Blended learning means integrating multimedia ways of learning based on ICT resources in traditional instruction. Some of these resources are MOOCs, intranet, forums, social networks, etc.

Blended learning can be adapted to the current technological context. In this model, new technologies are regarded as valuable resources to make learning easier. The various techniques are not limited strictly to a one-way transfer of knowledge (as is the case with video tutorials). On the contrary, blended learning is based in combining procedures and tools to complement learning in a constructive and collaborative way. Instead of transfer of learning, it could be considered construction of learning. Similarly, by facilitating communication among the agents, both in terms of time and place, teamwork and community values are promoted.

Some of the advantages of blended learning are:

  • Development and adaptation of customized contents
  • Continuous training
  • Active communication among classmates and teachers
  • Information available
  • Incorporation of technologies as a facilitator

One of the tools developed by UPF through TIDE (Research Group on Interactive and Distributed Technologies for Education) is edCrumble. It aims to help in the process of communally designing courses and modules, combining face-to-face teaching and online activities.

 

Biblography regarding this methodology:

Albó, L., Hernández-Leo, D., i Oliver, M. (2015) Blended MOOCs: University Teachers' Perspective. In changee/wapla/hybrided@ ec-tel (pp. 11-15). Consulta’l aquí. 

Amarasinghe, I.  Hernández-Leo, D. Jonsson, A. Manatunga, K. (2018) “Sustaining Continuous Collaborative Learning Flows in MOOCs: Orchestration Agent Approach”. J.UCS Journal of Universal Computer Science, 24(8) 1034-1051.Consulta’l aquí.

Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, 3-21. 

Osorio, L. A., i Adriana, L. (2010). Ambientes híbridos de aprendizaje: elementos para su diseño e implementación. SISTEMAS: Ambientes Educativos Modernos Basados en Tecnología, 117, 70-citation_lastpage. Consulta’l aquí. 

Stacey, E., i Gerbic, P. (2009). Introduction to blended learning practices. In Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education (pp. 1-19). IGI Global. Consulta’l aquí. 

Aiello, M., i Willem, C. (2004). El blended learning como práctica transformadora. Pixel-Bit. Revista de Medios y Educación, (23), 21-26. Consulta’l aquí.

 

Examples of implementation of this methodology:

Bustos-Farías, E., Escalante-Huitrón, V. D., i Godoy, E. P. (2017). Experiencias de Blended Learning en cursos de posgrado utilizando Redes Sociales Blended Learning Experiences in graduate Courses Using Social Networks. Consulta’l aquí.

Avello, R., Rodríguez, R., Figueredo, D., i Osmani, J. (2016). Una experiencia con moodle y herramientas web 2.0 en el postgrado. Revista Universidad y Sociedad, 8(4), 58-64. Consulta’l aquí.

Osorio Gómez, L. A. (2010). Características de los ambientes híbridos de aprendizaje: estudio de caso de un programa de posgrado de la Universidad de los Andes. RUSC. Universities and Knowledge Society Journal, 7(1). Consulta’l aquí.

Troncoso Rodriguez, O., Cuicas Avila, M., i Debel Chourio, E. (2010). El modelo b-learning aplicado a la enseñanza del curso de matemática I en la carrera de ingeniería civil. Revista Electrónica" Actualidades Investigativas en Educación", 10(3). Consulta’l aquí.

Vásquez Astudillo, M. (2017) Aplicación de modelo pedagógico Blended Learning en educación superior. Didáctica, innovación y multimedia, Núm. 35 p. 1-17.