Training Kit – Module 3

Module 3

How to Adapt My Curricula in Remote and Blended Training Activities

Introduction and Learning Outcomes

The module “How to Adapt My Curricula in Remote and Blended Training Activities” is designed to support you in successfully navigating the challenges and opportunities presented by remote and blended learning environments, ensuring you can deliver impactful and effective training experiences to your participants.

Upon completion of this module you will be able to:

Outline the unique challenges and opportunities of remote and blended learning.
Recognise the need to adapt the existing curriculum for remote or blended learning.
Indicate the key aspects essential for evaluation and adaptation of the existing curriculum.
Evaluate the existing curriculum and identify areas that require adaptation.
Modify and adapt instructional strategies for remote and blended learning.
Assess the effectiveness of adapted curricula for remote learning and make necessary adjustments based on feedback and self-assessment.
Independently adapt and customise curricula for remote and blended learning.
Reflect on and continuously improve one’s curricula and instructional strategies based on feedback and self-assessment.

Review your existing course programme

In the process of adapting your curricula for remote and blended learning in VET , reviewing your existing educational programme is a crucial step to ensure a successful transition. A well-designed programme provides learners with a clear roadmap for the course and aids them in planning their time and efforts effectively. However, in the context of online learning, some adjustments and considerations are necessary to optimise the learning experience.

To begin revising your existing courses for the remote or blended format, first review your course goals and learning outcomes for the face-to-face version, and consider how realistic, appropriate, and relevant they are for an online version. Some may require modification to align with the unique characteristics of remote and blended learning. Consider the feasibility and relevance of each learning outcome in the new setting.

Recognise that online teaching often demands more time and planning than face-to-face instruction. Consequently, prioritise your course goals to focus on essential outcomes that align with the VET requirements. Determine which learning outcomes are indispensable and could not be compromised, ensuring learners receive a meaningful and focused educational experience, as well as what the course could do without while still meeting your goals.

Educational resource 1. Self-reflection Tool

When considering a remote or blended approach for your course, it is essential to make time to think about your teaching, your learners, and the science of learning and using the literature on effective strategies to inform your practice. This is a deeply reflective process that requires time and space.

Process:

Use this self-reflection tool to reflect on the process of adapting your curricula for remote and blended learning based on the provided material. Take time to answer the questions thoughtfully, as it will help you identify key insights and improvements for your blended course design.

Course Context:

What aspects of the existing curriculum do you believe are well-suited for remote/blended learning, and why? Which areas of the curriculum do you think require the most adaptation for effective remote learning, and why?
What are the main challenges you anticipate when transitioning your course to a remote/blended format?
How well do you know your students' learning needs and their level of preparedness for online learning?
What specific aspects of your teaching style and approach might need adjustments to accommodate the new format?

Educational resource 1. Self-reflection Tool

Envision your communication strategy. How do you plan to communicate the new format to your students effectively, including setting clear expectations and strategies for their success? In your communication strategy, how will you organise communication to maximise students’ learning experience?
Assess the resources currently available for your blended course. Do you have sufficient resources, or will you need to create additional materials to achieve your blend? Consider the support you might require to effectively implement your blended approach. How will you access the necessary support?
Reflect on your evaluation strategy. What methods will you use to assess the success of your new course design and measure student learning outcomes? How do you plan to use the data collected during the evaluation to make improvements to your course?
Based on your reflections, what aspects of your remote/blended course design do you feel most confident about, and why? What are the main areas that you believe need further refinement or attention before implementing the course?
How does the provided material and the reflection process inform your approach to adapting curricula for remote and blended learning?
What steps will you take to ensure a thoughtful and successful transition to a remote/blended format for your course?

Summarise the key insights and action points that emerged from this reflection process. Consider how these takeaways will guide your future decisions and planning for adapting your curricula for remote and blended learning.

Rearrange the structure and content of your course

When transitioning your curricula for remote and blended learning, it is essential to reconsider the structure and content of your course to optimise student learning and engagement. Effective online course design involves breaking down the content into digestible modules that guide students towards achieving their learning outcomes.

To help get you started

Educational resource 2. Virtual Field Trip

The Virtual Field Trip is an engaging and practical method adapted for Vocational Education and Training (VET) that allows learners to explore real-world contexts and practical scenarios virtually. Through this method, students can virtually visit work environments, industries, or relevant vocational sites to gain hands-on experience and develop essential vocational skills. This approach offers an opportunity for learners to apply theoretical knowledge to real-world situations while adapting to the online learning environment.

Objectives:

Enable learners to explore real-world work environments and industries relevant to their vocational training.
Provide practical and hands-on experiences within a virtual setting, allowing learners to apply theoretical knowledge to real-life situations.
Enhance learners’ vocational skills, problem-solving abilities, and critical thinking through interactive and immersive experiences.
Foster engagement and motivation among VET students by offering an innovative and dynamic learning approach.
Facilitate collaborative learning and teamwork among learners as they virtually explore and discuss vocational scenarios.

Group Size: Suitable for individual learners or small groups in a virtual classroom setting.

Time: Duration of the virtual field trip can vary based on the complexity of the scenario and the learning objectives.

Educational resource 2. Virtual Field Trip

Identify virtual environments that closely align with the vocational training content and learning objectives. Look for platforms or simulations that provide interactive experiences related to the vocational field, industry, or specific skills the learners are developing.

Prior to embarking on the virtual journey, introduce the objectives and learning outcomes of the field trip to the learners. Explain the relevance of the chosen destination to their vocational training and how the experience will enrich their understanding and skills.

Guide the learners as they embark on the virtual field trip. Encourage them to interact with the environment, engage in activities, and explore the scenarios as they would in real-life vocational settings. Students can interact with virtual colleagues, supervisors, or clients, depending on the context of the trip.

After the virtual field trip, facilitate a reflective discussion among learners. Encourage them to share their observations, insights, and experiences from the trip. Discuss how the virtual scenarios relate to their vocational training and how they can apply the gained knowledge and skills in real-world vocational settings.

Design practical activities or assessments that allow learners to demonstrate the vocational skills and knowledge acquired during the virtual field trip. These assessments can include problem-solving tasks, role-playing, or simulated work scenarios.

Tips for Facilitators:

– Ensure that learners have access to appropriate technology and virtual platforms to participate effectively in the virtual field trip.

– Encourage active participation and engagement during the virtual exploration to maximise the learning experience.

– Tailor the virtual field trip destinations and activities to suit the specific vocational training needs and objectives of the learners.

Optimise the Course Delivery Format

In the realm of remote and blended learning, various course formats offer unique opportunities for engaging students effectively. These formats include asynchronous, synchronous, blended, or hybrid learning models. Each format presents distinct advantages and challenges, making it essential to consider how to best utilise them to enhance the learning experience.

Synchronous Online Format: In a synchronous online format, both you and your students are present online simultaneously, fostering real-time interactions during scheduled class meetings. Technologies like video conferencing and live chat facilitate interactivity, creating a social learning experience while allowing immediate clarification of doubts and questions.
Asynchronous Online Format: In contrast, the asynchronous online format allows students to engage with course materials and complete tasks at their own pace and convenience. This flexibility empowers learners to access content and participate in activities based on their individual schedules, making it particularly valuable for accommodating diverse time zones.
Blended Learning Format: Blended learning integrates complementary face-to-face (synchronous) and online learning (asynchronous) experiences in service of intended learning objectives. It implies the careful consideration of what parts of learning should occur in person / in community with the guidance of the instructor, and which can occur online on the learner’s own time.
Hybrid Learning Format: In a hybrid learning format the instructor and some students are having a face-to-face lesson in a physical classroom. And at the same time a number of students join in online. Hybrid learning format has received a lot of criticism. The main concerns educators and trainer had with this scenario include the need to have sufficient technological background (appropriate audio- visual support), increased workload because of having to deal with two audiences, and group management issues.

By carefully considering how these different learning formats complement each other and address different learning objectives, you can choose the appropriate format(s) to optimise your and your students’ time for enhanced learning outcomes.

Educational resource 3. Virtual Bookshelf in Padlet

The Bookshelf method is an interactive and collaborative approach for remote and blended VET learning that utilises the online platform Padlet. This method aims to enhance learners’ reading comprehension, critical thinking, and knowledge application skills by curating and sharing relevant reading, video and audio materials in a digital space. Through Padlet, learners can engage with diverse resources, exchange insights, and reflect on their learning, promoting a deeper understanding of vocational subjects.

Objectives:

Foster active engagement and participation among learners in virtual VET using the interactive features of Padlet.
Enhance reading comprehension and critical thinking abilities through exposure to diverse reading materials.
Promote independent learning and self-directed study by curating and exploring relevant resources.
Encourage collaboration and knowledge sharing among learners in a virtual environment.
Develop skills in summarizing, analysing, and synthesising information from multiple sources.

Group Size: Organise learners into smaller groups, ideally 4-6 learners per group, to facilitate discussions and resource sharing effectively.

Time: The duration of the Bookshelf activity can be adapted based on the number of reading materials and the desired depth of exploration. It could be run through the whole length of the course.

Process:

As the facilitator, compile a diverse list of relevant reading materials, audio, and video content related to the vocational subject and the learning objectives. These materials can include articles, research papers, case studies, podcasts, webinars, instructional videos, and other multimedia resources. Ensure that the materials are accessible and can be shared on Padlet.
Set up a Padlet board for each group of learners, allowing them to collaboratively interact with the curated reading materials, audio, and video resources. Assign one Padlet board to each group on Padlet’s online platform.
Divide the learners into smaller groups on virtual conferencing platforms like Zoom. Each group will have access to their designated Padlet board. Facilitate discussions within the groups to introduce the reading materials, audio, and video content, and set the context for exploration.
Encourage learners to explore the reading materials, audio, and video resources and collectively add relevant resources to their Padlet board. Learners can post links, summaries, audio clips, video snippets, or key takeaways from the materials, creating an interactive digital bookshelf.
Instruct learners to read, listen, and watch the shared materials on their Padlet board. Encourage them to reflect on the connections between different resources and their implications for the vocational subject.
After the individual exploration and analysis, have each group present their findings and insights from the curated reading materials, audio, and video resources to the larger virtual class. Learners can use Padlet’s presentation mode or share their screen during the virtual presentation.
Facilitate cross-group discussions on shared themes, ideas, or challenges, allowing learners to gain a broader perspective and exchange views from different Padlet boards.

Prioritise the selection of high-quality, relevant, and diverse reading materials, audio, and video resources to enrich learners' exploration.
Guide learners on using Padlet's features effectively, such as adding comments, attaching audio and video files, and organising the board.
Encourage active participation and peer feedback throughout the activity.

Adjust your Assessment Strategies

Evaluate your existing assessment strategies to determine their compatibility with remote and blended learning. Assess whether the assessments can be administered remotely and whether they effectively measure student learning in a virtual setting. Consider adapting assessment methods to ensure authenticity, validity, and reliability.

In a traditional on-site setting (and in blended learning format), assessments are typically conducted in person, allowing for direct observation of students’ behaviors, interactions, or hands-on demonstration. In remote learning, assessments are conducted online, relying on digital tools, platforms, and submitted work for evaluation.

Assessing student learning can include online discussion, assignments, low-stakes quizzes, peer review opportunities, e-portfolios, journals, and projects. Regardless of the methods selected, online learners will benefit from clear instructions, explanation of expectations, and knowing the criteria that will be used to assess their work.

Educational resource 4. Virtual Team Learning Diary

The Virtual Team Learning Diary is an adapted version of the original method suitable for learners participating in a long-term online learning process within a group. This method aims to foster teamwork and individual reflection while creating a collective record of learning experiences and insights. Through the team learning diary, participants will reflect on their collaborative learning journey, identify areas of improvement, and encourage the development of essential skills, behaviours, and attitudes for effective online teamwork.

Objectives:

Document individual and collective learning experiences.

Formulate observations and examine assumptions/theories related to online learning.

Identify study questions to guide the learning process.

Foster collective intelligence and collaborative decision-making.

Facilitate the development of effective online teamwork skills.

Group Size: 5 – 15

Time: Long-term process, with each session taking 15-45 minutes.

Process:

Begin the Virtual Team Learning Diaries with individual processes. At the end of each online session, ask each team member to answer a set of reflection questions related to the learning experience. This allows participants to reflect individually and provide feedback for future meetings. You can start with the following questions: a) What new understandings or insights have emerged during today’s session? b) Are there any questions or areas of confusion that require further exploration? c) How can we, as a group, enhance our learning and decision-making process for future meetings?
Ask the participants to write their replies on the shared whiteboard giving an opportunity to remain anonymous.
During subsequent online sessions, periodically review the Virtual Team Learning Diary together as a group whenever the need for reflection arises or when the team requires a review of their progress and future goals.

Awareness Exercise: In addition to the individual reflections, encourage each team member to write down any patterns or tendencies they notice within the team’s collaborative learning experiences in the virtual diary. Facilitate a discussion focusing on the following questions: a) How can we leverage our awareness of these patterns to improve our future behavior during online meetings and enhance our collective learning efficiency?

Re-imagine Learning Community and Student Engagement for Remote or Blended Learning

Establishing a community helps groups of learners to bond and work well together. This becomes even more important in online courses, where students may experience feelings of isolation. When teaching online, community-building occurs differently due to the mediation of technology, making it challenging, yet essential. Creating and recognising a thriving community in an online course may be difficult at first, as the attributes of a strong online group dynamic are still evolving.

Community is more than participation; it requires moving from participation to engagement, involvement, and action. There are several strategies we can use to promote community in an online course.

Create a Plan for Communication. Communication is essential to community, and it is essential to model effective and consistent communication from the very start of the course.
Clarify online expectations and objectives.
Establish Social Presence, a feeling of immediacy, intimacy, and proximity that is essential in facilitating online learning.
Meet in Real-Time enabling students get to know each other, recognize faces and names, and share information.
Create Opportunities for Information and Expertise Sharing. One thing that draws us to communities is the rich resources that individuals provide. Providing opportunities for students to share information is a useful strategy for helping to develop community.
Use Collaborative Learning Techniques. Collaborative learning requires students to work with each other, which can help reduce feelings of isolation and improve students’ overall experience.
Develop Sub-Communities. Some online learners may be hesitant to participate or share if there are too many members. To address this, creating sub-communities can be a valuable solution. These smaller groups offer a more intimate and personalized experience, connecting individuals with shared interests or goals.

Educational resource 5. Jigsaw Method Online

The Jigsaw method is a cooperative learning strategy that fosters collaborative learning, teamwork, and the development of problem- solving and communication skills. Through this method, learners work together in small groups to become experts on specific topics and then share their knowledge with the larger group. This approach promotes active engagement, peer teaching, and a deeper understanding of the vocational subject matter.

Objectives:

Encourage active participation and engagement among learners in the online VET setting.
Foster cooperative learning and teamwork skills.
Develop problem-solving and critical thinking abilities by working on specific topics and sharing expertise with peers.
Enhance communication and presentation skills through the sharing of knowledge with the larger group.
Provide learners with a sense of ownership and responsibility for their learning process.

Group Size: Suitable for dividing the class into small groups, typically 4-6 learners per group, in an online setting. Time: Duration of the Jigsaw method can vary based on the complexity of the topics and the learning objectives.

Process:

Organise learners into small groups, each focused on a specific topic or subtopic relevant to the vocational training content. Assign learners to become experts on their respective topics through research, readings, and online resources.
Facilitate virtual discussions within the expert groups, allowing learners to delve deeper into their topics, share their findings, and discuss key concepts. Encourage learners to collaborate, ask questions, and support each other’s learning.
After the expert group discussions, reorganise learners into new groups called “jigsaw groups.” Each jigsaw group should consist of one expert from each initial expert group, ensuring that each jigsaw group has experts on different topics.
In the jigsaw groups, learners take turns sharing their expertise on their respective topics. This knowledge sharing process allows all learners in the jigsaw group to gain insights into various aspects of the vocational subject matter.
Once all experts have shared their knowledge, facilitate collaborative problem-solving activities or tasks that require learners to apply the collective expertise of the jigsaw group. This can involve case studies, simulations, or practical scenarios related to the vocational field.
After completing the problem-solving tasks, encourage learners to reflect on the experience and discuss the effectiveness of the Jigsaw method in their learning process. Emphasize the importance of teamwork, communication, and shared responsibility for learning outcomes.

Tips for Facilitators:

– Ensure that learners are well-informed about the topics assigned to their expert groups and have access to necessary resources for research.
– Provide clear instructions and guidelines for both the expert group discussions and the knowledge sharing process within the jigsaw groups.
– Monitor the virtual discussions and interactions to ensure active engagement and understanding among learners.

Take this quiz to evaluate how much you've learned!

References

Fiersten, M. (2009). Õpipäevikud. Senge et al, Õppiv kool: Viie distsipliini käsiraamat haridustöötajatele, lapsevanematele ja kõigile, kellele haridus korda läheb (pp. 357-358). Tartu: AS Atlex.

Adapting Your Face-to-Face Course to a Fully Online Course: A Guide. https://ctl.columbia.edu/resources-and-technology/teaching-with- technology/teaching-online/adapting-your-course/

Adapting Your Syllabus for Hybrid and Online Teaching. https://crlte.engin.umich.edu/wp-content/uploads/sites/5/2020/10/Adapting-Your- Syllabus-for-Hybrid-and-Online-Teaching.pdf

Barkley, E. F., & Major, C. H. (n.d.). 6 strategies for building community in online courses. CrossCurrents. https://kpcrossacademy.org/building-community-in-online-courses/t

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 2022-1-SE01-KA220-VET-000087462