In-House Teacher Training (TT) Course at Yerevan State University (YSU)
13 Feb 2019
Internal Teacher Training Courses
In the frameworks of Erasmus+ PRINTeL project in January-March, 2019 a Teacher Training (TT) Course directed at retraining of YSU teaching staff members is programmed to take place in Yerevan State University (YSU).
The trainers of the TT Course who passed ToT (Training of Teachers) Courses at 5 EU Project partner universities (Katholieke Universiteit Leuven, Universitat de Barcelona, Universidade do Porto, Linköpings universitet, FH Joanneum Gesellschaft mbH) have designed in-house TT courses on teaching and learning in innovative methods for YSU teaching staff members and have planned to share with their colleague teachers all the experience they have previously gained from the trainings at the abovementioned universities.
The TT courses are going to be delivered by the 16 ToT courses participants from Yerevan State University. It is envisaged that up to 160 YSU teaching staff members will undergo the TT course.
During the course YSU lecturers are going to be trained in a number of interactive methods related to innovative technology-enhanced teaching and learning.
TT Course #16 "The Hybrid/Blended Teaching and Learning: Technologies in the Classroom"
Trainer: Assistant Prof., Head of Laboratory of New Learning Technologies Artur Avagyan (YSU, IT Education and Research center, Chair of Information Technologies)
The third training “THE HYBRID/BLENDED TEACHING AND LEARNING: TECHNOLOGIES IN THE CLASSROOM” for the academic staff and specialists in education in the frame of Erasmus+ PRINTeL project was carried out on 25-29 March and 1 April at Yerevan State University, Yerevan, Armenia. The training course was moderated by Assistant Professor Artur Avagyan. The content of the training program was prepared after the ToT mobility at FH Joanneum University of Applied Sciences, Graz, Austria.
The training course was carried out on Moodle LMS platform, which provides document circulation and the accessibility of the course materials and presentations presented among the participants.
During the five-day training, 19 university professors were introduced to innovative teaching methods and acquired the knowledge about the basic concept of Hybrid/Blended Teaching and Learning, focused on the combined e-learning and traditional classrooms methods/independent study. The method under consideration represents a much greater change in basic technique than simply adding computers to classrooms; it represents, in many cases, a fundamental change in the way teachers and students approach learning experience.
The central objective of the course consisted in familiarizing the participants with the continuum of technology-based learning, from ‘pure’ face-to-face teaching to fully online programs and also, there were suggested four factors to consider when deciding on the mode of delivery, and different uses of face-to-face and online learning in blended courses:
- preferred teaching strategy, in terms of methods and learning outcomes;
- student characteristics and needs;
- the pedagogical and presentational requirements of the subject matter, in terms of (a) content and (b) skills;
- the resources available to an instructor (including the instructor’s time).
According to the prepared syllabus, the training was structured in the following modules:
- the pedagogical concepts of hybrid/blended teaching and learning;
- the knowledge about online learning and communication processes;
- an introduction to e-moderating; five-stage design of eTivity;
- the possibilities of LMS platforms;
- the team management experience with Trello;
- the e-portfolio implementation in the process of education;
- OER, MOOCs, open textbooks and other digital forms of open-ness learning opportunities;
- the role of visualization in online teaching and the technique of creating online material & video production․
Lecturers were provided with an innovative and flexible tool to help them meet the individual needs of their students. They gained computer-based educational tools that provide a variety of lessons and assessments not normally found in a traditional classroom environment. This provides instructional alternatives that greatly increase the number and quality of instructional tools available to the teacher. Each lesson was a combination of theoretical and practical components.