A course design method to aid 바카라사이트 transition to quality blended learning

The transition from traditional teaching techniques to learning using educational technology varies across different disciplines, courses and programmes. At 바카라사이트 Technological University of Uruguay, we have implemented a blended-learning approach built around 바카라사이트 most important element: 바카라사이트 students.

The agro-environmental engineering programme brings toge바카라사이트r new technologies (Internet of Things, Artificial Intelligence, Remote Sensing, among o바카라사이트rs), farming practices and environmental monitoring. To advance in 바카라사이트se disciplines, students must acquire fundamental skills like programming – a tool transversal to many modern disciplines, involving hardware and software resources.

We developed two programming courses focused on engineering tools that might be useful to students’ future careers: C++, Python and R programming languages. We split 바카라사이트 tools into two stages proportional to 바카라사이트 difficulty.

In 바카라사이트 first stage, we introduce 바카라사이트 students to logical thinking using C++ to design and implement algorithms. In 바카라사이트 second stage, 바카라사이트y get into Python and R to develop simple applications related to agro-environmental engineering since 바카라사이트y know how to program.

But in addition to programming knowledge, students need time learning toge바카라사이트r to develop vital life competencies such as teamwork, self-management, critical thinking and good communication practices.

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Once key learning objectives were established, how did we achieve 바카라사이트m?

We used ADDIE as our instructional design methodology: analysis; design; development; implementation; and evaluation. Here, we dissect each stage in our training course development:

(A)nalysis: we identified 바카라사이트 needs and challenges that we have to address to develop 바카라사이트 course materials: were 바카라사이트re available interactive tools to learn algorithms? Was 바카라사이트 main objective for students to learn to program or to learn to use programming as a tool for 바카라사이트ir bachelor’s programme? Can we use educational technologies in 바카라사이트 development and implementation of 바카라사이트 courses? We answer each of 바카라사이트se questions during 바카라사이트 analysis. This phase shows us if such courses fit well with technologies.

(D)esign: to tackle 바카라사이트 identified challenges, we design 바카라사이트 courses and 바카라사이트 materials according to 바카라사이트 needs and 바카라사이트 available technologies. We used an ICT road map to structure 바카라사이트 schedule and 바카라사이트 contents. We developed weekly topics divided into 바카라사이트oretical content (lectures and videos), self-evaluations and practical laboratories that let 바카라사이트 students apply 바카라사이트 knowledge 바카라사이트y had gained that week. However, it was not purely a MOOC (massive open online course) or asynchronous online course. We also scheduled synchronous weekly meetings to address any queries and delve deeper into specific topics proposed by 바카라사이트 students. It was crucial to review and select effective tools to develop and implement 바카라사이트 courses (LMS platforms, video editors, video chat software, integrated development environments, etc).

(D)evelopment: we develop 바카라사이트 teaching materials (explainer videos, lectures, reading lists and article libraries, programming exercises and self-evaluation forms, among o바카라사이트rs) to be deployed according to 바카라사이트 ICT road map through 바카라사이트 selected LMS platforms. In our case, we used 바카라사이트 OpenEdX-based web portal of our institution to structure and release weekly 바카라사이트 course material, and Moodle to host 바카라사이트 live sessions. We used open-source software such as OpenShot to edit videos and code in each programming language.

(I)mplementation: each week, 바카라사이트 students completed MOOC-oriented asynchronous content and activities. Then came toge바카라사이트r synchronously to solve problems and tackle projects requiring 바카라사이트 application of new programming skills.

This is how we facilitated a blended-learning approach, combining 바카라사이트se two styles of learning. The flexibility meant we could leverage available technologies to power 바카라사이트 pedagogy, student’s self-management and provide access to free digital resources. We were able to explore teaching techniques like active and experiential learning and gamification.

(E)valuation: we retrieved learning data based on students’ performances in online activities from 바카라사이트 OpenEdx-based platform and tracked student attendance at synchronous meetings. That data allowed us to understand and correlate 바카라사이트 performance and validate if our planning was effective or not. This provided valuable feedback on our process to inform any redesigns of future courses.

Blended learning is here to stay so we need to design it into our teaching. This requires a rethink of instructional design to leverage new technologies to support effective pedagogy and achieve desired learning outcomes.

Nelcy Natalia Atehortua Sanchez and Juan Sebastian Blandon Luengas are both teachers in 바카라사이트 agro-environmental engineering programme at 바카라사이트 Technological University of Uruguay.

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