Home Managed Learning Pedagogical Methodology
Managed Interactive Learning Content Content Delivery Pedagogical Methodology

Blended Learning

As professional tutors in your vocation, you will have your own style of teaching. We are aware of the individualism each tutor brings, and we believe that i-GVS can be tailored to suit this and incorporated into a blended learning approach, to bring about best practice to the TVET sector.

Some examples of this are:

Traditional classroom - teacher to student

Tutors can use the elements of i-GVS (i-ACT and i-Practice) in sequence, to deliver content and check comprehension of a topic. This is similar to traditional lecture led teaching.

Interactive white boards can be used to present knowledge (i-Ask), which can be blended into your lessons alongside additional resources. This can then be followed by assessments for checking understanding (i-Check and i-Test).

Flipped learning

Here, learners can study topics at home and test their knowledge prior to a lesson. Flipped learning is an approach which is heavily student focused and allows you to effectively facilitate learning in the classroom or workshop.

Using any element of the five-stage stage learning process, you can set tasks for your learners prior to your lesson. The topic and task is dependent on what you aim to achieve in your next session.

Once in the classroom or in the workshop, observations from class activities and results from assessments (i-Check, i-Test and i-Practice (Assessment)) can be used to identify if the required learning has taken place.

Independent learning

This is learning that is carried out on an individual basis by the learner outside of the classroom, either pre or post class learning. Depending on the type of blended learning model used by the tutor, the quantity of independent learning required will vary as a percentage of overall learning. 

Blended Learning Models

The blended learning model to be used will be chosen by the tutor, based upon the type of material being used, topic, aims of learning and his/her own teaching approach. The learning process, using the different models, can be organised with the help of GVS PiLOT.The following are 3 examples of blended learning models: 

Face-To-Face Driver Model 

This model is very similar to the traditional learning process, and the most appropriate for learners with a diverse range of ability and understanding. Students can progress at their own pace using technology based in the classroom.  

Flex Model

Flex Model.png

This model relies on online instructional delivery. Learning is primarily self-guided, as the learner is left to independently learn and engage with the content in a digital environment.  

The tutor develops a learning plan for individual learners and groups of students, as well as providing support for students using online tools and methods of communication. Using the Content Management tools in GVS PiLOT the tutor can change the difficulty of learning materials in conjunction with the needs of learner. 

Online Driver Model 


This model is completely different to the traditional face-to-face driver model, where learners work remotely on a flexible timetable. Interaction is supported by GVS PiLOT or the Learning Management System of the educational institution. The Content Management tools of GVS PiLOT provide an opportunity for the tutor to modify the i-GVS course content for individual learners. 

Scheme of Work

We have developed our own template that aims to assist tutors in effectively delivering i-GVS content, ensuring that all aspects of the curriculum are addressed. As there are many models of blended learning that can be used, our template provides the opportunity to explore different options, providing direction and guidance if required, but still leaving the tutor free to choose their own preferred method of delivery at the end.


Click here to see a sample Scheme of Work

Lesson Model 1

Below is an example  of how to deliver a lesson using GVS PiLOT in blended learning, with different proportions of in-class and individual learning.

LESSON MODEL WITH 40% OF IN-CLASS LEARNING, 60% OF INDIVIDUAL LEARNING.

Individual learning (60%) includes preliminary learner preparation for a lesson (30%) and work at home (30%).

1_1.png

A lesson consists of a general and organisational parts.  

A general part includes aims and objectives, results, topic title and used resources (digital and traditional resources). 

The organisational part includes: lesson stages, learner and tutor activities and assessment methods. 

In this type of lesson there is 40% of in-class learning and 60% of individual learning which is delivered in the following stages: 

  1. Preparatory stage

Tutor chooses necessary materials for the current (available) topic, and also provides learning access for the learners.

  1.png

  1. Setting aims

Tutor sends messages to the learners (using Messenger) in order to describe the aims of the lesson, and sends tasks and learning recommendations. 



  1. Pre-class learning

Learners start to learn the current topic, study theoretical material (i-Ask) and test their skills (i-Check). They also use a textbook and tutor’s materials.






On the tab Student Progress Report, learners see the results for each assessed element, time spent (including all attempts), date and time of last access, and also additional information about all the attempts made (including date and time of the attempt)


On the tab Group Progress Report, the tutor analyses individual learner’s work and views the Progress Report for each learner in detail (Student Progress Report).



 


  1. In-class learning

In the classroom, study of a new topic starts with the discussion and analysis of homework, going over tasks (i-Сheck), discussing typical mistakes, giving additional explanations and repeating theoretical elements (i-Ask).

  1. Comprehension-assessment

Next, the learners perform the control test by themselves (i-Test).

 

The result of the test is shown on the tab Progress Report, where the tutor analyses task performance progress.  
Tasks can be repeated several times if necessary. 

  1. Virtual workshop -training

Next, the learners perform virtual practical tasks (i-Practice Training). These tasks can be performed both in class and independently

.

Learners can see the results of virtual tasks (i-Practice Training) on the tab Student Progress Report.       

i-Practice Training tasks can be repeated several times if necessary. 


  1. Virtual workshop - assessments

Next, the learners perform virtual practical assessment tasks i-Practice (Assessment) without the task instructions, and independently.



After successful completion of i-Practice (Assessment), the learners receive a certificate on the subject, which may be printed in .pdf or xls formats, and may also be published by integration with Facebook, Twitter, LinkedIn.



After receiving the certificate, the learners are given access to practical hands-on training in the workshop.

 

The tutor can view all the learners’ certificates.

 

Certificates and training results are all stored on GVS-PiLOT.

The manager monitors completed assignments of i-Practice (Assessment) and checks the amount of awarded certificates to assesses the tutors’ work. 


  1. Practical workshop

After successful completion of i-Practice (Assessment), learners hone their practical skills in the workshop. This is the final stage in topic/course study.


Lesson Model 2

LESSON MODEL WITH 70% OF IN-CLASS LEARNING, 30% OF INDIVIDUAL LEARNING.

During the in-class learning stage, and under the guidance of the tutor, learners study new materials (70%), and work at home (30%).

Individual learning includes completing home tasks on the current topic, and reinforcing gained knowledge by carrying out a test or virtual practical assessment.

Table № 3

first.png

This model includes all structural units of a lesson, such as aims and objectives, results, topic title, stages and resources in use (digital and traditional resources).

In this type of lesson there is 70% of in-class learning and 30% of individual learning which is delivered in the following stages:


  1. In-class learning

Tutor discusses the aims and objectives of a lesson using a presentation, and demonstrates learning materials using videos and 3D-models (i-Ask).

Tutor and learner discuss learning materials, and the learner answers questions which are contained in the presentation.

Learner studies additional theoretical materials (i-Ask) using any extra material such as textbooks or tutor’s materials, and carries out knowledge reinforcement tasks (i-Check 1 and i-Check 2).


      i-Ask: Braking System Units and Components


                 i-Check 1: Braking System Components


                          i-Check 2: Braking System Construction

Learning results (i-Check) can then be viewed by the learner with the use of Student Progress Report, while the tutor can analyse an individual learner’s work using Group Progress Report, to view each learner in detail.

6.png

Group Progress Report

In the classroom, further work continues with the discussion and analysis of homework, going over tasks (i-Сheck), discussing mistakes, giving additional explanations and repeating theoretical elements (i-Ask) where necessary.



  1. Comprehension - assessment

Next, the learners perform the control test by themselves (i-Test).

The result of the test is shown on the tab Student Progress Report, where the tutor analyses task performance progress. Tasks can be repeated several times if necessary.

8.png

Student Progress Report

  1. Virtual workshop – training

Next, the learners perform virtual practical tasks, i-Practice (Training). These tasks can be performed both in class and independently.

Learners can see the results of virtual practical tasks on the tab Student Progress Report. i-Practice (Training) tasks can be repeated several times if necessary.


  1. Virtual workshop – assessment

Next, the learners perform virtual practical assessment tasks, i-Practice (Assessment), without the task instructions, and independently.



After successful completion of i-Practice (Assessment), the learners receive a certificate on the subject, which may be printed in .pdf or xls. formats, and may also be published by integration with Facebook, Twitter, LinkedIn

11.png

After receiving the certificate, the learners are given access to practical hands-on training in the workshop.

The tutor can view all the learners’ certificates.

12.png

Certificates and training results are all stored on GVS-PiLOT.

The manager monitors completed assignments of i-Practice (Assessment) and checks the amount of awarded certificates to assesses the tutors’ work.


  1. Practical workshop

After successful completion of i-Practice (Assessment), learners hone their practical skills in the workshop. This is the final stage in topic/course study.


Lesson Model 3

LESSON MODEL WITH 100% INDIVIDUAL LEARNING AND DISTANT SUPPORT OF A TUTOR

GVS PiLOT can be used for conducting a remote lesson with distant support, as it has the required tools to control the complete learning activity.

With the help of GVS PiLOT and its reporting tools, the level of learning elements that have been completed and passed can be evaluated, and the tutor and learner can see their training / learning results which the tutor can then use to identify any course difficulties or knowledge gaps.

While preparing the lessons, an individual schedule of learning, or learning plan, is developed by the tutor. This not only sets out the learning aims and objectives, but also provides detailed instructions on which tasks to perform.

While the learner is carrying out the individual learning, there is the provision of constant tutor support that is available through a combination of GVS PiLOT tools and other programmes. For example:

Offline consultation - correspondence between tutor and learner using the Messenger tool in GVS PiLOT

Online consultation - correspondence using programmes such as Skype and webinars

The tutor can organise both individual and group consultations.

In this type of lesson, individual learning accounts for 100% of the lesson, with the distant support of a tutor. In this instance, individual learning also includes all structural elements such as aims and objectives, resources, assessments and stages.

q1.png

This type of lesson includes the following stages:


  1. Preparatory stage

Tutor creates access to the topic, chooses necessary learning materials and provides learner access to these, as well as supplying a list of additional materials for studying the topic.

  1. Individual learning

Learners study the theoretical material (i-Ask) as well as working with additional material provided by the tutor. They then perform knowledge reinforcement tasks (i-Check), the results of which can be viewed by both the tutor and learner. The tutor can use these results to highlight any areas of the course where the learner may be struggling and identify any potential knowledge gaps. Tasks can be repeated several times if necessary.

  1. Tutor support

If learners are having any difficulties during the tasks, or in tackling some questions afterwards, they can consult with the tutor using Messenger, webinar or Skype. The tutor can also provide feedback to the learner on topic progress and comprehension using these communication tools.

  1. Comprehension - assessment

Learner performs a control test to determine topic comprehension (i-Test) and carries out any additional tasks given by the tutor. As this test is intended to assess overall topic comprehension, the tutor can use the results in the report to determine if the learner has any possible knowledge gaps or areas of weakness. If any are found, additional work and tasks, such as i-Ask and i-Check can be done to try and resolve these issues. Tasks can be repeated several times if necessary.

  1. Virtual workshop – training and assessment

Learners perform the virtual practical tasks i-Practice (Training) to facilitate knowledge reinforcement. Learners can see the results of virtual practical tasks on the tab “Student Progress Report”. i-Practice (Training) tasks can be repeated several times if necessary. Next, the learners perform virtual practical assessment tasks, i-Practice (Assessment), without the task instructions, to test overall topic comprehension.

  1. Practical workshop

Depending on the course being studied, learners will then hone their practical skills in the workshop (if required). This is the final stage in topic/course study.



Alternative lesson models

The following tables show alternative lesson plans that can be applied to create individual work and classroom combinations, in conjunction with GVS-PiLOT.

rr9.png