In this work package, we deal with the question of how to implement blended learning in practice. It is about concrete activities of teachers: how to plan, how to conduct lessons …
The work consists of several phases:
1. Defining Elements of Blended learning and the competencies needed to carry out blended learning in vocational education and training
The document “Elements of blended learning and teachers’ pedagogical and digital competencies” was created, prepared by university partners from all three partner countries. This was the starting point for thinking and planning further activities.
Three points of interest from the document:
2. Preparation of the training plan
Based on the starting document and needs analysis, we defined topics for teacher training. They are collected in the “Training plan” document, which is a guide for the design of the teacher training on the topi cof blended learning. Each of the three countries also produced a more detailed plan that took into account the characteristics and needs of the teachers there.
3. Teacher training
Blended learning is often the domain of individuals who are excited about this type of work, but we also have to think about the ones who are not (yet) familliar with this kind of teaching. Blended learning requires different competences than traditional approaches. The differences start at the reflection that teachers do when planning and continues with implementation, for which some teachers also need to sharpen their digital skills.
The teachers of all partner schools took part in training, where they learned about the basics of blended learning and where they also experienced blended learning firsthand.
As part of the training, the teachers prepared teaching materials that took into account the peculiarities of the blended form of teaching. When using online learning tools, it often happens that they remain just an addition/enrichment. When planning the blended form, it is therefore crucial to define which learning goals the students achieve in school, which at a distance and which in a combination of both. Lessons where all learning objectives are achieved in school are not blended lessons, but are only supported by ICT technology.
After the first implementation of teacher training in autumn 2022, 50 teachers from Slovenia, Norway and Iceland participated, the second implementation of training in January 2023 was joined by another 40 teachers from 8 Slovenian schools.
In 2023 teachers will test the blended approach in chosen subjects.
Based on their experience an evaluation report will be created. Examples of their lesson plans will also be collected into a compendium.