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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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Rescooped by Jeroen Bottema from Technology enhanced learning
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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

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Wilfred Rubens's curator insight, September 14, 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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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

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M.A.P.'s curator insight, June 27, 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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Reports | MOOC Research

Reports | MOOC Research | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

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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, 4:52 AM

Checklist gericht op xMOOC ontwikkeling.

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

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

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The corridor of uncertainty: Quality of online discussion

The corridor of uncertainty: Quality of online discussion | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

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Ontwerp een blended leerinterventie in 5 stappen - Ennuonline

Ontwerp een blended leerinterventie in 5 stappen - Ennuonline | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Ben jij heel bedreven in het ontwerpen van een face-to-face leerinterventie zoals een workshop, teamsessie of training? Je hebt je eigen manier ontwikkeld van ontwerpen en hebt je favoriete werkvormen. Het blijft een creatief proces... Echter, [...]

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Wilfred Rubens's curator insight, March 28, 12:20 PM

Joitske Hulsebosch schrijft in een notendop welke stappen je moet zetten om een blended leerinterventie te ontwikkelen. Haar stappen komen aardig overeen met het Carpe Diem-proces van Gilly Salmon en collega's. Al zijn er accentverschillen.

maaike hajer's curator insight, April 8, 3:37 AM

Zouden we taalontwikkeling in dergelij ontwerpstappen kunnen integreren? Wie heeft ervaring?

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Conjecture, Tension, and Online Learning (EDUCAUSE Review) | EDUCAUSE.edu

Conjecture, Tension, and Online Learning (EDUCAUSE Review) | EDUCAUSE.edu | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
EDUCAUSE Review Online
Jeroen Bottema's insight:

"Although low cost and flexible access make online learning appealing to administration, the topic provokes considerable tension among faculty. The authors explore why this might be so and outline the University of Washington Tacoma's top-down, bottom-up approach to change. A key piece is the UWT Initiative in Innovative Course Redesign, a competitive fellowship program aimed at creating a new mentor-apprenticeship model for online educators to help them better guide the next generation of leaders, thinkers, and dreamers."

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An interview with Canadian MOOC pioneer George Siemens | University Affairs

An interview with Canadian MOOC pioneer George Siemens | University Affairs | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
George Siemens, Canada’s MOOC pioneer, opens up about where the movement is headed.

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Distance learning: who's doing it now?

Distance learning: who's doing it now? | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Datablog: Moocs appear to be revolutionising the world of education. We study the numbers to find out whether it's all just a lot of hype

Via Steven Verjans
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Steven Verjans's curator insight, January 31, 7:58 AM

Good to read some figures on Distance learning in the UK. Important quote at the end: "The opportunities to democratise education are enormous. But given that providers do not have a business model through which they can make money from free courses, it may not be the death of distance learning just yet."

becool's curator insight, February 7, 8:52 AM

Good to read some figures on Distance learning in the UK. Important quote at the end: "The opportunities to democratise education are enormous. But given that providers do not have a business model through which they can make money from free courses, it may not be the death of distance learning just yet." Thx for this short summary @Steven Verjans

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Bussemaker: studiepunten verdienen met online-colleges

Bussemaker: studiepunten verdienen met online-colleges | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Studenten kunnen studiepunten verdienen met online-colleges. Minister Jet Bussemaker van Onderwijs heeft dat besloten."

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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

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"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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Denkmodellen voor open en online onderwijs

Denkmodellen voor open en online onderwijs | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

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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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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.

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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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ScienceGuide

ScienceGuide | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Jeroen Bottema's insight:
"11 juni 2014 - “Many people were worried that MOOCs might replace the university, but what we are finding is that MOOCs will not replace university, they will improve university,” says edX CEO Anant Agarwal during his visit to Delft."
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Top 5 Blogs on the Best Practices in Instructional Design

Top 5 Blogs on the Best Practices in Instructional Design | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
This blog post shares some interesting blogs on instructional design practices that can help you to create an effective and enagaging eLearning course. Read more ›

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Daniel Tan's curator insight, June 3, 11:55 PM

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New developments in online learning across the University of California system – and the implications for us all

New developments in online learning across the University of California system – and the implications for us all | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

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Wilfred Rubens's curator insight, March 3, 3:39 AM

Tony Bates beschrijft en bekritiseert plannen van de staat Califormië op het gebied van online leren. Hij stelt m.i. terecht dat men ten onrechte meent dat het mogelijk is om het onderwijs volledig te automatiseren. Menselijke interactie zou niet nodig zijn voor goed onderwijs. Volgens Bates heeft de Californische overheid geen doelen voor ogen met online leren, behalve kostenbesparingen.

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Ontwikkeling didactisch werkconcept voor het inzetten van kennisclips

Ontwikkeling didactisch werkconcept voor het inzetten van kennisclips | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Anne de Jong Sinds oktober 2013 werken we, in het kader van een Saxion Innovatiearrangementen IMPULS, ook in het afstudeerjaar van de Academie voor Pedagogiek en Onderwijs in Hengelo met het inzett...

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Wilfred Rubens's curator insight, February 19, 3:35 AM

Dit is een relevante bijdrage voor mensen die aan de slag willen met het concept van de flipped classroom en daarbij korte video's willen inzetten. Deze blogpost bevat aandachtspunten voor de ontwikkeling van deze video's. Ook wordt beschreven hoe studenten kennisclips gebruiken.

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» MOOCs LKL Innovations

Jeroen Bottema's insight:

"12th What the Research Says was held at the London Knowledge Lab on Friday 29th November from 1:30-4:30. This is the second year these events and collaborations have been running and as we approach 2014 the trends in delivering, running and debating  MOOCs seems a fitting context to prepare for 2014!  The presentations ranged from MOOCs to SPOOCs. Links to all the presentations are given below.

 

To MOOC or not to MOOC that is the question and the presenters, demonstrators and participants did not disappoint us by bringing their experience, knowledge and understanding to this event to provide the context of how to design learning for online students.


The participants debated and provided their questions and ideas. Some of the debate has been captured online (click  HERE to read the online discussion). This was partly facilitated by the short report: WHAT THE RESEARCH SAYS ABOUT LEARNING ON A MOOC. As well as a recent article in the Boston Review discussed the rising tide of criticism facing MOOCs and their role in reshaping Education  (see MUCH-ADO-ABOUT-MOOCS)."

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Learning theory & MOOCs » Norm Friesen, PhD


Via M.A.P.
Jeroen Bottema's insight:

"Just got back from East China Normal University in Shanghai, where I gave this presentation. It frames the possible success of MOOCs (their demise is not yet a fait accompli) in terms of what I describe as “institutional learning.” In developing this notion, I refer to “pedagogical” or “school knowledge” that occurs in educational institutions, and which is articulated by the early Jerome Bruner, by the late Klaus Mollenhauer, and currently, also by Daniel Troehler."

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M.A.P.'s curator insight, February 3, 10:41 PM

I would like to read more indepth about the relp btw xMOOCs and PLAR.