70:20:10 Blended Learning Process
- Home
- Dynamic Toolkit
- 70:20:10 Blended Learning Process
70:20:10 Blended Learning Process
Short Description
It is a development model that suggests that people obtain 70% of their knowledge from job-related experiences, 20% from interactions with others, and 10% from formal educational events (courses and readings). The 70:20:10 model of learning was developed by Morgan McCall, Robert Eichinger and Michael Lombardo at the Center for Creative Leadership in North Carolina in the mid-1990s.
Tools
It does not need a digital tool but the 10% of educational events can also draw on online materials and courses.
Scenario
The model’s creators hold that hands-on experience (the 70 percent) is the most beneficial for employees because it enables them to discover and refine their job-related skills, make decisions, address challenges and interact with influential people such as bosses and mentors within work settings. They also learn from their mistakes and receive immediate feedback on their performance.
Employees learn from others (the 20 percent) through a variety of activities that include social learning, coaching, mentoring, collaborative learning and other methods of interaction with peers. Encouragement and feedback are prime benefits of this valuable learning approach.
The formula holds that only 10 percent of professional development optimally comes from formal traditional courseware instruction and other educational events, a position that typically surprises practitioners from academic backgrounds.
Assessment
Open question No specific form of assessment.
Additional Resources
Sprouts Lab – The 70:20:10 model eLearning – guide and eBook
Training – Industry – The 70-20-10 Model for Learning and Development
Connection with other methods
Mentoring, coaching and counselling
Our Project Objective
eLene4Life supports curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability.
More Information
About us
Partners
Privacy Policy and Accessibility Statement
Image Attribution List
This project has been funded by Erasmus + programme of the European Union.
Disclaimer
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project No. 2018-1-FR01-KA203-047829 has been funded by Erasmus + programme of the European Union.
Work in Teams
- Home
- Dynamic Toolkit
- Work in Teams
Work in Teams
Short Description
Work in teams describes a group of people engaged in coping with a common task to reach a common goal. It is the work-sharing processing of tasks by several people, who organise their cooperation independently to a great extent. Ideally, a team consists of people whose skills complement each other.
Tools
Can be digital and non-digital. For digital, e.g. WiKi, Etherpad.
Scenario
Work in teams or teamwork is widely used in all kinds of scenarios, from simple to very complex. One very common scenario is project based learning, e.g. organizing a conference to present their theses for the specific course at the end of the BA/Master programme: the students have to divide themselves into groups according to the different tasks they set for successfully organizing such an event, e.g. “programme planning”, “invitation”, “financial aid” etc. They then do their work and time management in their respective groups while regularly being on exchange with the other groups. At the end, all groups come together to hold the conference.
Assessment
Besides the direct assessment, mostly in the form of feedback within the team, different methods can be chosen, e.g.:
- (formal/digitally supported) Peer-review
- Checklists
- Rubrics
Additional Resources
Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 78-89.
https://scholarworks.iu.edu/journals/index.php/josotl/article/download/1747/1745
Thematic Dossier on Work in Teams (in French)
Connection with other methods
Think-Pair-Share
Group discussion
Collaborative learning
Project-based learning
Our Project Objective
eLene4Life supports curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability.
More Information
About us
Partners
Privacy Policy and Accessibility Statement
Image Attribution List
This project has been funded by Erasmus + programme of the European Union.
Disclaimer
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project No. 2018-1-FR01-KA203-047829 has been funded by Erasmus + programme of the European Union.
Think-pair-share
- Home
- Dynamic Toolkit
- Think-Pair-Share
Think-Pair-Share
Short Description
Think-Pair-Share combines individual and cooperative learning in three phases. In the first phase, the students work alone with limited time. In the second phase, they discuss and compare their results in the group for a given time before presenting their results to the class in the third phase.
Tools
Can be digital and non-digital. For digital, e.g. WiKi, Etherpad, Mindmapping tools.
Scenario
Both, complex and less extensive topics can be worked out. A common scenario for Think-Pair-Share is to divide one large class of students into several groups of usually 4-10 students to work on e.g. a marketing strategy. First, each student has to work on a certain topic by him-/herself independently, e.g. one evaluates the competitors, the next does research on cultural environment, the third works on a SWOT analysis etc. The group then discusses all findings, evaluations etc. and presents their proposal for a marketing strategy, based on their individual and strategy and collaborative work. The “limited time” for this can vary from one session only to several weeks or the entire semester, depending on the complexity.
Assessment
Besides the direct assessment, mostly in the form of feedback within the group, different methods can be chosen, e.g.: (formal/digitally supported)
- Peer-review
- Checklists
- Rubrics
Connection with other methods
Work in teams
Group discussion
Collaborative learning
Mind maps
Our Project Objective
eLene4Life supports curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability.
More Information
About us
Partners
Privacy Policy and Accessibility Statement
Image Attribution List
This project has been funded by Erasmus + programme of the European Union.
Disclaimer
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project No. 2018-1-FR01-KA203-047829 has been funded by Erasmus + programme of the European Union.
Gamification
- Home
- Dynamic Toolkit
- Gamification
Gamification
Short Description
Gamification is the use of game-typical elements in a non-game context. These game-typical elements include experience points, highscores, progress bars, rankings, virtual goods or awards. The goal of gamification is above all the realization and initiation of behavioral changes. By integrating these playful elements, a substantial increase in the motivation of those learners is to be achieved, who otherwise have little challenging, perceived too monotonous or too complex tasks to do.
Tools
- Specific plugins in LMS, e.g. LevelUp! for Moodle
- Specific tools or platforms
Scenario
There are many gamification scenarios, e.g. in language learning, role-playing games, rating of case studies, collecting experience points and increasing levels.
Here are three simple scenario examples:
1. Experience points and levels: One basic element of gamification is the awarding of points for certain activities. By fulfilling certain tasks, each student collects experience points, depending on the complexity of the task. By collecting these points, the participants gradually increase in different levels.
One way to integrate Experience Points, Levels is the Moodle plug-in ‘LevelUp!’ which can be added system-wide or to individual courses. The plugin displays three pieces of information for the learners: A big star indicates which level the learner is at, the total number of experience points the learner has already collected in total and a progress bar showing how many Experience Points the learner still has to earn to progress to another level. The item Ranking gives access to a ranking list in which all learners are lined up with their achieved levels and points.
Teachers who want to use the plugin have to prepare rules for specific actions in particular courses (e.g. giving 30 point for creating a forum post) and specify the number of levels and the necessary points for each level (s. links provided).
2. Mutual Assessment of case studies: Students are enrolled in groups. Each group must prepare a case study. The students correct each other’s case studies. Subsequently, the case studies are corrected by the lecturer. When the case studies are returned, a list of the students’ corrections is presented in comparison to the correction of the lecturer. Thus, the students see how close they are to the corrections of the lecturer
3. Classic role-playing, theater: Role-playing games offer a variety of opportunities to test and develop linguistic behavior, especially in language lessons. Learners play individual scenes, practice immersion in various roles, and thus offer students a variety of opportunities to experience themselves both verbally and non-verbally.
Assessment
Gamification systems helps to keep track of learner stating how they are progressing. Usual formative assessment with instant feedback is used (e.g. experience points, scores, badges, …)
Additional Resources
Business Academy RUHR LevelUp !: The Gamification Plugin for the learning platform Moodle
Level up! Gamification for Moodle
LMS Pulse Level Up! Kept Your Moodle Game Strong. Now, Level Up! Plus Will Bring Your A-Game
Racoon Gang Gamification in Education and its examples
Medium Educational Practices behind Gamification
Connection with other methods
Our Project Objective
eLene4Life supports curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability.
More Information
About us
Partners
Privacy Policy and Accessibility Statement
Image Attribution List
This project has been funded by Erasmus + programme of the European Union.
Disclaimer
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project No. 2018-1-FR01-KA203-047829 has been funded by Erasmus + programme of the European Union.
Collaborative Learning
- Home
- Dynamic Toolkit
- Collaborative Learning
Collaborative Learning
Short Description
Collaborative learning refers to the collaboration of students or teachers in peer-to-peer or group constellations. The focus is on a joint processing of a task in which the goal is to find a consensus or the solution together.
The method is generally based on four principles: learner centering, interaction, group work and solving real problems. In addition to improving the motivation and performance of learners, a key aspect of collaborative learning is that it strengthens openness to diversity by bringing learners in contact with people with different socio-demographic backgrounds.
Tools
Can be both digital and non digital. For digital, e.g. WiKi, Etherpad.
Scenario
One classic scenario for collaborative learning is to collaboratively create and edit online content, e.g. wiki. This can be used for example to prepare seminar papers in teams or for project coordination and documentation within groups.
Using tools that allows revision control helps students to document their learning and working process in structured way. This also allows teachers to see and understand the working process of the students. Collaborative creating and editing of online content promotes an exchange of content as well as process related aspects.
Especially in spatially distributed teaching scenarios or in events with high numbers of participants, tools like wikis can be used to promote exchange and group work among the students through informal communication.
Students can be stimulated to communicate by providing a catalogue of questions, e.g. “Which participants speak more than one foreign language?”. This question is placed in an online collaboration environment and the students have the task of specifying at least one student for each question.
The students get to know each other better, which strengthens cooperation and group identity.
However, collaborative writing can be challenging for students, who report a feeling of loss of ownership of their contributions to the collective document. This is well documented by Caspi and Blau (2011). Teachers should be aware of this, discuss it with the students prior to the task and come to an agreement on how to deal with it, both during the task and with respect to assessment.
Assessment
Different assessment methods can be chosen, depending on the scenario, e.g.
- Peer-Feedback/-Review
- Self-assessment
- Rubrics
- Checklists
Additional Resources
An overview of cooperative learning
Wikipedia – Collaborative learning
What is collaborative learning?
Cornell University – Examples of Collaborative Learning or Group Work Activities
Teach thought – 20 Collaborative Learning Tips And Strategies For Teachers
Connection with other methods
Collaborative Learning
Mind Maps
Problem-based learning
Project-based learning
Our Project Objective
eLene4Life supports curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability.
More Information
About us
Partners
Privacy Policy and Accessibility Statement
Image Attribution List
This project has been funded by Erasmus + programme of the European Union.
Disclaimer
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project No. 2018-1-FR01-KA203-047829 has been funded by Erasmus + programme of the European Union.
