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Análisis de una experiencia formativa e-learning / blended learning con dinamizadores deportivos. [An analysis of experience training E-Learning / Blended Learning with drivers sports]  [cached]
Alberto Blázquez Manzano
E-balonmano.com : Revista de Ciencias del Deporte , 2009,
Abstract: Resumen En este artículo se describe la experiencia de una acción formativa combinada de e-learning y blended learning en plataforma Moodle, con 90 técnicos deportivos participantes y con una metodología basada en la ense anza cooperativa, el benchmarking y utilizando el foro como recurso principal sobre el que se ha basado la ense anza. El objetivo del estudio es conocer estrategias concretas que mejoren la motivación intrínseca y participación del alumnado en acciones formativas on-line. Los resultados de la experiencia indican el importante papel que tiene el tutor en el desarrollo de las acciones formativas, así como el dise o de la plataforma y los recursos que se ofrecen. En este sentido se muestra como el foro, las consultas, tareas y las bases de datos, presentan un mayor número de visitas que las ponencias, videos y textos complementarios. Palabras clave: Moodle, trabajo en red, benchmarking, e-learning, blended-learning formación, gestión del conocimiento, comunidad virtual, técnicos deportivos. Abstract This article describes the formative experience of a combined action of e-learning and blended learning platform Moodle, with 90 sports professional and with a methodology based on cooperative learning, benchmarking and the forum as resource on which education has been based. The aim of the study is to find specific strategies that enhance intrinsic motivation and student participation in training activities online. The results of the experiment indicate the important role of the tutor in developing training activities and the design of the platform and resources offered. In this sense appears as the forum, consultation, tasks and databases, have an increased number of visits to the presentations, videos and texts. Key words: Moodle, networking, benchmarking, e-learning, blended-learning training, knowledge management, virtual community, sports professional.
Knowledge translation on dementia: a cluster randomized trial to compare a blended learning approach with a "classical" advanced training in GP quality circles
Horst C Vollmar, Martin E Butzlaff, Rolf Lefering, Monika A Rieger
BMC Health Services Research , 2007, DOI: 10.1186/1472-6963-7-92
Abstract: Both development and implementation emphasize a procedure that is well-accepted in practice and, thus, can achieve a high degree of external validity. This is particularly guaranteed through the preparation of training material and the fact that general practitioners' quality circles (QC) are addressed. The evaluation of the two training concepts is carried out by comparing two groups of GPs to which several quality circles have been randomly assigned. The primary outcome is the GPs' knowledge gain. Secondary outcomes are designed to indicate the training's potential effects on the GPs' practical actions. In the first training concept (study arm A) GPs participate in a structured case discussion prepared for by internet-based learning material ("blended-learning" approach). The second training concept (study arm B) relies on frontal medical training in the form of a slide presentation and follow-up discussion ("classical" approach).This paper presents the outline of a cluster-randomized trial which has been peer reviewed and support by a national funding organization – Federal Ministry of Education and Research (BMBF) – and is approved by an ethics commission. The data collection has started in August 2006 and the results will be published independently of the study's outcome.Current Controlled Trials [ISRCTN36550981]Dementia is a highly prevalent syndrome in industrial nations. In Germany, due to demographic developments, an increase of dementia patients can be expected. According to estimations, only 20% of all persons with dementia are adequately treated in Germany [1-4]. It seems that shortcomings in professional education and training, particularly among general practitioners (GPs) are one of the reasons for this deficiency in medical care [2-5]. Findings indicate that GPs frequently feel awkward about having to communicate with patients and their relatives about diagnosis "dementia" and therefore do not make a serious attempt at diagnosis [6-9]. In order to ov
The inter and intra-collective circulation of knowledge on experimental activities in professional development and the training of chemistry teacher trainers  [PDF]
Fábio Peres Gon?alves,Carlos Alberto Marques
Investiga??es em Ensino de Ciências , 2012,
Abstract: This study examined how the professional development and the training of Chemistry teacher trainers can contribute to learning on experimentation in Science/Chemistry teaching. It sought to analyse the discourse appropriation process of “experimentation in teaching" by Chemistry teacher trainers in specific subject areas and the proposals of Chemistry teachers on Chemistry licentiate teaching programs to outline the experimental activities, as appropriate content for early stage teacher-training. Semi-structured interviews were conducted with five teachers of specific subject disciplines and five of Chemistry teacher-training. The interpretation of the qualitative information was in the main founded on Ludwik Fleck’s epistemology, in particular in the exploration of the inter and intra-collective circulation category. The results corroborate the thesis that learning on experimental activities in Chemistry teaching can be mediated using inter and intra-collective circulation of learning on the subject at hand, and that such circulation occurs throughout a plurality of spaces and methodologies both in the professional development of Chemistry teacher trainers and in the early stage training of the future teachers of this science in basic education.
Development of a Blended Learning Environment to Support Achievement of Graduate Outcomes through Optimal Learning in an Undergraduate Pharmacy Course  [PDF]
Alyson Brown,Helen Vosper
Pharmacy , 2013, DOI: 10.3390/pharmacy1020204
Abstract: The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills.
THE BLENDED LEARNING BOOK: Best Practices, Proven Methodologies, and Lessons Learned  [PDF]
Reviewed by Alev ATES
The Turkish Online Journal of Distance Education , 2010,
Abstract: The book starts with the introduction section explaining Internet based learning adventure and e-learning evolution. He defines Blended Learning (BL) as the combination of different training “media” (technologies, activities, and types of events) to create an optimum training program for a specific audience. Afterwards, Bersin presents us history of BL by asking “How did we get here?” in Chapter 1. He introduces the evolution of technology-based, instructor-led and main-frame based training and explains satellite-based live video, PC CD-ROM Era, development of LMS and AICC, the first generation in Web-based training and today’s wide range of options. This chapter tells us that BL is not a new concept, but the tools available to us today are new. The key issue is to fit “technology seamlessly into a program appropriate for the problem at hand”. And standards like AICC (and SCORM based on AICC principles) helps excellently track student progress in LMSs.
The Research on Blended Learning of ESL Based on Moodle Platform  [cached]
Jingwei TANG
Studies in Literature and Language , 2013, DOI: 10.3968/j.sll.1923156320130602.3612
Abstract: The thesis puts forward a blending way of learning ESL based on platform. Blended learning integrates the ESL courses with the educational technologies and combines the advantages of regular class learning and online learning. The author designs a mode of ESL learning on Moodle platform and suggests some activities of ESL blended learning.
Comparing Online Learning with Blended Learning in a Teacher Training Program  [cached]
Susan Kirwin,Julie Swan,Nicholas Breakwell
Journal of the Research Center for Educational Technology , 2009,
Abstract: This paper describes the establishment and delivery of a Blended Learning Higher Diploma in Education, being a professional qualification for Primary School teachers in Ireland. This innovative course represents a major departure from the traditional mode of delivery of teacher training in Ireland. A careful analysis of student feedback and examination scores is therefore of crucial importance to inform further development of the course and to contribute to innovation in teacher training both in Ireland and internationally. The two primary modes of course delivery, that is an Entirely Online mode and a Blended Learning mode, were compared in terms of qualitative feedback from the students themselves and quantitative results from the formal assessment procedures. Across a range of questions that covered learning outcomes and learner outcome satisfaction, balance of delivery, tutor and peer engagement, workload, technology and perceived career benefit, student satisfaction was shown to be good across both modes of delivery. Some differences were noted in workload and student support; workload was perceived higher, but student support was more satisfactory in the purely online elements. There was a small but significant grade improvement for Blended Learning courses over Entirely Online courses. However, alternative hypotheses make it difficult to attribute this grade increase to the mode of course delivery.The mode of delivery of course content does not affect student satisfaction or the ability of students to perform well in formal assessment. It is therefore concluded that a blended learning educational system that includes online education is a highly appropriate mode for the training of primary school teachers.
Study on Innovation of Teacher Training Model in Basic Education from the Perspective of “Blended Learning”  [cached]
Huabai Bu,Shizhen Bu
International Education Studies , 2012, DOI: 10.5539/ies.v5n3p39
Abstract: Gradual integration of synergetic technology, P2P technology and online learning community furnishes a new research field for innovation of teacher training model in a knowledge economy era. This article proposes the innovative model of “whole of three lines” in teacher training in basic education from the perspective of “blended learning” and specific security policies for effective running of the teacher training model of “whole of three lines”, which offers a brand-new training model for basic education teachers and offers theoretical support and methodology guidance for the government sections and training institutions to make a training decision.
Innoversity in knowledge-for-action and adaptation to climate change: the first steps of an 'evidence-based climatic health' transfrontier training program
Véronique Lapaige, Hélène Essiembre
Advances in Medical Education and Practice , 2010, DOI: http://dx.doi.org/10.2147/AMEP.S14027
Abstract: noversity in knowledge-for-action and adaptation to climate change: the first steps of an 'evidence-based climatic health' transfrontier training program Perspectives (3992) Total Article Views Authors: Véronique Lapaige, Hélène Essiembre Published Date December 2010 Volume 2010:1 Pages 89 - 105 DOI: http://dx.doi.org/10.2147/AMEP.S14027 Véronique Lapaige1–3, Hélène Essiembre4 1Department of Psychiatry, University of Montreal, Montreal, QC, Canada; 2Fernand-Seguin Research Centre, Montreal, QC, Canada; 3Quebec National Public Health Institute; 4Industrial and Organizational Program, Department of Psychology, University of Montreal, Montreal, QC, Canada Abstract: It has become increasingly clear to the international scientific community that climate change is real and has important consequences for human health. To meet these new challenges, the World Health Organization recommends reinforcing the adaptive capacity of health systems. One of the possible avenues in this respect is to promote awareness and knowledge translation in climatic health, at both the local and global scales. Within such perspective, two major themes have emerged in the field of public health research: 1) the development of advanced training adapted to 'global environment' change and to the specific needs of various groups of actors (doctors, nurses, public health practitioners, health care managers, public service managers, local communities, etc) and 2) the development of strategies for implementing research results and applying various types of evidence to the management of public health issues affected by climate change. Progress on these two fronts will depend on maximum innovation in transdisciplinary and transsectoral collaborations. The general purpose of this article is to present the program of a new research and learning chair designed for this double set of developmental objectives – a chair that emphasizes 'innoversity' (the dynamic relationship between innovation and diversity) and 'transfrontier ecolearning for adaptive actions'. The écoapprentissages, santé mentale et climat collaborative research chair (University of Montreal and Quebec National Public Health Institute) based in Montreal is a center for 'transdisciplinary research' on the transfrontier knowledge-for-action that can aid adaptation of the public health sector, the public mental health sector, and the public service sector to climate change, as well as a center for complex collaborations on evidence-based climatic health 'training'. This program-focused article comprises two main sections. The first section presents the 'general' and 'specific contexts' in which the chair emerged. The 'general context' pertains to the health-related challenge of finding ways to integrate, transfer, and implement knowledge, a particularly pointed challenge in Canada. The 'specific context' refers to the emerging research field of adaptation of public health to climate change. In the second section, the character
Innoversity in knowledge-for-action and adaptation to climate change: the first steps of an 'evidence-based climatic health' transfrontier training program  [cached]
Véronique Lapaige,Hélène Essiembre
Advances in Medical Education and Practice , 2010,
Abstract: Véronique Lapaige1–3, Hélène Essiembre41Department of Psychiatry, University of Montreal, Montreal, QC, Canada; 2Fernand-Seguin Research Centre, Montreal, QC, Canada; 3Quebec National Public Health Institute; 4Industrial and Organizational Program, Department of Psychology, University of Montreal, Montreal, QC, Canada: It has become increasingly clear to the international scientific community that climate change is real and has important consequences for human health. To meet these new challenges, the World Health Organization recommends reinforcing the adaptive capacity of health systems. One of the possible avenues in this respect is to promote awareness and knowledge translation in climatic health, at both the local and global scales. Within such perspective, two major themes have emerged in the field of public health research: 1) the development of advanced training adapted to 'global environment' change and to the specific needs of various groups of actors (doctors, nurses, public health practitioners, health care managers, public service managers, local communities, etc) and 2) the development of strategies for implementing research results and applying various types of evidence to the management of public health issues affected by climate change. Progress on these two fronts will depend on maximum innovation in transdisciplinary and transsectoral collaborations. The general purpose of this article is to present the program of a new research and learning chair designed for this double set of developmental objectives – a chair that emphasizes 'innoversity' (the dynamic relationship between innovation and diversity) and 'transfrontier ecolearning for adaptive actions'. The écoapprentissages, santé mentale et climat collaborative research chair (University of Montreal and Quebec National Public Health Institute) based in Montreal is a center for 'transdisciplinary research' on the transfrontier knowledge-for-action that can aid adaptation of the public health sector, the public mental health sector, and the public service sector to climate change, as well as a center for complex collaborations on evidence-based climatic health 'training'. This program-focused article comprises two main sections. The first section presents the 'general' and 'specific contexts' in which the chair emerged. The 'general context' pertains to the health-related challenge of finding ways to integrate, transfer, and implement knowledge, a particularly pointed challenge in Canada. The 'specific context' refers to the emerging research field of adaptation of public health to cl
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