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student's age, content, the learning environment

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Rabaa jathwan/hafsa bint Omar school/jordan

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Rabaa jathwan/hafsa bint Omar school/jordan

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A wide range of technology tools and applications are available anywhere, anytime through interactive e-learning courses.
The reliance of blended learning on technologies that are still not relied upon, the Internet is still ineffective in some parts of the world, especially rural or remote places.
The development of blended learning depends on:

Using it effectively requires the student to be familiar with the use of technology well.

The adoption of blended learning on computer hardware, which costs a lot of money, maintenance and installation work.

The low level of actual participation of curriculum specialists in the manufacture of integrated electronic courses.

Focusing on the cognitive and skill aspects of students more than the emotional aspects.

Feedback and incentives and compensatory incentives may not be available sometimes.

The low level of effectiveness of the monitoring, evaluation, correction, attendance and absence system among students.

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the enviorment
Student
Age of students
The curriclm
Technonlogy

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Age of students, subject, equipmnet, tools, time spent for synchronous and asynchronous learning

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Öğrencilerin gelişim düzeyleri,yaşları,kullanılacak araçlar,becerileri ve ilgileri göz önünde bulundurulalı

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İn my blended scenario i consider these features more:
-İnterests of my students
-Their choices
-Web 2.0 tools
-Having synchrous and asynchronous activities

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Age of students
Subject
Equipmnet
Digital tools
Time spent for synchronous and asynchronous learning

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blended learning scenario
-lesson subject
-students needs
-time management
-digital tools
- activities
balance between synchronous and asynchronous activities
- assessment

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Age of students.

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I will keep in mind: age of students, time for activities, digital tools and simulations, formative assessment...

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Engin EROĞLU, Turkey Blended learning in vocational education may not be fully achieved. Because it is necessary to apply with real materials in laboratories. Virtual applications do not teach manual dexterity and job security. However, the theory skills of the courses and preparation skills for experiments can be gained remotely.

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Engin EROĞLU, Turkey Blended learning in vocational education may not be fully achieved. Because it is necessary to apply with real materials in laboratories. Virtual applications do not teach manual dexterity and job security. However, the theory skills of the courses and preparation skills for experiments can be gained remotely.

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Based on all that I have learned in this course and my experience, I will plan an activity for older, secondary school (High school) students. This activity will be aimed at developing skills for balanced and equitable, environmentally friendly economic and social development.

The activities that will promote students' autonomy, will occur in synchronous and asynchronous activities, supported by appropriate tools.

Asynchronous work can use platforms such as "Moodle" and "Teams" (consultation of documents and guidance of activities, evaluation), "Padlet" (summaries and sharing) and "Zoom" (online meetings - synchronous activities).
These activities are articulated with others developed face-to-face at school.

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When starting the construction of a scenario, everything should be well thought out and planned. The profile of the students in which it will be developed, the subject or content to be addressed, the time, objectives, the learning environment in which each activity will be implemented, the tools, materials, and applications most appropriate and accessible to students, what skills we want you to develop, etc.

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Lesson subject
-Presentation of learning objects
-Learning environment
-Appropriates digital tools and activities
-Balance between synchronous and asynchronous in activity
-Assesment

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I take into consideration;
Ss Age
Subject
Useful simple web tools
design in a inclusive way

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We should focus on the age of the students, time frame, the objectives and the outcomes, digital skills of Ss, equipment they need to use and length of the task. The assessment rubric should be developed by Ss . I'm planning to include all this by planning carefully every step of the lesson.

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When designing a Blended Learnig scenario, I must take into account the class profile (number of students, age and level of autonomy), the theme of the content to be addressed, the objectives to be achieved, the teaching model I want to privilege, the sequentiality and alternating between face-to-face or distance learning, as well as the skills that I intend to evaluate in the class learning process. It's also important to define the digital equipment and tools to be integrated.

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When developing a blended learning scenario it is important to keep in mind the general aim of the scenario and its subject-specific objectives and outcomes. Just as in any other lesson planning type, it is necessary to make sure that our objectives are stated clearly. Furthermore, they need to be measurable, which is indispensable.

Since we want our Ss to acquire certain contemporary skills (such as critical thinking, creative thinking, digital skills, development of learning strategies, time management, etc. - actually 21st Century Skills), we should also specify some of these skill in our scenario. Another important factor to shape the scenario is the balance of activities and their distribution throughout itself.

In order to prepare an adequate scenario for our context, we furthermore need to consider aspects like our Ss' age, background knowledge, needs, wants, preferences, learning styles, etc. Besides these internal aspects we would also have to consider external factors such as technical equipment, curricula, institutional culture, etc.

As it is in every educational context/teaching scenario, assessment is crucial in order to make sure that our efforts don't go down the drain. Accordingly, it is important to incorporate elements of assessment, preferably formative type of assessment. As a summative assessment I would prefer an end product to be evaluated.

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Learning goals, topic, student's digital skills and available equipment

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Points to keep in mind: students, their knowledge of the subject and digital tools, learning goal, topic, assessment

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All the criteria that collegues have already mentioned, like the target group of students, the right digital tools, the subject, are important but also what I found interesting to consider through this MOOC is the way I will motivate my students to make them willing to learn and to be confident that they can learn! So another point for me is to assign them to have a personal school diary of what they know, what to learn more and the learning goals they have o achieve soon through my courses! So they can see themselves what they have already achieved and feel confident!

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topic of learning

-outcomes of learning topic

-type of blended learning model

-tools for blended learning

-combination of synchronous and asynchronous activities

-assessment activities

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Points to take into consideration when considering the development and assessment of a blended learning scenario:

- Pupils’ age
-  Pupils’ needs & interests (engaging scenario)
-  Pupils’ digital skills
-  Subject
-  Time management
-  Lesson objectives
-  Learning environment

-  Appropriate digital tools and activities

-  Balance between synchronous and asynchronous activities
- Assessment

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Some points to be kept in mind are:
- learning goals
- the age of students
- interests and needs
- IT Skills
- available equipment

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During the development of the mixed learning scenario of an activity, they take into account the contents, the age of the students, their possibilities and their level of knowledge.

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The main point is the learning goals and objectives of the chosen topic.
Also, the age of students, their interests and needs, time availability, ICT knowledge, and the available resources..

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Türkiye

-Student's needs
- Student's ICT skills
-Student's ICT resources
- Student's development stage

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Subject requirements
age of students
materials

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- Student's age and needs;
- Digital infrastructures;
- Student's skills on IT.

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material or subject
students age
time
learning objectives
assessmnt startegies
toold and resources
environemnt

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-Learning goals and objectives
-Topic
-Age of students
-Interests and learning needs of the students
-Time available
-Tools and resources available

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In a blended learning scenario, we should keep in mind the age of the students, their needs, the resources, the level of synchronous and asynchronous education.

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The most important elements to take into consideration in a BL scenario> subject, topic, age of students, type of lesson, skills etc.

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In a BLS teacher has to value their students skills and their age; give easy materials to encourage students; the goal has to be clear and not to hard; students should have the possibility to work in group in orther and not let them alone with their problems.

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The first thing that to be done in a blended learning environment would be the evaluation of the readiness of the students.
Formative assessment should be taken into consideration as well as summative assessment.
Formative assessment would help the teacher and the students to see where they are within the course, this way the teacher can intervene when it is understood that a student can't keep up with the study materials. Here we can see the learning gaps and take action before it is too late.
Formative assessment can be included with quizzes and short writing assigments during the project.
The Summative assessment can be used at the end of the course. This way you can see if the student really learned the objectives. This can be done in several different ways, but I think I would go for an end product from the students.

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Ss' age, level of their knowledge about the subject taught, the equipment they have for the activities and enough motivation. These are the main important elements for the blended learning scenario I think.

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In a blended learning scenario, it is important that the assessment takes into account the rigor and effectiveness. It is important that the evaluation takes into account the work done by the students, so we must present the criteria to the students, as well as the evaluation descriptors so that the student knows in what aspects he is evaluated. We must bet on pedagogical evaluation, not forgetting self-evaluation.
In the assessment, individual performance is essential, so even in group work, students must be aware that the practical component of the work must be the object of a careful and rigorous analysis.

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Points of considederation and

their integration in the blended learning scenario:
*Analyze my students and their needs and clearly define the objectives of the learning scenario.
* Analyze the content and create an interesting flow chart to keep students motivated and on track
*Take into account the prior knowledge upon the subject and determine the level of interaction in each part of blended scenario.
*Determine the level of synchronous and asynchronous education and which specific activities each one will incorporate.
*Intergrate teamwork activities and individualized guidance
*Create a list of resources, digital tools and classroom activities
*Create an effective evaluation plan
*Collaboration with other teachers

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My Points for Considering the Development and Assessment of a Blended Learning Scenario

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My Points for Considering the Development and Assessment of a Blended Learning Scenario

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For my blended learning scenario, I would consider how flexible I should be with any of the mentioned models within the blended learning spectrum. For example, if I were to utilize (utilise) the individual rotation model and since the model is set on a fixed schedule, I would determine how much I can bend the rules without impacting the model's core. Another point for consideration would be the compatibility of a lesson with other operating systems and devices, along with the accessibility of the devices to ensure differently-abled students can benefit from the digital version of blended learning just as much as general education students would.

—Austin Dragoș [United States of America]

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I should keep in mind that a BLS has to be appropriate to the learners involved.Also to be meaningful and not being just for the sake of including an online or on-site activity.These points motivates me in order to develop a BLS.

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O think that we must focus on the more suitable tools for this blended learning. Not all the tools are good for different kind of learning, and it is btter discovering the mre adequates

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When I consider the development of blended learning scenario I would keep in mind the age of the students, their possibilities and their level of knowledge.

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During a blended learning activity, we take into account the learning content, the age of the students, their digital skills and needs. students' interests, motivation.

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When planning a blended learning snenario, we should consider the students' characteristics, the content, the resources available (mainly technology and digital tools), the students digital skills...

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Find the right blended learning activities upon the topic  so that they will be  motivating for the students and the best tools to serve this purpose. Always consider the level of difficulty according to students' age and previous knowledge as well as their
digital literacy.

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After I specified the course content. I have to schedule.
How many minutes should I spend on which learning activity. I have to send the video or presentation to the student to prepare himself. For this, I have to report how many times he should watch the video. I should also give the student time to research the content. If I am going to do distance education later, I should explain how to apply it and ask the student to be ready accordingly. If it is a face-to-face training in the classroom, I must report its rules. I have to arrange a presentation part, a discussion part, and times for the student to take a peer review for the lecture that will take place in the classroom. Finally, I have to do teacher evaluation, efficiency evaluation related to the course.

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The aim of the lesson and/or course as well as the age of the target group, the tools and their accessibility by the students in view of blended learning scenario are some of the main parameters in designing this final activity of this course.

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Provide access to the Internet.
Ensure that devices or home appliances are provided
Safe communication between students and teachers
The suitable tools

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I agree with other educators.
Student age
content
ICT knowledge and resources
are the points would matter the most
in my context as well.

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The target group of students
Goals to be achieved
Time period
Tools

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Public intended
Level of education
Age
Previous knowledge
Digital resources
Time management and availability
Internet access

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- The pupils' age
- The content
- available time at distance and at school
- how students work

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content
context
devices
tools
time
pupils age

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I consider ICT skills and resources will be essential to implement a blended scenario. The age and topic will have to be apropriate to the school curriculum.

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the profile of the student
the aim of the lesson
the learning environment
the learning tools
the cognitive and affective needs of the learners
the ICT
abilities of teacher

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I think I should consider:
topic;
age of the students;
ICT resources and skills;
if we are online or in classroom activity.

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students age
- students digital skills
- the learning environment
-available tools
- the goals of the lesson
- the available devices

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-Student's needs
- Student's ICT skills
-Student's ICT resources
- Student's development stage

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It is nessasary to think student's age, technologigal equipement and cooperation activities

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Technology-Enhanced Learning

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- Content
- Age
- Students needs
- Students ICT resources

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Students' age, learning environment and competencies

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The age of the students, the technological equipment of students and teachers, the quality of the internet and the digital capabilities of both

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It is essential that teachers and students are properly equipped and have fast and secure access to the Internet

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Students age and their access to the technological devices are important

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Students grade, language skills and learning outcomes, functions and useful language, , activities, context and tasks, assignment and evaluation .

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It is necessary to consider:
1- the learning goals and the content;
2- the students age
3- special needs students;
4- Students digital skills.

5- students informatic equipment available

6- balance between synchronous and asynchronous activities

7- feedback and assessment

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To su :
- dob učenika
- ciljevi
- alati koje ćemo koristiti u nastavi

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students age

Technological skills

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In the combined learning scenario, we must consider the following:
-learning goals
-age of students
-digital tools
-ICT skills
-type and form of activity (individual or collaborative)
- assessment

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Utilizing the right digital tools that will make my teaching more interesting taking into account the interests of my students

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In the blended learning scenario, we must consider the following:
-the learning profile of the students;

-learning objectives (short-term and long-term);
-time and tools available;
-type and form of activities (individual or collaborative);
-age and age of students.

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Students, skills, curriculum

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Teaching stage
Topic
Specialization

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Age of the student
What skills has the student already developed.

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PLANNING, SKIL IN TOOLS, TECHNOLOGICAL

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While planning a blended learning process, it is important to consider which age we will teach and which opportunities they have. I will design a learning scenario with the grades teach this year because I am familiar their opportunities and what they and their parents can do on distance learning.

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Social, family conditions
skills
tech tools

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The age of the students, the technological skills they have, the technological tools in the schools, the skills of the students.

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student
age
skills

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The points shoyld be considered are the following.
-The profile of our students.
-Technological tools they have
-Age
-Attractive activities.

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As we develop blended learning we take into account students ’interests, motivation, learning content, students’ age, their digital skills and needs.

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While developing a blended learning scenario and its assessment, it is important to bear in mind a few valuable criteria that will guide all educationists step by step during this process:
-learning profile of the students
-learning goals (short-term and long-term)
-available time and tools
-subjects and topics
-students' special needs and interests
-kind and form of the activities (individual or collaborative)
-age and students' level of self-regulation

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- the subject, the topic and the context

- the age of my students

- the level of my students

- types of assessment

- tools and resources

- motivation

- skills

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One has to consider that there is not a 'one size fits all' recipe of blended learning. A more tailored approach i necessary. Age, background and preexisting student skills should be an ingredient in such a recipe. I tend to consider a particular blended learning approach after having gotten to know my audience(students). Asynchronous and autonoumous are great approaches, however the student should feel like they are a part of a guided dialogue, rather than an empty and lonely monologue.

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When considering the development and assessment of a blended learning scenario the points that should be kept in mind are:

* Which Classroom model to use (traditional in class, Hybrid, Online),
* the strengths and weaknesses of each different environment ,
* the learners’ abilities (maturity, technological skills, their readiness for blended learning, their home environment and their age),
* which framework to follow (flipped classroom model, Individual rotation model, flex model, self-blend model) ,
* which challenges to consider,
* which activities to use
* which assesment tools to use
The Timeline and motivation methods, also considered of course

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The main points to consider when preparing the learning scenario:

·         Students’ profile

·         learning goals

·          process for learning goals (choice the model)

·         instruments for learning goals and suitable for model which we have chosen.

·         time measurement.

·         pilot test.

·         feedback

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When developing a blended learning scenario we have to bear in mind that the program’s model will vary, depending on families’ needs, group size requirements, and staffing limitations. That's why we have to think about what kind of activities are better suited and how the students will be evaluated.

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After having studied the article, I feel that some of the points that we should keep in mind when considering the development and assessment of a blended learning scenario  are :

Learning goals,

students engagement,

resources,

overall goals quality,

age and level of students,

classroom time,

students access to technology,

learners satisfaction,

how and when should evaluation take place: methods of data collection,

what what should be a valuated: teaching learning course outcomes

Course flexibility,

interactive content,

clear and sufficient content for the students.

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Important points:
- Topic
- Interests of chlidren
-ICT skills
- on line or on-site teaching
- assessment (self, peers, by the teacher)

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1. Subject.
2. Topic.
3. Target Students.
4. ICT skills
5. Synchronous/On site /Individual Activity
=> the goals/outcomes.
6. Asychronous/At a distance/ Individual Activity
=> the goals/outcomes..
7. Synchronous/On site/ Collaborative Activity
=> the aim/output.

8. Synchronous/At a distance /Collaborative Activity

=> the goals/outcomes.

9. Synchronous/On site/ Colllaborative Activity => the goals/outcomes.
10. Peer Assessment.

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1. topic
2. lesson objectives
3. student age and IT skills, learning autonomy, interest, internet connection
4. synchronous or asynchronous activities
5. type of BL model
6. appropriate tools for BL
7. planned time shedule
8. assessment

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A 10-12 yo Lesson based upon my teaching subject (Information Technology)

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- subject (age and VET programme)
- teaching goals, competencess
- time (n. of lessons)
- learning environment (school, home, field - synchronous and asynchronous activities, individual and group learning, ICT tools and equipment)
- assessment (self, peers and teacher's -led assesment)

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Ponts to consider:
- Sts' and T. background knowledge and skills
- type of BLM
- S/A activities to match my chosen BLM
- aims, expected outcomes
- anticipated problems, possible solutions
- assessing both scenario and sts

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I would consider the age of my students, their level, previous experience in different learning methods, my goals, the technological equipment of children and school, and tools as well as platforms suitable for their age

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We should consider several things:
1. choosing the activities to be developed according to the lesson objectives
2. the time it takes to carry out each synchronous or asynchronous activity
3. alternate synchronous and asynchronous lessons to be able to monitor students' progress and provide feedback for learning
3. use technological tools as support/help to the teacher and student
5. Finish with an evaluative activity to understand if students have understood the theme and check if they have progressed.
I intend to develop an individual rotation scenario, planning each activity and providing all necessary resources. And promote moments of sharing, collaboration and peer evaluation.

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Lesson subject.
Learning goals and expected learning outcomes.
Age and level of the students.
Types of learning and assessment activities.
Timeplan.