PL EN


2015 | 1 | 1 | 11-24
Article title

To Be a (Blended) B-Teacher in the 21st Century – Some Reflections

Content
Title variants
Languages of publication
EN
Abstracts
EN
Being a teacher in the 21st century is a great challenge and requires great thought. A big evolution has happened over the last 70 years. From a room computer (the Mark I in 1943) to tiny pocket computers, thousands of times smaller and thousands of times bigger in performance and capacity. E-learning 3.0 is based on synchronous interactivity and it was only possible after 2004 due to a considerable increase of Internet bandwidth available, evolution in video compression, stream video, and sophistication of virtual classroom platforms. This was another revolution. As a result, e-learning has evolved to a new form: b-learning – where students will never be alone and interactivity becomes very important. B-learning has a different format now: from now on it is asynchronous (content on demand and activities to be implemented in an interactive format with remote collaborative work) and synchronous in presence or virtual environment. Teachers need to evolve from teacher to (blended) b-teacher or b-tutor, offering a mixed teaching expertise.
Year
Volume
1
Issue
1
Pages
11-24
Physical description
Dates
published
2016-12-01
Contributors
References
  • 1 American Center For The Study Of Distance Education (1997). Distance Education Symposium 3: Course Design.University Park, PA: Ellen D. W. and Margaret A. K.
  • 2 Ballantyne, D. (2000). Subject: None.Discussion forum: OtiS - Tutor Roles. Accessed 12 February 2001. Retrieved from http://vls.scotcit.ac.uk/.
  • 3 Barnard, C., & Chris, B. (2004). I can’t understand why I didn’tpass: Scaffolding student activities. Consulted at 26 Jul 2005 da World Wide W.
  • 4 Blom, D. (2000). The students educational experiences. Discussion forum: OTiS - Best Practice for Effective Tutoring 9. Accessed 12 February 2001. Retrieved from http://vls.scotcit.ac.uk/.
  • 5 Bloom, B. S., Krathwohl, D. R., Furst, E. J., Engelhart, M. D., & Hill, W. H. (1989). Taxonomy of educational objectives, Book 1: Cognitive domain.New York: Longman Publishing.
  • 6 Briner, M. (1999). Behaviourism. University 01 Colorado. Accessed 10 March 2002. Retrieved from http://curriculum.calstatela.edu/faculty/psparks/theorists/501behav.htm.
  • 7 Briner, M. (1999). Behaviorism.University 01 Colorado. Accessed 10 March 2002. Retrieved from http://curTiculum.calstatela.edu/faculty/psparks/theorists/501behav.htm.
  • 8 Briner, M. (1999). Constructivism.University 01 Colorado. Accessed 10 March 2002. Retrieved from http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htlm.
  • 9 Briner, M. (1999). Theory Jean Piaget.University 01 Colorado. Retrieved from http://curriculum. calstatela.edu/faculty/psparks/theorists/501const.htm. Accessed 10 March 2002.
  • 10 Briner, M. (1999). Theory Lev Vygotsky.University 01 Colorado. Accessed 10 March 2002. Retrieved from http://curriculum.calstatela.edu/faculty/psparks/theorists/501vygot.htm.
  • 11 Cambridge IITT (2000). Competencies for online tutors. Accessed 14 February 2001. Retrieved from http://www. iitt.org.uk/c-onltutor.htm.
  • 12 Chaloupka, M., & Koppi, T. (1998). A vignette model for distributed teaching and learning.Associa¬tion for Learning Technology Journal (ALTJ). UK: University 01 Wales.
  • 13 Christine, B., & Barbara, S. (2001). Interaction, assessment and collaboration in online courses. Accessed 24 July 2004. Retrieved from http://www.peakpeak.com/~barbs/biblio.html.
  • 14 Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review.Learning and Skills Research Centre.
  • 15 Collis, B. (1998). Does more technology mean more choice for the learner? Experiences from the Tele Scopia Project. Vocational Training No. 7. Accessed 6 March 2001. Retrieved from http:// www.firn.edu/~face/about/dec95/mult_int.html.
  • 16 Cornelius, S., Higgison, C. (2001). The tutor s role.Accessed 10 October 2004. Retrieved from http:// otis.scotcit.ac.uk/onlinebook/otis-t2.htm.
  • 17 Darling-Hammond, L. (2010). Performance counts: Assessment systems that support high-quality learning.Washington, DC: Council of Chief State School Officers.
  • 18 Downes, S. (2007). E-learning 2.0. in development. Accessed 10 January 2008. Retrieved from http:// www.slideshare.net/Downes/elearnmg-20-m-development.
  • 19 Downes, S. (2005). E-learning 2.0. Accessed 8 December 2007. Retrieved from http://www.downes. ca/post/3174.
  • 20 Downes, S. (2007). E-learning 2.0. Accessed 10 January 2008. Retrieved from http://www.elearnmag. org/subpage.cfm?section=articles&article=29-l.
  • 21 Downes, S. (2007). Free learning and control learning. Accessed 8 December 2007. Retrieved from http://www. downes.ca/.
  • 22 Downes, S. (2007). Web 3.0 and learning. Accessed 10 December 2007. Retrieved from http://www. downes.ca/cgi-bin/page.cgi?post=36700.
  • 23 Dunkin, R. (2000). The institutional support perspective.Keynote presentation to OTiS workshop Developing online tutors. Accessed 29 March 2002. Retrieved from http://itlearningspace-scot. ac.uk/courses/keynotes/module5/main.cfm.
  • 24 Fleming Neil, D. (2014). The VARK modalities. Archived from the original on 14 March 2015. Accessed 9 August 2015. Retrieved from vark-learn.com.
  • 25 Gagne, R. M. (1985). The conditions of learning.4th ed. New York: Holt, Rinehart and Winston.
  • 26 Gagne, R. M., Briggs, L. J., & Wagner, W. W. (1992). Principles of instructional Design.4th ed. Holt, Reihhart and Winston Inc.
  • 27 Gagne, R. M., Briggs, L. J., & Wagner, W. W. (1992). Principles of instructional design.4th ed. Florida State University: Harcourt Brace Jovanovich.
  • 28 Goldman, S. (2000). Internet: e-Learning. Goldman Sachs Global Equity Research. Accessed 10 July 2005. Retrieved from http://www.gs.com.
  • 29 Hattie, J. (2011). Visible learning for teachers: Maximizing impact on learning.New York, NY: Routledge.
  • 30 Higgison, C. (2000). Subject: Determining learning styles. Discussion Room: OTiS - Tutor and Learner Styles 4. Accessed 18 February 2001. Retrieved from http://vls.scotcit.ac.uk/.
  • 31 Hird, A. (2000). Subject: Pedagogy and roles. Discussion Room: OTiS - Tutor Roles 2. Accessed 12 February 2001. Retrieved from http://vls.scotcit.ac.uk/.
  • 32 IITT (2000). Competence frameworks - Online tutors. Competencies for online tutors. Accessed 14 February 2001. Retrieved from http://www.iitt.org.uk/c-onltutor.htm.
  • 33 Janes, D. (2000) Discussion room: OTiS - Models of online learning and tutoring 8. Accessed 12 February 2001. Retrieved from http://vls.scotcit.ac.uk/.
  • 34 Janes, D. (2000). Subject: Tutor and student skills. Discussion Room: OTiS - Best Practice for Effective Tutoring 9. Accessed 12 February 2001. Retrieved fromhttp://vls.scotcit.ac.uk/.
  • 35 Jean Piaget Society (1995). The Jean Piaget Society.Toronto, Canada. Accessed 10 March 2005. Retrieved from http://www.piaget.org.
  • 36 Kogan, P. Z., Harris, R., & Muirhead, B. (2000). Building and online learning community.In C. Higgison (Ed.), Online tutoring.Heriot-Watt University and The Robert Gordon University. Accessed 12 February 2001. Retrieved from http://otis.scotcit.ac.uk/e-book.
  • 37 Kolb, D. A. (1981). Learning styles and disciplinary differences. In A. Chickering (Ed.), The modern American college(pp. 232-255). San Francisco, CA: Jossey-Bass.
  • 38 Mackie, J. (2000). Learning styles and motivation. Discussion room - Motivation and learning online. Accessed 12 February 2001. Retrieved from http://otis.scotcit.ac.uk/e-book.
  • 39 McAlpine, M., & Higgison, C. (2001). New assessment methods. In C. Higgison (Ed.), Online tutoring.Heriot-Watt University and The Robert Gordon University. Accessed 2 April 2001. Retrieved from http://otis.scotcit.ac.uk/e-book.
  • 40 McLeod, S. A. (2013). Kolb - Learning Styles. Retrieved from www.simplypsychology.org/learning- kolb.html.
  • 41 Melsa, J. L. (1997). Trends in engineering education in lhe USA. Engineering Science and Education Journal.EUA: IEEE.
  • 42 Mergel, B. (1998). Instructional Design & Learning Theory. University of Saskatchewan. Accessed 10 May 2005. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm.
  • 43 Missao Para A Sociedade Da Informajao (1997). Livro Verde para a Sociedade da Informagao. Lisboa: Missao para a Sociedade da Informajao.
  • 44 Mortimer, L. (2002). Learning objects of desire: Promise and partiality. EUA: Learning Circuits. Accessed 12 July 2005. Retrieved from http://www.learningcircuits.org/2002/apr2002/mortimer. html.
  • 45 Muirhead, B. (2000). Subject: Good online class discussions. Discussion Room: OTiS - Best Practice for Effective Tutoring 9. Accessed 2 March 2001. Retrieved from http://vls.scotcit.ac.uk/.
  • 46 Muirhead, B. (2000). Subject: Tutor questioning. Discussion Room: OTiS - Best Practice for Effective Tutoring 9. Accessed 4March 2001. Retrieved from http://vls.scotcit.ac.uk/.
  • 47 Muirhead, B. (2000). Subject: Tutor skills. OTiS - Tutor Role, 2. Accessed 2March 2001. Retrieved fromhttp://vls.scotcit.ac.uk/.
  • 48 NETg. (2002). The learning object structural component. EUA: NETg. Accessed 10 June 2002. Retrieved from http://www.netg.com/research/whitepapers/losc.htm.
  • 49 Northrup, P. (2002). A framework for designing interactivity into web-based instruction. In A. Rossett, The ASTD E-Learning handbook: Best practices, strategies and cases studies for an emerging field.New York: McGraw-HiII.
  • 50 O’Reilly, T. (2005). What is web 2.0: Design patterns and business models for the next generation of software. Accessed 28 August 2008. Retrieved from http://www.oreillynet.eom/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html.
  • 51 Palloff, M., & Pratt, K. (2000). Effective strategies for the online classroom. Keynote presentation to OtiS workshop "Developing online tutors.”Accessed 27 March 2001. Retrieved fromhttp:// itlearningspace-scot.ac.uk/courses/keynotes/modulel/main.cfm.
  • 52 Phillips, J., Phillips, P., & Zuniga, L. (2000). Evaluating the effectiveness and the return on investment of e-Iearning.EUA: American Society for Training & Development (ASTD). Accessed 15 Octomber 2002. Retrieved from http://www.astd.org/virtuaLcommunity/research/What_Works/e-Ieaming/e-Ieaming_main.html.
  • 53 Randon, H. (2002). Six steps to developing a successful e-learning initiative:Excerpts from lhe ELearning Guidebook. In A. Rossett, The ASTO e-learning handbook: Best practices, strategies and cases studies for an emerging field.New York: McGraw-Hill.
  • 54 Reis, A. (2011). From “connectivism” to “ethicism.” In Gonjalo Jorge Morais da Costa (Ed.), Ethical issues social dilemmas in knowledge management. Organizational innovation(pp. 113-130). ISLA Leiria, Portugal. DOI: 10.4018/978-l-61520-873-9.ch00.
  • 55 Reis, A. (2013). Teachers’skills for the school of the future. Research project. Conclusions presentation and debate. Retrieved from http://areis-en-teachers-skils.blogspot.pt/.
  • 56 Reis, A. (2013). How should we teach in the school of the future? Distance Learning Conference at the University of Silesia, Poland. Retrieved from http://areis-en-dlcc-selection.blogspot.pt/.
  • 57 Reis, A. (2013). How should we teach in the school of the future? Presented at Distance Learning Conference at the University of Silesia, Poland. Retrieved from http://areis-en-learn-teach. blogspot.pt/.
  • 58 Reis, A. (2013). How should we teach in the school of the future?In E. Smyrnova-Trybulska (Ed.), E-learning & Lifelong Learning(pp. 13-38). Katowice-Cieszyn: STUDIO NOA.
  • 59 Reis, A. (2014). La escuela del futuro hoy. Presented at University John F. Kennedy. Buenos Aires. Retrieved from http://areis-es-escuela-del-futuro.blogspot.pt/.
  • 60 Reis, A. (2014). Las TIC en Education - MOOC. Con Universidad Central de Mexico. Retrieved from http://areis-es-tic-edu.blogspot.pt/.
  • 61 Reis, A. (2014) MOOC Case study. Presented at Herzen Pedagogic University of Russia at St. Petersburg, Russia. Retrieved from https://youtu.be/oRpBZz_oIjk.
  • 62 Reis, A. (2014). MOOC Cooredinacion - Metodos y herramientas para la Escuela del Futuro - MOOC. Retrieved from http://areis-es-mooc.blogspot.pt/.
  • 63 Reis, A. (2014). Reflections to teach in the school of the future. Presented at Herzen conference Pedagogic University of Russia at St. Petersburg, Russia. Retrieved from http://areis-en-herzen2014.blogspot.pt/.
  • 64 Reis, A. (2014). Learn and teach in the school of the future. Methodological and technological aspects. Presented at Udmurt State University in Izhevsk, Russia. Retrieved form https:// youtube/_U04rKuVFao.
  • 65 Reis, A. (2015). La escuela del futuro contribution auna profunda reflexion. Presented at University John F. Kennedy. Buenos Aires. Retrieved from http://youtu.be/8tFEoVGswvg.
  • 66 Reis, A. (2015). Presenting IRNET WP4. Retrieved from https://youtu.be/CUkep7PbTis.
  • 67 Reis, A. (2015). Reinventing the University. IRNet Seminar in Lisbon University. Retrieved from http://youtu.be/TVDqUM_RxeA.
  • 68 Reis, A. (2015) Ser professor no seculo XXI, contributo para uma reflejao. Conferencia na Escola Superior de Educajao, Porto. Retrieved from http://youtu.be/-RW4MeaEdo8.
  • 69 Reis, A. (2015). To be a teacher in the XXIst century. Presented at the University of Silesia, Poland. Education Science Conference opening keynote. Retrieved from https://youtube/z-vKnZ4Lmoc.
  • 70 Reis, A. (2015) To be a teacher in the XXIcentury. Presented at Boris Grinchenko Kyev University Education Conference 2015. Retrieved from http://youtube/oxlYlz5BILk.
  • 71 Reis, A. (Director) (2011). “Teacher’s skills for the school of the future.” Conferencia internacional de la universidad de Izhevesk, Russia. Retrieved from http://olcw.thegraal.org/TSSF/Presenting_ at_izhevsk.htm.
  • 72 Reis, A., Basogain, X., Olabe, M., Espinosa, K. (2009e). Supporting the education with 3D environ¬ments and MUVEs. INTERACCION 2009.X Congreso Internacional de Persona-Ordenador. III Jornadas sobre Realidad Virtual y Entornos Virtuales, Jorevir 2009. Septiembre 2009, Barcelona, Spain.
  • 73 Reis, A., Basogain, X., Olabe, M., Espinosa, K., Cubo, S., Blazquez, F., & Pinto, P. (2009i). Sesiones online con grupos reducidos: tutoria y trabajo colaborativo. III Jornadas de Intercambio de Experiencias deMoodle, MoodleMootEuskadi’2009.15 May 2009, Bilbao, Spain.
  • 74 Reis, A. (2008). From e-learning 1.0 to e-learning3.0 (e-learninggenerations). Izhevesk University, International Conference, Russia.
  • 75 Reis, A. (2008). New technologies and didactics in new methodologies environment.Innsbruck University Press.
  • 76 Reis, A. (2010). E-learning the evolution.In E. Smyrnova-Trybulska (Ed.), Use of E-learning in the training of professionals in the knowledge society(pp. 13-32). Katowice-Cieszyn: University of Silesia, STUDIO NOA.
  • 77 Reis, A. (Director) (2009). Creative Learning Conference “New skills for new jobs.” Retrieved from http://olcw.thegraal.org/clc091016-01/clc091016.html.
  • 78 Reis, A. (Director) (2010). Las generaciones de e-learning - en Rede Tebas - Universidad Central de Caracas, Venezuela. Retrieved from http://www.wetoku.com/redtebas/2xd.
  • 79 Reis, A. (Director) (2010). Virtual World Best Practices in Education Conference. Retrieved from http://olcw.thegraal.org/SL/SL_asVLE/Seminario_uh090205f2/Seminario_uh090205f2.html.
  • 80 Reis, A. (Director) (2010). About my experience as a teacher and trainer. Halmestad University Conference. Sweden. Retrieved from http://olcw.thegraal.org/diversos/1001halmestad/100126- Halmestad/100126-Halmestad.html.
  • 81 Reis, A. (Director) (2010). Del e-learning al Learning - Edutec 2010 Keynote - Universidad de Pa^s Vasco. Retrieved from http://uex.emea.acrobat.com/p53522716/.
  • 82 Reis, A. (Director) (2010). Implementing virtual classrooms - Uppsala University Conference, Sweden. Retrieved from http://uex.emea.acrobat.com/p53522716/.
  • 83 Reis, A. (Director) (2010). Presentacion en Universidad de Rouen sobre uso de aulas virtuale spara ensenanza de sordos. Retreived from http://olcw.thegraal.org/diversos/rouen-100114/rouen-100114.html.
  • 84 Reis, A., Basogain, X., Blazquez, F., Cubo, S., & Olabe, M. (2009g). To be or not to be M-learning (that it is the question).3rd WLE Mobile Learning Symposium, Mobile Learning Cultures across Education, Work and Leisure, WLE Centre, IOE London, UK, 27 March 2009. Book of abstracts, pp. 75-80 (pdf).
  • 85 Reis, A., Basogain, X., Olabe, M., Espinosa, K., Cubo, S., Blazquez, F., & Pinto, P. (2009c). Sesiones online con grupos reducidos: tutoria y trabajo colaborativo. II Jornadas de buenas practicas de e-learning.25, June 2009, Bilbao, Spain. Campus Virtual EHU. Retrieved from http:// campusvirtual.ehu.es/eventos/buenas_practicas_2009/xabier.htm.
  • 86 Reis, A., Basogain, X., Olabe, M., Espinosa, K., & Pinto, P. (2009d). Interactividad3.0 en la e-educa- cion. V Jornada del Campus Virtual Universidad Complutense de Madrid, Buenas Practicas e Indicios de Calidad.Madrid February 2009, pp. 154-161.
  • 87 Ryneveld, V (date not available). What is Constructivism?.Accessed 10 March 2005. Retrieved from http://hagar.up.ac.za/catts/learner/lindavr/lindapgl.htm.
  • 88 Savery, J., & Duffy, T. (1996). Problem-based learning: An instructional model and its constructivist framework.In WILSON, Bent G. Constructivist learning environments: Case Studies in Instruc¬tional Design.Englewood Cliffs, NJ: Educational Technology Publications.
  • 89 Sherron, G. T., & Boettcher, J. V. (1997). Distance learning: The shift to interactivity.Washington: Educause Professional Paper Series NQ 17. Accessed 7 December 2001. Retrieved from http:// www.educause.edu/pub/profess.html.
  • 90 Siemens, G. (2005). Connectivism: A learning theory for the digital age.Accessed 14 September 2008. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.
  • 91 Sitharam, T. (2000). Subject: Tutor and learner styles. Discussion Room: OTiS - Tutor and Learner Styles 4.Accessed 28 February 2001. Retrieved from http://vls.scotcit.ac.uk/.
  • 92 Southwest Educational Development Laboratory (SEDL) (1998). Constructivism... what’s that?. SEDL. Accessed 5 May 2002. Retrieved from http://www.sedl.oigltap/newsletters/winter98/what.html.
  • 93 Stalder, F., & Castells, M. (2006). The Theory of the Network Society.Oxford: Polity Press.
  • 94 Stiles, J. (2006). Cognitive brain development. Accessed 5 October 2006. Retrieved from http://www. youtube.com/watch?v=FugrcVhi2tg.
  • 95 Stiles, J., Moses, P., & Paul, B. (2005). Cognitive development following early brain injury: Evidence for neural adaptation. Trends in Cognitive Science,9 (3), pp. 136-143. Accessed 12 February 2006. PDF: Retrieved from http://www.cogsci.ucsd.edu/DCNL/pdf/stiles.2005.TICS.pdf.
  • 96 Taylor, L. Cert Perioperative Nursing, Grad Dip Nursing. Accessed 30 September 2008. Retrieved from http://www.siaa.asn.au/get/2396672209.pdf.
  • 97 Tinker, R. (n.d.). Modelo de Concord para aprendizaje a distancia, Concord org. Accessed 5 July 2010. Retrieved from http://www.eduteka.org/pdfdir/ModeloConcord.pdf.
  • 98 Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD.
  • 99 Untiedt, H. (2001). Behaviorist Theory.Accessed 2 August 2005. Retrieved from http://hagar.up.ac. za/catts/learner/2001/untiedtjsh/projects/loo/web_page/behaviorism.html.
  • 100 Vygotsky, L. S., & John-Steiner, V. (1978). Mind in Society: The Development of Higher Psychological Processes.MA: Harvard University Press.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-cf3a33bf-4820-4aa0-9859-9e2a6511a66d
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.