The guest entry below was written by Arie K. den Boon (PhD), visiting professor of the Department of Communication Science and organizer of the first MOOC of the University of Amsterdam. Arie K. den Boon (pictured to the right) is also founder of StartupPush (with Paul Eikelenboom), GfKDaphne, and June Systems. My thanks to Dr. den Boon and the senior leadership of the University of Amsterdam for enabling our readers to better understand some of the developmental dynamics of MOOCs outside of the US. This entry should also be viewed in the context of nascent debates about the uneven global geographies of MOOCs -- a theme dealt with in GlobalHigherEd via 'Memo to Trustees re: Thomas Friedman’s ‘Revolution Hits the Universities,’ 'Are MOOCs becoming mechanisms for international competition in global higher ed?,' 'On the territorial dimensions of MOOCs,' and 'The MOOCs fad and bubble: please tell us another story!'. See, as well, Elizabeth Redden's 'Multinational MOOCs' and the Observatory on Borderless Higher Education's 'Would you credit that? The trajectory of the MOOCs juggernaut' (though the latter is behind a paywall).
"MOOCs are more than good university lectures available online. The real innovation comes from integrating academics talking with interactive coursework, such as automated tests, quizzes and even games. Real-life lectures have no pause, rewind (or fast-forward) buttons; MOOCs let students learn at their own pace, typically with short, engaging videos, modelled on the hugely successful online lecturettes pioneered by TED, a non-profit organiser of upmarket mindfests...."
Transformational leadership theory is all about leadership that creates positive change in the followers whereby they take care of each other's interests and act in the interests of the group as a whole.
Als we in Nederland een model voor reflectie gebruiken, dan is dat al snel de reflectiecyclus van Fred Korthagen. Peter Pappas, daarentegen, gebruikt een taxonomie van reflectie, die gebaseerd is op de bekende taxonomie van Bloom.
David A. Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again.
Het gat tussen games en e-learning/serious games Gamer.nl Er is een enorme nieuwe industrie ontstaan waar veel geld in omgaat voor "e-learning" en "serious games"... Maar mogen we het wel games noemen?
Een interessant filmpje dat de mogelijkheden laat zien als je een pico projector (heel kleine beamer) in een telefoon integreerd. Een telefoon waarmee je naast een communicatiemiddel ook je eigen kleine versie van een surface table of iPad tablet bij je hebt.
We zijn het er vast over eens dat leren krachtiger wordt door reflectie. Hoe kun je reflectie vormgeven in een blended of zelfs geheel online leertraject? Voor face-to-face leren hebben we allerlei vormen ontwikkeld om ...
"Grading a diversity of graduate attributes, such as leadership skills, global citizenship and cultural understanding, will be more challenging compared to grading examinations and traditional assignments. As stated by Quinn and Shurville (2009): ‘the hardest part of implementing experiential learning in both philosophical and practical terms is assessing the graduate attributes that are embodied within it’."
(2012). Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method. European Journal of Engineering Education.
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