WEEK 1 - BLENDED LEARNING
Schema della sezione
-
-
UNIT 1
THE FORESTRY EDUCATORS' VOICES
Suitable topics for blended learning in Forestry Education
This Unit introduces the issues that emerged from six Focus Groups on the e-learning and blended learning in European forestry education. In total, 71 participants from 24 institutions took part to the Focus Groups and 89 teachers and training course coordinators from 37 forestry education centres in 9 countries participated also to an on-line survey.
-
UNIT 2
BENEFITS AND CHALLENGES OF BLENDED LEARNING
Things to consider before designing and delivering a blended learning course in forestry education
What factors should you take into account when delving into the benefits and challenges of blended learning in forestry education? In this Unit you will explore the benefits and challenges of blended learning in forestry education involves a careful examination of key considerations before designing and delivering a course.
-
UNIT 3
COURSE DESIGN
How to design effective e-learning coursesWhat are the essential elements and strategies for designing effective e-learning courses?
Designing effective e-learning courses requires a thoughtful approach encompassing elements such as clear learning outcomes, engaging multimedia content, interactive assessments, and user-friendly navigation. This Unit explores proven strategies to ensure the creation of impactful and successful e-learning experiences.
-
UNIT 4
EXAMPLES OF COMPETENCE FRAMEWORK
Establishing clear benchmarks that guide learners and educators in developing competences (i.e. knowledge, skills, attitudes)
Effective educational design means consistency (i.e. alignment) among the expected behavioural learning outcomes, appropriate teaching-learning activities and monitoring-assessment tools. This requires a proper understanding of learning outcomes in relation to the competences addressed by the educational process.
Here you find two examples of competence descriptions outlining the key knowledge, skills and attitudes that are relevant to (A) Digital proficiency and (B) Sustainability proficiency.
-