Lisa Marie Blaschke
Program Director, Management of Technology Enhanced Learning
Oldenburg, Germany
Dr. Lisa Marie Blaschke is program director of the Management of Technology Enhanced Learning (MTEL) master program at the Center for Lifelong Learning at the Carl von Ossietzky University of Oldenburg in Oldenburg Germany, as well as a senior researcher at the Duale-Hochschule Baden-Wuerttemberg (DHBW) in Heilbronn. She is a former executive committee member of the European Distance Education and E-Learning Network (EDEN) and is a Senior EDEN Fellow and Chair of the Board of the EDEN Fellows Council. She is also a former adjunct associate professor at the University of Maryland University College, where she received the Stanley J. Drazek Award for Teaching Excellence in 2016. Lisa has a BS in Technical Communication, and two master’s degrees (MDE, MBA), and a PhD. Prior to academia, Lisa worked for SAP for over a decade in Walldorf, Germany, leading and implementing enterprise-wide knowledge management and training processes and solutions. Lisa’s research interests are in the areas of self-determined learning (heutagogy), online collaborative learning, pedagogical application of web 2.0 technology and social media, and user interface design.
Area of Expertise
Topics
Backward Design and Portfolios as a Framework for Authentic Learner Assessment
Using portfolios as a form of authentic assessment within the Management of Technology Enhanced Learning (MTEL) master program
Using C3LLO to deliver online and blended learning courses
C3LLO is the central platform and online learning environment used for delivering online and blended learning curriculum at the Center for Lifelong Learning (C3L) in Oldenburg, Germany. During this session, we will present the primary features and functions of the C3LLO system, as well as demonstrate the use of C3LLO for delivering C3L's fully online, international Management of Technology Enhanced Learning (MTEL) master's programme.
How might we best support educators in their digital teaching?
How might we make effective use of digital learning’s disruptive potential?
How might we empower students to tackle future challenges?
There are certainly several approaches to these questions. One thing, however, is certain: Educators play a decisive role in finding and piloting appropriate answers. We would like to take a moment and look back at the sudden switch to online teaching and learning in Spring 2020, and ask the question:
How might we best support educators in their digital teaching?
Educators continuously have to learn new digital tools and methods. Often, these require a partial or complete revision of their teaching and learning approaches and of the educators’ diligently prepared course material.
We will discuss with you a competence meta-model for digital educators and a learning maturity model that facilitates microlearning. Experience the iterative validation process by means of various templates and collaborative settings. With the advent of each new technology come predictions of fundamental changes in education. Yet few of these changes have been realized. Digital learning may indeed be the technology that breaks that pattern, but this will only come to pass if educators are empowered to take advantage of the technologies and methodologies available to them.
In the Erasmus+ project “Supporting the Development of the Digital Competences of Educators” (EdDiCo), a consortium of seven European partners aims to empower educators, providing them with a tool to self-assess their digital competence levels, and helping them to identify the educational resources they need to further develop their own digital competences according to individually defined needs and career goals. In this workshop, members of the project consortium will present the results of the first project phase: an organisational paradigm for digital education training content, which serves as the foundation for the self-assessment tool and the yet-to-be-prepared learning resource directory.
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