BY N E D E R I TA L I L I A N A

BLENDED LEARNING: CHALLENGES OF TEACHING A

FL TO GENERATION Z

GENERATION X

Born: 1966-1976

Age in 2014: 38 to 48

• high levels of skepticism,

• “what’s in it for me” attitudes

• best educated generation with 29% obtaining a bachelor’s degree or higher

GENERATION Y, ECHO BOOMERS OR MILLENNIUMS

• Born: 1977-1994

• Age in 2014: 20 to 37

GENERATION Z

• Born: 1995-2014

• Age in 2014: 0-19

FROM THIS…

TO THIS…

FROM THIS

TO THESE

AND THIS…

THE SCHOOL HAS CHANGED AS WELL

V

IN ALL THE TRADES TOOLS HAVE CHANGED

EVEN IN FARMING

EVERYTHING CAN BE DONE NOW USING THE COMPUTER

THERE IS A NEED FOR A TEACHER TO CHANGE HIS TOOLS AS WELL

It would have been easier if all our students had been the same

BUT THEY ARE ALL DIFFERENT

We need a different tool for each of them – the answer is blended learning

• “The future of teaching is learning” David Deubeldeiss

BLENDED LEARNING IS…

• is a combination of traditional face-to-face teaching and e-learning or computer mediated instruction.

•  • is “an opportunity to recognize talent, harness potential, push

the boundaries of personal development”•  • “seems to be the most suitable method in the teaching of

foreign languages, which means a combination of the face-to-face and online learning” (Sarka Hubackova,Blanka Klimova)

•  • Includes two basic ways of teaching synchronous (in real time,

face-to-face learning; in a virtual classroom: at the same time but in different places) and asynchronous (online, at different time) which are combined

And what blended learning gives is an individual approach to teaching and learning

“Blended learning supports competency based learning” Julia Freeland

The key competences that the students learn in a blended learning environment:• they learn to learn• they learn how to communicate in a foreign language• action and strategic competences (the ability to identify a

problem and to suggest ways to solve it, the competence of planning an activity and to and prediction of the expected outcomes, competences of elaborating strategies of working in a group)

• digital competences, in the field of ITC (the competences to use the digital appliances: computer, smart phone in real situations)

• the competence to elaborate documents and to use the basic electronic services: e-governing, e-business, e- education, e-health, e-culture, in communication and in acquiring information including the Internet.

CONTENTS CHANGE FORM

1. MORE INFORMATION THAN ONE LESSON OR ONE SOURCE

• Students have multiple pathways to mastery.

AND MORE STUDENT FOCUSED PARTICIPATORY SEMINARS

FROM TIME CONSUMING INDIVIDUAL TUTORIALS

TO LARGE GROUP team teaching in a TECHNOLOGICALLY equipped room

From SUPPORT SESSIONS clearly distinguished form the ACADEMIC SESSIONS

to… SUPPORT and ACADEMIC SESSIONS interspersed throughout the syllabus

From paper-based submission, with face to faceconsultations at set times

To …Online submissions, with face to face consultations and additional

interactions online

ASSESSMENT PRACTICES

• Blended approaches lead to a rubric based, standardized view of assessment that makes marking more equitable; results are more immediate and are readily made available digitally, strengthening their impact

EXAMPLES

Let’s see some examples blended learning use in the classroom and proceed to some practical activities

Go to:www.lilianasreflectiveblog.blogspot.com

REFERENCES

• Generations X,Y, Z and the Others - Cont'd• William J. Schroer