FOREE MOOC: Blended Learning in Forestry Education
Topic outline
-
-
-
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.
-
-
-
UNIT 1
E-LEARNING AFFORDANCES
How technologies improve and integrate traditional education, making it more efficient and interactive
Which are the motivations to integrate technology with traditional education?
This Unit explores the ways in which technology plays a pivotal role in transforming traditional education, delving into the concept of e-learning affordances. By examining the synergies between innovative technologies and traditional teaching methods, it sheds light on the improvements that contribute to a more efficient and interactive educational experience.
-
UNIT 2
EXPERIENTIAL LEARNING
The future of forestry education through experiential learning and digital technologies
How does the integration of experiential learning and digital technologies shape the future of forestry education?This Unit describes the transformative potential for forestry education. By examining how hands-on experiences and cutting-edge digital tools converge, it provides insights into the promising future where participants can engage in immersive learning, fostering a well-rounded and technologically adept generation in the field of forestry.
-
UNIT 3
DIGITAL LEARNING COLLABORATIVE ACTIVITES
Traditional collaborative learning activities have many advantages when delivered through the use of digital technologies
How can collaborative learning activities be translated to be delivered through or using digital technologies?
This Unit explains how by leveraging the capabilities of digital tools, the collaborative learning experience is enhanced, offering benefits such as increased accessibility, real-time interaction, and the potential for more diverse and engaging educational activities. In this Unit you can find the Multilingual Portal Educational Toolbox which summarises the resources for the implementation of blended learning. A pdf version of the Toolbox is downloadable.
-
-
-
UNIT 1
COMPUTER ASSISTED LEARNING
Approaches to optimise the design of online learning materials
How can I make online teaching more effective regardless of the technology used?
This Unit will provide you with practical guidelines to learn more about online teaching techniques and practices applicable to all sectors, including Forestry sector. The goal of these techniques is to reduce the demands on learners' working memory and avoid overloading it with additional activities that don't directly contribute to learning.
-
UNIT 2
VIDEO TUTORIALS EDUCATION
Instructional strategies to support learning
How can I make my video teaching material more effective?
In this unit you will learn useful techniques and tricks to increase the effectiveness of your video lessons. This will allow you to make the most of all the benefits of videos and video tutorials, including teachers’ noticing, activity analysis, reflection on action, observing learning, and learning from errors.
-
UNIT 3
INTERACTIVE VIDEO
Added advantages of interactive video
What is an interactive video and what added advantages does interactive video offer?
In this unit you will understand the difference between a conventional video and an interactive video; you will also get familiar with the concepts of macro-level activities, hyperlinks or interactive points and exchange options.
-
-
-
UNIT 1
ALIGNMENT
Harmonising course components for an effective educational experience
How can you ensure a cohesive educational experience by harmonising various course components?
This Unit provides a roadmap for educators to create an effective learning experience for students by addressing the interplay between the different components and phases of a blended learning course implementation.
-
UNIT 2
LEARNABILITY ASSESSMENT CHECKLIST
Blended Course Learnability Assessment Checklists
How can we assess the "learnability" of a blended course?
This Unit offers a checklist grouping 33 criteria in 6 main areas: (1) Course Overview (2) Goals and Learning Outcomes (3) Assessment (4) Materials (5) Learner engagement (6) Learner Support Resources
-
UNIT 3
ASSESSING LEARNING OUTCOMES (LOs)
Analysing the three levels of assessment
How can instructors effectively assess students' learning outcomes and ensure consistency with overall course goals?
This unit explains how to monitor the progress of students and to elicit useful feedback, considering their motivation and satisfaction, the process of mastering new knowledge and the capacity to apply new skills. It also gives tips on how to develop observation rubrics for each assessment level.
-
UNIT 4
EVALUATION RUBRICS
How to outline, observe and assess the progress of students in digital forestry education courses.
What methodologies can be employed to effectively outline, observe, and assess student progress through the use of evaluation rubrics?
This Units illustrates the importance of evaluation rubrics as a tool for outlining, observing, and assessing student progress in digital forestry education courses. It provides educators with insights on designing comprehensive rubrics that facilitate accurate evaluation, feedback, and continuous improvement of digital learning for forestry education.
-