No abstract

This article reports on learning experiences from the INNOTOUR project that aims to raise the quality of tourism education by use of Web 2.0 technology, new pedagogy, and values-based education. The article describes the main areas of the INNOTOUR platform, associated teacher training, and examples of course implementation. A discussion on key challenges sets into perspective handling of formal requirements, which incorporation of Web 2.0 tools and learning poses to participants, and alignment of curricula and exam forms to reflect new teaching methods and the Web 2.0 philosophy. In conclusion, reflections are provided on Web 2.0, the forming of identity and contestation of current university practice.

Value of teAching in a virTuAl world (AVATAR) perteneciente al Programa Comenius, del Lifelong Learning Programme (Programa de Aprendizaje a lo largo de la vida), es un proyecto financiado por la Comisión Europea, en la que participan siete socios europeos: Consorzio FOR.COM

This article accounts for the design of the massive open online course (MOOC) Hans Christian Andersen's Fairy tales on FutureLearn and reports on the effectiveness of this design in terms of engaging learners in social learning and encouraging a deep approach to learning. A learning pathway was designed that provided learners with relevant knowledge, allowed them to practice their analysis skills and provided model responses. In the first run of the MOOC, a light facilitation approach was used to motivate and engage learners. In the second run, this was supplemented with live Q & A sessions and increased educator feedback. Course data show that that some learners use the space provided for social interaction and mutual support. A learning pathway that engages learners in discussion and progression from week to week facilitates a deep approach to learning. However, this requires more support from the educators and the course host.

Denne artikel gør rede for det læringsdesign, der blev anvendt på Teaching for Tomorrow (T4T), som er et online kursus rettet mod undervisere på videregående uddannelser. Kurset omhandler de pædagogiske og tekniske aspekter ved flipped learning, blended learning og fjernundervisning. Hovedformålet med læringsdesignet var at motivere og engagere deltagerne til aktiv deltagelse. Læringsdesignet er baseret på voksenlæring, arbejdspladsrelateret læring, e-tivities, peer feedback, kollaboration, træning af praktiske færdigheder, asynkrone og synkrone læringsaktiviteter og badges. Der er indhentet kvalitative og kvantitative data, der viser, at læringsdesignet har potentiale ift. at motivere og engagere lærende. Imidlertid gør også andre faktorer sig gældende, såsom den enkelte deltagers specifikke situation ift. undervisning, samlet arbejdsbelastning og graden af support fra kolleger og ledelse. Det anbefales at anvende læringsdesignet men at sikre en følelse af forpligtethed både hos deltagerne og deres ledelse, at gøre designet tilstrækkeligt fleksibelt samt at tilbyde tilstrækkelig support.

Indledning Præsentation af temanummerets artikler Et blik mod horisonten Hvad blev vi ikke klogere på?

Denne artikel bidrager med viden om de roller og kompetencer, der er behov for hos undervisere ifm. tilrettelaeggelse, gennemførelse og evaluering af effektiv blended learning og forslag til alternative måder at organisere disse opgaver på. Via litteraturstudier identificeres de mest centrale opmaerksomhedspunkter og udfordringer for den blendede underviser. Rollegallerier og kompetence-paletter praesenteret i 6 tekster gennemgås og analyseres. Det konkluderes, at der ikke er konsensus i litteraturen om roller, kompetencer og anvendelse af begreber. Samtidig er det underbelyst, hvilke roller og kompetencer, der er nødvendige for at skabe et godt blend. Fokus er oftest, hvad det kraever at varetage online delen af blended learning. Forfatterne praesenterer deres bud på den blendede undervisers roller og kompetencer og konstaterer, at det er en saerdeles kompleks opgave at varetage blended learning, og at der stilles store krav til den blendede underviser. Derfor foreslås alternative måder at organisere arbejdet på, nemlig unbundling af underviserrollen, udvikling af ressourcer og tilrettelaeggelse af kompetenceudvikling. Engelsk abstractThis article contributes knowledge on the roles and competences needed in relation to the planning, delivery and evaluation of effective blended learning and suggestions for alternative ways of organising these tasks. Through literature studies, key points of attention and challenges for the blended teacher are identified. The roles and competences presented in 6 articles are described and analysed. The conclusion is that there is no consensus in the literature on roles, competences or usage of terms. At the same time, little attention is paid to the roles and competences needed to create a good blend. Most often the focus is what it takes to handle the online part of blended learning. The authors present their model of the blended teacher's roles and competences and establish that it is a tremendously complex task to handle blended learning, and that huge demands are put on the blended teacher. Therefore, alternative ways of organising the work is suggested, namely unbundling of the teacher role, development of resources and competence development for faculty.

Om temaet: Læringspotentialet i virtuelle verdener