University College Lillebaelt has decided that 30 percent of all educational elements must be generated as blended learning by the end of the year 2015 as part of a modernization addressing following educational needs: 1. Blended learning can help match the expectations of the future students who have grown up in digitized homes and schools. 2. Blended learning helps individualization and differentiation. The students can organize their own learning paths – decide for themselves where and when to study, which paths to follow and in what tempo. 3. Blended learning helps provide resources for the individual subjects (for instance subjects with a high degree of complexity or difficulty) or groups of students (those in danger of dropping out for instance) without necessarily increasing face to face teaching, but by developing asynchronous study activities and learning resources for digital distance learning. 4. Blended learning can contribute to supporting and improving efficiency of educational efforts. This can for instance be done through programmes for several classes by using video conferencing, allocating traditional face to face teaching to synchronous and asynchronous study activities produce digital materials which can be employed didactically and reused by the teachers. This can also mean that the particular competencies which teaches have in Svendborg can be used at other locations in UCL and disseminated to a larger group of students without further costs. Educational Innovation and Learning Resources (EILR) was asked to develop and support the blended learning implementation strategy. EILR is an inter-faculty unit in UCL, which develops and supports digitization and learning approaches in the professional bachelor programme. The paper addresses the potentials and the pitfalls in the blended learning implementation strategy. The blended learning implementation strategy contains phases for preparation, development, implementation and evaluation. The preparation phase addresses the importance of goal-setting and includes the winnings and the purpose. The developmental phase looks into the challenges identifying needs & designing and building prototypes and the implementation phase identifies the potentials and pitfalls in testing and adjusting the blended learning courses. Finally the evaluation phase questions how to ensure useful data.
|Status||Udgivet - 2015|