This is a report by the expert pools of the EMPOWER programme established by EADTU to cover the latest trends and developments in new modes of teaching. New modes of teaching and learning create new opportunities for enhancing the quality of the learning experience in on campus programmes, reaching out to new target groups off campus and offering freely accessible courses nationally or worldwide through the internet. They enhance the quality, visibility and reputation of the institution.Co-funded by the Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio

Bidarra, José

Rusman, Ellen

The Repositório Aberto

20 
 
This summary describes a new 
design framework to support 
science education through 
blended learning, based on a 
participatory and interactive 
approach supported by ICT-
based tools, called Science 
Learning Activities Model 
(SLAM). This design framework 
is important as a response to 
complex changes in society 
and education (e.g. high 
turnover rate of knowledge, 
changing labour market), 
which require a more creative 
response of learners to the 
world problems that surround 
them. The framework is 
concerned with the assumption 
that science-learning activities 
should be applicable and 
relevant to contemporary life 
and transferable to ‘real-world’ 
situations. The design 
framework proposes three 
design dimensions: context, 
technology and pedagogy, and 
aims at integrating learning in 
formal and informal contexts 
through blended learning 
scenarios by using today’s 
flexible, interactive and 
immersive technologies (e.g. 
mobile, augmented reality, 
virtual reality). 
 
 
EMPOWER expert pools: 
Institutional Support, 
Curriculum development 
& Course design  
José Bidarra & Ellen 
Rusman 
Innovative 
impact 
Key Pedagogical and 
Technological Factors 
for Effective Blended 
Learning Design  
 
  
Introduction 
Teaching and learning opportunities for youth are now available 
in an expanding learning ecosystem (Guetl & Chang, 2008), next 
to the traditional educational institutions, for example, 
encompassing science discovery centres, community spaces, 
social networks and non-profit organisations. So, considering the 
gap between education for a changing society and current 
educational models, we started the development of this design 
framework as a response to complex changes such as high 
turnover rate of knowledge and changing labour market, which 
require a more creative response of learners to the world 
problems that surround them. Many of these challenges are 
related to science and it would be expected that students are 
attracted to science, however the contrary is the case. One of 
the origins of this disinterest can be found in the way science is 
taught. 
We cannot ignore that students are no longer the same target 
population for which our education systems were designed a few 
decades ago. These students grew up in a new technological 
environment, with its own techno-culture, and they will live in a 
demanding, competitive, complex and increasingly connected 
world. The technological revolution has produced a generation of 
students who grew up with multidimensional and interactive 
media sources, a generation whose expectations and 
perspectives are different from those that preceded it. 
Unfortunately, the majority of universities does not support a 
guided exploration of the real world, with authentic tasks, that 
allow for the development of skills to face this societal 
complexity; currently it looks like many curricula are just 
dispersed pieces of a puzzle. This suggests the need for 
convincing learning scenarios and designs that will engage 
learners, with emphasis on science topics and curricula. 
Blended Learning 
Online interaction has become a way of life for students 
wherever they are: at home, on the move, or in schools. For the 
21 
 
 
 
  
References 
Brown, J. S., Collins, A., & 
Duguid, P. (1989). Situated 
cognition and the culture of 
learning. Educational 
Researcher, 18(1), 32–42. 
Guetl, C., & Chang, V. (2008). 
Ecosystem-based theoretical 
models for learning in 
environments of the 21st 
century. iJET International 
Journal of Emerging 
Technologies in Learning, 3, 
50–60. 
Sharples, M., Scanlon, E., 
Ainsworth, S., Anastopoulou, 
S., Collins, T., Crook, C., 
Jones, A., Kerawalla, L., 
Littleton, K., Mulholland, P., & 
O’Malley, C. (2015). Personal 
Inquiry: Orchestrating Science 
Investigations Within and 
Beyond the Classroom, Journal 
of the Learning Sciences, 
24(2), 308-341. 
Resources 
Bidarra, J. & Rusman, E. 
(2017). Towards a pedagogical 
model for science education: 
Bridging educational contexts 
through a blended learning 
approach, Open Learning: The 
Journal of Open, Distance and 
e-Learning, 32(1), 6-20. 
 
The Open University (2016). 
Innovating Pedagogy. Open 
University Innovation Report 5, 
IET, NIE, 2016. URL: 
http://proxima.iet.open.ac.uk/
public/innovating_pedagogy_2
016.pdf 
 
 
 
 
 
 
 
 
 
institutions this is good news, as for the first time in history we 
have educational technologies that cost (almost) 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) and open educational 
resources (in growing supply, e.g. MOOCs, iTunes U, Khan 
Academy). There are other free tools available for learning 
organizations, such as collaborative tools (e.g., blogs, wikis, 
knowledge-building software), immersive environments (e.g. 
virtual worlds), media production and distribution tools, and 
many more. Furthermore, teachers and educators have always 
emphasized the importance and need for "authentic learning 
activities", where students can work with real world problems 
(Brown, Colins & Duguid, 1989). Therefore, the development of 
educational activities for students, that combine learning 
resources from the real world with those from the digital world, 
has become an important and challenging research topic for 
science educators. Online activities may be accomplished, for 
example, through the use of mobile communication and wireless 
technologies, allowing for experimentation, inquiry, data 
collection, knowledge sharing, and communication with other 
students, anytime and anywhere (Sharples et al., 2015). 
The SLAM approach 
Following up on this, taking a learner-centred approach to 
connect three umbrella concepts – context, technology and 
pedagogy – we propose a new blended learning design model. 
The Science Learning Activities Model (SLAM) has ten seamless 
dualities that may co-exist in multimodal activities, explicitly 
indicating the extremes of a continuum. These may originate 
learning scenarios that contain multiple learning activities set 
within the boundaries of the indicators. For instance, a learning 
scenario may consist of a learning activity where learners 
explore the various types of architecture, and the structural 
principles that underlie those buildings. More informally, learners 
are asked to bring in their experiences with the construction of 
structures (e.g. building a tree house facilitates learning of the 
structural principles of a real building). 
 
 
 
 
 
22 
 
 
Context 
1. Formal, non-formal, and informal 
learning 
Specification of topics and types of activities and how they fit 
together in a learning scenario. 
2. Individual and collaborative 
learning 
Specification of study modes and related resources (allowing 
for learners’ PLEs). 
3. Open and closed learning 
environment 
Structure of free and restricted access to learning 
environment and resources (e.g. MOOC and SPOC). 
Technology 
4. Synchronous and asynchronous 
learning 
Technology supporting learning modes (time dimension in 
Johansen's matrix). 
5. Virtual and physical interaction Technology for blended learning interaction (space dimension 
in Johansen's matrix). 
6. Single platform and multi 
platform 
Online learning platform integration (e.g. Moodle, Moodle 
Mobile, Elgg, Edmodo). 
Pedagogy 
7. Theoretical and hands-on 
activities 
Mix of learner-centred activities set in a blended learning 
programme (including activities based on PLEs). 
8. Restricted and open learning 
design  
Design of structured activities for restricted outcomes (e.g. 
multiple-choice tests and tutor marked assignments), and 
design of open activities (e.g. games, simulations, portfolios, 
and open discussions). 
9. Centralized and open assessment Modes of learner assessment components in a learning 
scenario with many activities (e.g. formative and summative 
assessment, peer assessment, self-assessment). 
10. Pre-structured and open 
guidance  
Modes of scaffolding the learning process and tutoring of 
activities. 
 
The SLAM model will help design and explore learning activities and ensure the attainment of specific 
learning objectives based on the seamless integration of new technology in blended learning, and if 
backed by an appropriate pedagogy will enable authentic learning experiences. 
 
 
 
 
 
 
 
 


English

Key pedagogical and technological factors for effective blended learning design

Repositório Aberto da Universidade Aberta

20  This summary describes a new design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). This design framework is important as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. The framework is concerned with the assumption that science-learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).   EMPOWER expert pools: Institutional Support, Curriculum development & Course design  José Bidarra & Ellen Rusman Innovative impact Key Pedagogical and Technological Factors for Effective Blended Learning Design     Introduction Teaching and learning opportunities for youth are now available in an expanding learning ecosystem (Guetl & Chang, 2008), next to the traditional educational institutions, for example, encompassing science discovery centres, community spaces, social networks and non-profit organisations. So, considering the gap between education for a changing society and current educational models, we started the development of this design framework as a response to complex changes such as high turnover rate of knowledge and changing labour market, which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. We cannot ignore that students are no longer the same target population for which our education systems were designed a few decades ago. These students grew up in a new technological environment, with its own techno-culture, and they will live in a demanding, competitive, complex and increasingly connected world. The technological revolution has produced a generation of students who grew up with multidimensional and interactive media sources, a generation whose expectations and perspectives are different from those that preceded it. Unfortunately, the majority of universities does not support a guided exploration of the real world, with authentic tasks, that allow for the development of skills to face this societal complexity; currently it looks like many curricula are just dispersed pieces of a puzzle. This suggests the need for convincing learning scenarios and designs that will engage learners, with emphasis on science topics and curricula. Blended Learning Online interaction has become a way of life for students wherever they are: at home, on the move, or in schools. For the 21      References Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. Guetl, C., & Chang, V. (2008). Ecosystem-based theoretical models for learning in environments of the 21st century. iJET International Journal of Emerging Technologies in Learning, 3, 50–60. Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., Jones, A., Kerawalla, L., Littleton, K., Mulholland, P., & O’Malley, C. (2015). Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom, Journal of the Learning Sciences, 24(2), 308-341. Resources Bidarra, J. & Rusman, E. (2017). Towards a pedagogical model for science education: Bridging educational contexts through a blended learning approach, Open Learning: The Journal of Open, Distance and e-Learning, 32(1), 6-20.  The Open University (2016). Innovating Pedagogy. Open University Innovation Report 5, IET, NIE, 2016. URL: http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf          institutions this is good news, as for the first time in history we have educational technologies that cost (almost) 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) and open educational resources (in growing supply, e.g. MOOCs, iTunes U, Khan Academy). There are other free tools available for learning organizations, such as collaborative tools (e.g., blogs, wikis, knowledge-building software), immersive environments (e.g. virtual worlds), media production and distribution tools, and many more. Furthermore, teachers and educators have always emphasized the importance and need for "authentic learning activities", where students can work with real world problems (Brown, Colins & Duguid, 1989). Therefore, the development of educational activities for students, that combine learning resources from the real world with those from the digital world, has become an important and challenging research topic for science educators. Online activities may be accomplished, for example, through the use of mobile communication and wireless technologies, allowing for experimentation, inquiry, data collection, knowledge sharing, and communication with other students, anytime and anywhere (Sharples et al., 2015). The SLAM approach Following up on this, taking a learner-centred approach to connect three umbrella concepts – context, technology and pedagogy – we propose a new blended learning design model. The Science Learning Activities Model (SLAM) has ten seamless dualities that may co-exist in multimodal activities, explicitly indicating the extremes of a continuum. These may originate learning scenarios that contain multiple learning activities set within the boundaries of the indicators. For instance, a learning scenario may consist of a learning activity where learners explore the various types of architecture, and the structural principles that underlie those buildings. More informally, learners are asked to bring in their experiences with the construction of structures (e.g. building a tree house facilitates learning of the structural principles of a real building).      22   Context 1. Formal, non-formal, and informal learning Specification of topics and types of activities and how they fit together in a learning scenario. 2. Individual and collaborative learning Specification of study modes and related resources (allowing for learners’ PLEs). 3. Open and closed learning environment Structure of free and restricted access to learning environment and resources (e.g. MOOC and SPOC). Technology 4. Synchronous and asynchronous learning Technology supporting learning modes (time dimension in Johansen's matrix). 5. Virtual and physical interaction Technology for blended learning interaction (space dimension in Johansen's matrix). 6. Single platform and multi platform Online learning platform integration (e.g. Moodle, Moodle Mobile, Elgg, Edmodo). Pedagogy 7. Theoretical and hands-on activities Mix of learner-centred activities set in a blended learning programme (including activities based on PLEs). 8. Restricted and open learning design  Design of structured activities for restricted outcomes (e.g. multiple-choice tests and tutor marked assignments), and design of open activities (e.g. games, simulations, portfolios, and open discussions). 9. Centralized and open assessment Modes of learner assessment components in a learning scenario with many activities (e.g. formative and summative assessment, peer assessment, self-assessment). 10. Pre-structured and open guidance  Modes of scaffolding the learning process and tutoring of activities.  The SLAM model will help design and explore learning activities and ensure the attainment of specific learning objectives based on the seamless integration of new technology in blended learning, and if backed by an appropriate pedagogy will enable authentic learning experiences.         

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Key pedagogical and technological factors for effective blended learning design

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