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How to get students to participate in Online Discussions…

How to get students to participate in Online Discussions… | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Students’ participation in online discussions is central in online learning courses as it contributes to a participative and meaningful instruction where learners build their knowledge in a constructive way with instructors, colleagues, informal sources and by reflecting upon the process.

Debbie Morrison is posting a triplet series on how to create effective discussions in an online learning environment. In part I she presents components which make online discussions effective, namely:

 

1.  A solid course design 

2.  Guidelines and expectations for students  

3.  Well constructed topics/questions

4.  The existence of a skilled facilitator or moderator

5.  An assessment component

 

References:

Wang Y. & Victor Der-Thang Chen (2008). Essential Elements in Designing Online Discussions to Promote Cognitive Presence, Journal of Asynchronous Communication. Journal of Asynchronous Learning Networks, 3-4 (12).

Wade, D. A., Bentley, J. P. H., & Waters, S. H. (2006). Twenty guidelines for successful threaded discussions: A learning environment approach. Distance Learning, 3(3), 1-8.

 


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Karine Thonnard's curator insight, January 22, 2013 8:22 AM

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Ontwerpen en begeleiden van afstandsonderwijs
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ScienceGuide - Interbellum voor online onderwijs

ScienceGuide - Interbellum voor online onderwijs | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
“We weten nog niet zo goed wat die belofte precies gaat inhouden,” zegt Christien Bok, programmamanager ICT en onderwijs van SURF over hoe digitalisering en online het onderwijs gaan transformeren. “Wat we willen bestaat nog niet. Misschien zitten we wel in een interbellum.”
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Hoe lerenden binnen MOOCs opereren?

Hoe lerenden binnen MOOCs opereren? | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Vier onderzoekers van Stanford University en Cornell University (Anderson cs) hebben onderzoek gedaan naar het engagement, de betrokkenheid, van studenten in massive open online courses. Zij hebben daarbij vooral gekeken naar interactie. De auteurs menen dat begrip van de wijze waarop lerenden interacteren in een MOOC van groot belang is omdat dit van invloed is op de wijze waarop zij effectief leren, en voor de wijze waarop je het beste online cursussen kunt ontwerpen.

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Educational Technology Guy: Blended Learning - what is it, pros/cons, tips and resources

Educational Technology Guy: Blended Learning - what is it, pros/cons, tips and resources | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Via Dr. Susan Bainbridge
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Rescooped by Jeroen Bottema from Jörgen Daniel - Multimedia Learning
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'Hoorcolleges moeten geen herhaling van een boek zijn'

'Hoorcolleges moeten geen herhaling van een boek zijn' | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Goed plan “@ilonkadorrepaal: Hoorcolleges worden weblectures. Contacttijd in groepen van 12-16 personen @UniUtrecht. http://t.co/RGEnaEeh2w”;


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Use of self-referential (ipsative) feedback to motivate and guide distance learners

Distance learners often rely on written feedback for learning and for motivation. But feedback that is ‘given’ to learners and that relies on praise to motivate does not engage learners in the process of self-development. We propose that an ipsative approach to assessment and feedback based on a comparison with a learner’s previous performance motivates distance learners by developing a self-awareness of progress that encourages learners to interact with feedback and apply this to future work. A study of a distance learning Masters programme in Educational Leadership indicated that formal self-referential (ipsative) feedback was largely absent. An ipsative feedback scheme was therefore developed in consultation with the tutors in which students completed a reflection on their progress in implementing past feedback. Tutors provided both an ipsative and a developmental response. Student and tutor evaluations of the scheme indicated that feedback on progress has the potential to motivate distance learners and to encourage them to act on developmental feedback, but can also raise grade expectations. Sustainable methods of applying ipsative feedback to a wide range of distance learning programmes are worth further exploration.
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▶ Effective online instructional design - YouTube

This 12-minute instructional video covers key principles of instructional design, including 6 general principles of effective learning and a 5-step model for...
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The Real Value of Online Education

The Real Value of Online Education | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Why low completion rates may not matter

Via Wilfred Rubens
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Wilfred Rubens's curator insight, September 14, 2014 5:14 AM

Prima bondige analyse van 'engagement' van deelnemers aan een MOOC. Lerenden gebruiken een MOOC als een buffet. De "rule if thirds" is van toepassing op MOOCs.

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COOL FISh...

COOL FISh... | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
... is born and will be out in the sea very soon... swimming against the stream... During the academic year 2010/11, I organised a trial bringing together PgCert sudents studying towards a teaching...
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Peer assessment for massive open online courses (MOOCs)(Suen, 2014) | The International Review of Research in Open and Distance Learning

Peer assessment for massive open online courses (MOOCs)
Jeroen Bottema's insight:

The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.

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MOOC Blended learning ontwikkelen

Deze massive open online course is bedoeld voor docenten die een (bestaande) cursus (opnieuw) willen ontwerpen, en daarbij online leren willen afwisselen met face-to-face bijeenkomsten. Tijdens...
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Rescooped by Jeroen Bottema from Distance Education & Open Learning
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5 Things Researchers Have Discovered About MOOCs – Wired Campus - Blogs - The Chronicle of Higher Education

5 Things Researchers Have Discovered About MOOCs – Wired Campus - Blogs - The Chronicle of Higher Education | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Via M.A.P.
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M.A.P.'s curator insight, June 27, 2014 6:36 PM

I'm interested to see further study on the same topics and see if any difference btw xMOOCs and cMOOCs will be found.  Also, as one commenter mentioned in the comment, the present study is mainly focused on US.  How about students in other countries?  Same findings?  If there are differences, what are they and why?

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How to MOOC? – A pedagogical guideline for practitioners

How to MOOC? – A pedagogical guideline for practitioners | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Massive Open Online Courses, shortly MOOCs, are a trending phenomenon in online education. Neither distance education nor online courses are new, but especially in the field of technology enhanced learning, MOOCs have been gathering enormous attention by the public. Thus, following the main idea of bringing education to a broad range of people, two universities in Graz developed an xMOOC platform for the German speaking area, mostly addressing people in Austria. Before the first courses started the authors reflected on how such a MOOC should be carried out and which key factors (didactical, technical and administrative) have to be considered.
This research study strongly concentrates on developing a checklist for practitioners who would like to do an xMOOC in the future by examining different xMOOCs and reflecting first experiences gathered through daily work on MOOCs.
It can be concluded that doing a Massive Open Online Course is much more challenging as maybe expected at first sight. Nevertheless the proposed checklist will help to overcome first barriers and provide solid steps towards one’s first online course.


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Pierre's curator insight, June 11, 2014 4:52 AM

Checklist gericht op xMOOC ontwikkeling.

SusanBat 's curator insight, June 15, 2014 8:10 PM

A very useful MOOC Checklist included in this article...

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Blended and Online Assessment Taxonomy Infographic - e-Learning Infographics

Blended and Online Assessment Taxonomy Infographic - e-Learning Infographics | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
The Blended and Online Assessment Taxonomy Infographic presents types of activities and grading and feedback criteria to help you plan better assessments.
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Making sense of open educational resources | Tony Bates

Making sense of open educational resources | Tony Bates | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Via Dr. Susan Bainbridge
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Kiruthika Ragupathi's curator insight, February 18, 5:39 PM

Gives a quick overview of OER

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MOOCs and meetups together make for better learning

MOOCs and meetups together make for better learning | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Everyday, thousands of students around the world perch themselves in front of computer screens in homes, libraries, coffee shops, and Internet cafes to take a massive open online course (MOOC).
Jeroen Bottema's insight:
#blendedlearning
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What are MOOCs good for?

What are MOOCs good for? | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Online courses may not be changing colleges as their boosters claimed they would, but they can prove valuable in surprising ways.


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Educational Technology and Mobile Learning: Tips for Engaging Students in Meaningful Discussions

Educational Technology and Mobile Learning: Tips for Engaging Students in Meaningful Discussions | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
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INNOQUAL - Volume 2, No 3, 2014 and Special Issue on Quality in Massive Open Online Courses

Massive Open Online Courses (MOOCs) are an example of a disruptive technology and are clearly innovative in terms of scale and the level of heated discussion around whether or not they are innovative pedagogically. Academic and mainstream press covering the phenomenon is divided as to whether MOOCs will be valuable to hundreds or thousands of participants. Within this editorial we give a short introduction to the topic of the special issue “Quality in MOOCs” as well as to the contributions, along with the papers related to the INNOQUAL journal’s permanent themes.


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Pierre's curator insight, September 24, 2014 1:11 AM

Voor op de leeslijst.

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Leren centraal stellen in MOOCs

Leren centraal stellen in MOOCs | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Via Pierre
Jeroen Bottema's insight:

"Hoe kunnen we het beste leren van én met MOOCs. Willem van Valkenburg (TU Delft) bezocht MIT en trok lessen voor de verdere ontwikkeling van online onderwijs. De techniek is op orde, nu moet leren centraal staan. “There is no L in MOOC, but there should be.”"

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Open badges for education: what are the implications at the intersection of open systems and badging? | Ahn | Research in Learning Technology

Jeroen Bottema's insight:

"Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges."

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New study dissects the MOOC student body

New study dissects the MOOC student body | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

1) Bystandars 

2) Collectors 

3) Viewers 

4) Solvers 

5) All rounders


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Rescooped by Jeroen Bottema from ICT en Onderwijs
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Literatuurstudie Video-Based Learning

Literatuurstudie Video-Based Learning | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Via de Open Education Europe website kwam ik bij literatuuronderzoek dat uitgevoerd is door Yousef, Chatti en Schroeder naar het gebruik van Video-Based Learning (VBL). Het hele onderzoek is te downloaden van de website, ik ga hier in op hun conclusies.

Via Pierre
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8 Things You Should Know About MOOCs - Technology - The Chronicle of Higher Education

8 Things You Should Know About MOOCs - Technology - The Chronicle of Higher Education | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

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