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Welcome to
BREST STATE TECHNICAL UNIVERSITY
 

Hybrid/Blended Teaching & Learning

FH JOANNEUM University of Applied Sciences
05th– 09thNovember 2018

From the 5th to the 9th of November 2018 at the FH JOANNEUM (Graz , Austria) was hold TOT courses "HYBRID/BLENDED TEACHING AND LEARNING" of the ERASMUS+ CBHE PROJECT # 585760-EPP-1-2017-1-AM-EPPKA2-CBHE-JP “CHANGE IN CLASSROOM: PROMOTING INNOVATIVE TEACHING & LEARNING TO ENHANCE STUDENT LEARNING EXPERIENCE IN EASTERN PARTNERSHIP COUNTRIES”, PRINTeL.

This training includes 8 modules:

  1. Introduction to Blended Learning.
  2. E-moderating and the reflective practitioner/teacher.
  3. Learning platform Moodle.
  4. Online-Portfolios to support students’ reflection processes.
  5. Multimedia online learning material.
  6. Online tools to support Project Based Learning.
  7. Assisted work in the group projects.
  8. Preparation, Presentation of Projects and Feedback

Chetyrboсk Natallia PhD of Economic Sciences, Head of Management, Economics and Finance Department (Engineering and Economics faculty of distance education) and Shalabyta Tatsiana PhD of Technical Sciences Associate Professor of Department of Concrete technologies & Building materials (Faculty of Civil Engineering) presented Brest State Technical University. They worked together in the same group with Sayanova Natalia, BSU.

Module 1.

Introduction to Blended learning

Mag., Jutta Pauschenwein, Head of ZNL-Innovative learning scenarios

FH-Prof. Dr. Doris Kiendli, Head of Institute of International Management

5th of November

Jutta Pauschenwein and Doris Kiendli present topic about blended learning and emergent learning. The participants of the course defined the blended and emergent learning, their characteristic features, aims and objectives working in groups. Aim of group: innovation and teaching quality in higher education. Goals of group:know the meaning of «blended learning»,use principles of «blended learning».

Blended learning uses a combination of traditional methods and the newest mobile, interactive and online resources in the educational process.

Emergent learning supposes the implementation of heuristic elements, the technologies of brain-storming and team-work in the process of students’ studies. It is focused at individual experience and needs of every student, personally oriented. It offers different types and forms of work, not prioritizes the best only one. The aims and objectives of blended learning: to motivate students’ self-organization and time-management skills; to expand opportunities of scientific self-search; to improve communicative skills; to plan effectively the interaction of lecturers and students in lecture halls and online; to research and use modern multimedia technologies in the process of studies; to increase creative and presentation skills of students; to form skills of nonstop learning through the whole life, searching, analyzing and presenting of information; to destroy mental, technological and generation gap between lecturers and students who speak common language via new online resources and types of communication.

 

Module 2.

E-moderating and the reflective practitioner/teacher

Anactasia Sfiri, MSc – Senior E-learning expert

5th of November

During this module group learn practice reflection and experience online communication in the group.

Reflection creates one’s own and deeper understanding of subject, based on personal previous experience. It increases students’ active engagement in the process of studies.

E-learning:

Module 3.

Learning platform Moodle

Tina Mossbock - Senior E-learning expert

6th of November

The moderator presents the most important tools of Moodle platform which can be implemented during studies. The main concepts of the Moodle are constructivism and social constructivism.

The participants have learned about advantages of using Moodle in educational process, tried tools of the programmer themselves - uploading of files, creating own profile, course and a system of assignments, forum discussions in online regime, using different types of resources. It was convenient doing this activity synchronically when one can ask questions and interact at the same time with other participants. There was also a discussion of changes of students’ roles from Consumer to Active creator during the process of work in Moodle. This part of class was the richest about new ideas appearing in the process of talking.

Natallia, Tatsana and Natali create their profile and made a short presentation of current e-learning activities at home-university. Also they designed own project concept and course (“Concept of bussiness”) and put it on platform Moodle.

Module 4.

Online-portfolios.

Anactasia Sfiri, Tina Mossbock – Senior E-learning experts

6th of November

The largest part of this module was devoted to interactive discussion in groups and presentation of ideas about profits and challenges of using an E-portfolio in the studies, professional and scientific upgrading of students and postgraduates. Each group presented their point of view about this issue, and the mutual reflection was really informative. Natallia, Tatsiana and Natalli developed design an implementation concept for the adoption of e-portfolios in own university.

E-portfolio is useful because it helps: to choose the best teachers and courses according to their interests; to mark their strong sides, achievements, professional skills; to make useful contacts in professional field; to present yourself at labour market as a competitive professional; to increase critical thinking and creative presentation skills; to promote realization of principles of European system of education; to widen the prospects of getting a working place or a scientific project not only in your native university or country, but abroad; to install contacts and decrease a distance between lectors and students; to give more personal information about yourself and thus to create friendly and trustful relationship; to increase self-confidence, both personal and professional; to analyze a progress of skills from 1 to final course of student studies.

The next task was about creating a type of E-portfolio based on real requirements of modern labour market and scientific specialization which can be used as an integrative part of lecturers’ activity.


Module 5.

Multimedia online learning material production

7th November 2018

Erika Pernold, studies of Economics in Graz and Japan

Martin Gutzelnig, studies of public communication in Graz

During this Module the participants discussed the concept of MOOC (Massive Open Online Course) as a free open course, its opportunities of using in the sphere of professional education, the role of visualization in online teaching. The videos of the moderator Erika Pernold are the examples of implementing of multimedia activity during the process of students’ studies. Aim: learn innovative studies  resources for large quantity of learners, open resources  which will make process of study more comfortable and easy for students. Task: learn inputs about MOOC concepts and time table;inputs about videos and examples;learn various E-learning concepts; develop a concept of pedagogical course for MOOC.

A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, etc. many MOOCs provide interactive courses with user forums to support community interactions among students and  lecturers as well as immediate feedback to quick quizzes and assignments.

MOOCs are a recent and widely researched development in distance education which were first introduced in 2006 and emerged as a popular mode of learning in 2012. Advantages: сonnectivism; autonomous learners; networking; large amount of learniers. MOOC can help to involve future and foreign students to some speciality, depicting the most important topics and aspects of the significant disciplines for example.

The main difficulty about MOOC is the quality and reliability of information presented here. It can be a part of the course of studies but it works best of all as a way of supplementary self-education in different brunches.

Trainer gave to groups task to develop a project of some course for MOOC concepts and introduce it. Belarus group 6 (Natallia, Tatsiansiana and Natalia)develop course “Welcome to Belarus” which will consist from 3 parts: for business, for students, for tourists.

Videos in learning scenarios in particular, have become a cornerstone of many blended course designs. Its increasingly preferred by learners who have grown up in the age of YouTube, e-learning videos offer the ability to deliver a uniquely immersive learning experience for almost any concept or skill.

Of course, this doesn’t mean that video-based e-learning is some sort of silver bullet for educators, as much as we might like it to be watching a video can be a passive experience, too. A dry, hour-long lecture that fails to engage learners in person will fare no better when recorded (especially if the room itself isn’t captured and learners can replay only the slides paired with voiceover audio). Fortunately, there are any number of strategies instructors can use to make their recorded content both more engaging and more valuable as part of their blended, flipped, or other active learning approaches. Aim: preparation of videos lectures and video courses. Task: reach a large number of learners; increased contact with students; visualization of the lecture’s topic. Advantages: visualize complex contents; conservator lectures and presentations; impart knowledge about contents; answer to questions; motivate learners to take part or stay put on a topic.

Natallia, Tatsiana and Natalli developed a short concept how to use a video at home university to promote their project. They developed a concept and made video about training in Graz by project PRINTeL.

Module 6

Online tools to support Project Based Learning

08 November 2018

Ligia Pasqualin, MA, MBA – Lecturer (IIB)

During this module was represented  project based learning which include conect teachers, students and enterprises. Also presented  the role of project management in Project Based courses. From innovative learning methods was presented platform Trello. Trello is a collaboration tool that organizes your projects into boards. In one glance, Trello tells you what's being worked on, who's working on what, and where something is in a process.

Group 6 (Natallia, Tatsiana and Natalli) selected an online collaborative tool for potential adoption in the classroom. This course was oriented for participants of project PRINTeL and their colleges for learning new innovation learning methods which was presented during training in Graz.

Module 7

Assisted work in the group projects.

Group  (Natallia, Tatsiana and Natalli) developed a presentation the implementation  gained knowledge gained in the teaching activities of BrSTU and BSU.

Module 8

Preparation, Presentation of Projects and Feedback

Group (Natallia, Tatsiana and Natalli) presented their vision of the implementation of this TOT courses in BrSTU and BSU.

UNIVERSITY
HEADLINES

Stay together

Despite the current situation in the world the foreign students of BrSTU stay positive, support each other and make plans for the upcoming academic year.

 

Tender Invitation for Equipment Procurement

The PRINTeL project No585760 funded by the ERASMUS+ Programme of the European Union kindly invites all suppliers to participate in the tenders for the supply of equipment for creating Technology-enhanced Active Learning Classrooms and Multimedia Lecture Capture Studios in several universities of Armenia, Georgia and Belarus.

Iranian students at BrSTU

Iranian students wishing to study at BrSTU should apply to SPRI.

ADMISSION 2019-2020 IS NOW OPEN!

 

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