psychology of facilitating learning and development </p> <ul><li>quasi- </li></ul> <p>humanistic psychology of e-mentoring </p> <ul><li>unconditional </li></ul> <p>positive regard </p> <ul><li>empathic mirroring </li></ul> <p> 37. e-Learning Peer-Learning PSYCHOLOGY </p> <ul><li>humanistic </li></ul> <p>psychology of facilitating learning and development </p> <ul><li>quasi- </li></ul> <p>humanistic psychology of e-mentoring </p> <ul><li>unconditional </li></ul> <p>positive regard </p> <ul><li>empathic mirroring </li></ul> <ul><li>congruence </li></ul> <p> 38. e-Learning Peer-Learning PSYCHOLOGY </p> <ul><li>humanistic </li></ul> <p>psychology of facilitating learning and development </p> <ul><li>quasi- </li></ul> <p>humanistic psychology of e-mentoring </p> <ul><li>unconditional </li></ul> <p>positive regard </p> <ul><li>empathic mirroring </li></ul> <ul><li>congruence </li></ul> <ul><li>caring and sharing </li></ul> <p> 39. e-Learning Peer-Learning PSYCHOLOGY </p> <ul><li>humanistic </li></ul> <p>psychology of facilitating learning and development </p> <ul><li>quasi- </li></ul> <p>humanistic psychology of e-mentoring </p> <ul><li>unconditional </li></ul> <p>positive regard </p> <ul><li>empathic mirroring </li></ul> <ul><li>congruence </li></ul> <ul><li>caring and sharing </li></ul> <ul><li>self-directedness </li></ul> <p> 40. e-Learning Peer-Learning PEDAGOGY 41. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred 42. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>humanistic </li></ul> <p> 43. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <p> 44. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <ul><li>comes before </li></ul> <p>gadgets 45. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <p>More </p> <ul><li>prescriptive </li></ul> <ul><li>comes before </li></ul> <p>gadgets 46. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <p>More </p> <ul><li>prescriptive </li></ul> <p>partly </p> <ul><li>descriptive </li></ul> <ul><li>comes before </li></ul> <p>gadgets 47. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <p>More </p> <ul><li>prescriptive </li></ul> <p>partly </p> <ul><li>descriptive </li></ul> <ul><li>learner- </li></ul> <p>centred </p> <ul><li>comes before </li></ul> <p>gadgets 48. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>communicative </li></ul> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <p>More </p> <ul><li>prescriptive </li></ul> <p>partly </p> <ul><li>descriptive </li></ul> <ul><li>learner- </li></ul> <p>centred </p> <ul><li>comes before </li></ul> <p>gadgets 49. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>communicative </li></ul> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <p>More </p> <ul><li>prescriptive </li></ul> <p>partly </p> <ul><li>descriptive </li></ul> <ul><li>learner- </li></ul> <p>centred </p> <ul><li>not the history of </li></ul> <p>pedagogy </p> <ul><li>comes before </li></ul> <p>gadgets 50. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>communicative </li></ul> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <p>More </p> <ul><li>prescriptive </li></ul> <p>partly </p> <ul><li>descriptive </li></ul> <ul><li>learner- </li></ul> <p>centred </p> <ul><li>not dogmatic </li></ul> <ul><li>not the history of </li></ul> <p>pedagogy </p> <ul><li>comes before </li></ul> <p>gadgets 51. e-Learning Peer-Learning PEDAGOGY Mainly </p> <ul><li>person- </li></ul> <p>centred </p> <ul><li>communicative </li></ul> <ul><li>humanistic </li></ul> <ul><li>tailor-made </li></ul> <p>More </p> <ul><li>prescriptive </li></ul> <p>partly </p> <ul><li>descriptive </li></ul> <ul><li>learner- </li></ul> <p>centred </p> <ul><li>not dogmatic </li></ul> <ul><li>not the history of </li></ul> <p>pedagogy </p> <ul><li>educational </li></ul> <p>smorgasbord </p> <ul><li>comes before </li></ul> <p>gadgets 52. e-Learning Peer-Learning MANAGEMENT 53. e-Learning Peer-Learning MANAGEMENT Managing 54. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <p> 55. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <p> 56. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <p> 57. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <p> 58. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <p> 59. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <ul><li>assessment </li></ul> <p> 60. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <p>Self- managing </p> <ul><li>assessment </li></ul> <p> 61. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <p>Self- managing </p> <ul><li>time </li></ul> <ul><li>assessment </li></ul> <p> 62. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <p>Self- managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>assessment </li></ul> <p> 63. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <p>Self- managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>learning </li></ul> <ul><li>assessment </li></ul> <p> 64. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <p>Self- managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>learning </li></ul> <ul><li>assessment </li></ul> <ul><li>projects </li></ul> <p> 65. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <p>Self- managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>learning </li></ul> <ul><li>assessment </li></ul> <ul><li>projects </li></ul> <ul><li>assignments </li></ul> <p> 66. e-Learning Peer-Learning MANAGEMENT Managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>teaching </li></ul> <ul><li>learning </li></ul> <ul><li>materials </li></ul> <p>Self- managing </p> <ul><li>time </li></ul> <ul><li>space </li></ul> <ul><li>learning </li></ul> <ul><li>assessment </li></ul> <ul><li>projects </li></ul> <ul><li>assignments </li></ul> <p>Both teachers and learners have to learn how to manage and self-manage 67. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning Why we blend 68. Why we blend </p> <ul><li>We do not blend to try to make ourteaching or our students learning efficient </li></ul> <ul><li>We have to blend efficient parts to have </li></ul> <ul><li>an even more efficient composition </li></ul> <ul><li>We blend to expand the time, the space </li></ul> <ul><li>and the scope of learning and teaching </li></ul> <ul><li>We blend for positive synergy </li></ul> <p> 69. </p> <ul><li><ul><li>Gerald</li></ul></li></ul> <ul><li><ul><li>Grow </li></ul></li></ul> <p>We blend to find the Matches between the Teaching Styles and the Learning Styles through Near Matches as important developmental stages.All classes contain Students with2 to 3 different Learning Styles. 70. </p> <ul><li><ul><li>Gerald</li></ul></li></ul> <ul><li><ul><li>Grow </li></ul></li></ul> <p>We blend to find the Matches between the Teaching Styles and the Learning Styles through Near Matches as important developmental stages.If all classes contain Students with 2 to 3 different Learning Styles, then all Teachers must represent 3 to 4 Teaching Styles. 71. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning Why we blend How we blend 72. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning efficient Why we blend How we blend 73. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning efficient joyful Why we blend How we blend 74. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning efficient joyful cost-effective Why we blend How we blend 75. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning efficient joyful cost-effective pedagogically sound Why we blend How we blend 76. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning efficient joyful scientifically proven cost-effective pedagogically sound Why we blend How we blend 77. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning ULCET efficient joyful scientifically proven cost-effective pedagogically sound Why we blend How we blend 78. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning ULCET Net English efficient joyful scientifically proven cost-effective pedagogically sound Why we blend How we blend 79. Definition Map of Blended Learning As I See It A blend ofpeer-learning ande-learning Blended Learning ULCET Net English e-Learning for KIDS efficient joyful scientifically proven cost-effective pedagogically sound Why we blend How we blend 80. You have seen and heard the Introduction ofa Blended Learning Program by Leslie Simonfalvi International Teacher Training &amp; Development College Comenius Conference Vienna 23rd June, 2006 Thank you for your attention. </p>