Implementation of blended learning scenarios for training of school teachers Daniela Tuparova 1 1 Department of Computer Science South West University “Neofit Rilski” Blagoevgrad, Bulgaria ddureva@swu.bg Georgi Tuparov 1,2 2 Department of Software Engineering IMI – Bulgarian Academy of Science Sofia, Bulgaria georgett@avala.bg Abstract— In this paper we present four blended learning pedagogical scenarios for training school teachers in in-service teacher training programs and Master degree programs conducted in the last 3 years at South West University ―Neofit Rilski‖, Bulgaria. The scenarios are implemented in 3 courses – ―Computer games and education‖, ―Didactics of teaching Informatics and Information and communication technology (ICT)‖ and ―E-learning technologies‖. The scenarios are based on combination of different ―face to face‖ interactive approaches such as problem based learning, collaborative and project based approaches and diversity of e-learning activities and resources. Keywords-blended learning, teacher training, collaborative learning I. INTRODUCTION In this paper we present four blended learning pedagogical scenarios for training school teachers in in-service teacher training programs and Master degree programs conducted in the last 3 years at South West University “Neofit Rilski”, Bulgaria. The scenarios are implemented in 3 courses – “Computer games and education”, “Didactics of teaching Informatics and ICT” and “E-learning technologies”. The scenarios are based on combination of different “face to face” interactive approaches such as problem based learning, collaborative and project based approaches and diversity of e- learning activities and resources. The courses were organized in blended mode with support of e-learning environment Moodle 1.9. We give one scenario per first and second courses mentioned above. For the course “E-learning technologies” we propose two scenarios. The scenario for course “Computer games and education” is focused on interactive method “Jigsaw” which is implemented both in “face to face” mode and e-leaning environment with strong impact of on-line discussions between the learners. The scenario for course “Didactics of teaching Informatics and ICT” is grounded on the “face to face” group working and project based approach with support of e-learning environment. The scenarios for course “E-learning technologies” are stressed on the use of SCORM compatible interactive and simulation learning objects combined with practical problem solving in “face to face” mode and development of assignments in online mode. II. METHODS A. Target groups The scenarios were conducted with two target groups. First target group consisted of 26 part time students – 23 women and 3 men. Average ages of 43 years. All of the students were teachers in primary school. (In Bulgaria primary school covers students from 1 st to 4 th grade and primary school teachers teach all school subjects.) Before students started working in the e-learning environment all of them have been participate in ICT course. These students participated in the courses with learning scenarios 1, 2 and 3. In the second target group were enrolled 25 teachers (24 women and 1 man) with different subject background and with diversity of ICT skills. In some cases participants had very limited ICT skills – web browsing and/or word processing. B. Learning scenario 1. Course “Computer games and education” The general aim of the course is to form knowledge, skills and abilities about educational computer games and their successful implementation into educational process in primary school level. Basic topics in the course are: Role of the game in the primary school; Scope of computer games – classification and characteristics; Didactical computer games – characteristics and purpose; Implementation of web based and stand alone didactical computer games in primary schools; Development of scenarios for didactical computer games for primary school level. The course was organized in blended mode with support of e-learning environment Moodle 1.9. The students had 15 hours This paper is partially supported by University Fund for Scientific Research at South West University “Neofit Rilski”, Bulgaria, contract SRP- A6. 978-1-4577-1746-8/11/$26.00 ©2011 IEEE 14th International Conference on Interactive Collaborative Learning (ICL2011) ̶ 11th International Conference Virtual University (vu'11) 21–23 September 2011, Piešťany, Slovakia Page 285