"Bij het denken over de toepassing van blended learning is het zinvol om een bepaald model voor blended learning als uitgangspunt te nemen. Het Clayton Christensen Institute onderscheidt zeven modellen. Ik heb deze modellen ook vaker gebruikt. Toch hebben deze modellen beperkingen. Vandaar dat ik deze modellen heb aangevuld, met als resultaat elf modellen voor blended learning. "
In de afgelopen jaren heb ik een aantal hulpmiddelen beschreven en ontwikkeld die onderwijsontwikkelaars kunnen ondersteunen bij de ontwikkeling van online en ‘blended’ leren. Deze blogpost bevat een samenvattend overzicht.
When third-year students in strategy classes at BI Norwegian Business School have a question about their assignments next semester, odds are a robot will provide their answer. A chatbot—a computer program designed to simulate an intelligent conversation—will respond to routine student inquiries and prompt students to complete assignments, mimicking some of the tasks of a teaching assistant.
I was interviewed recently by a reporter doing an article on OER (open educational resources) and I found myself being much more negative than I expected, since I very much support the principle of open-ness in education. In particular, I pointed out that OER, while slowly growing in acceptance, are still used for a tiny minority of teaching in North American universities and colleges. For instance, open textbooks are a no brainer, given the enormous savings they can bring to students, but even in the very few state or provincial jurisdictions that have an open textbook program, the take-up is still very slow.
This morning I delivered (for the second time) a Contact North webinar: Choosing Media: How They Differ and How to make the Best Choices for Your Teaching‘ based on Chapters 6-8 of my open, online textbook, Teaching in a Digital Age.
A group of us had a conversation a couple of weeks ago about creating a learning community(ies) for an existing nonprofit open online learning site. How do you go about it? How do you translate what we believe about open learning to language that will respond to a project plan? Who are the multiple audiences? What do they want? It was a very interesting five or so days of chatting. We had some very smart, very experienced people chime in and while we certainly didn’t all come down to one final conclusion, there was a fair amount of overlap in our thinking.
Breukelen – Studenten die actiever dan medestudenten participeren in het virtueel leren ervaren een meer intensief leerproces, zowel binnen als buiten de virtuele leeromgeving. Ook zijn zij van mening dat ze hierdoor meer hebben geleerd. Dit is een van de stellingen van Jos Baeten die vandaag aan Nyenrode Business Universiteit promoveert. In zijn proefschrift The Power of Peer Feedback: Research on the Learning Process within Virtual Action Learning onderzoekt Baeten het leerproces van studenten binnen het opleidingsconcept ‘Virtual Action Learning’.
If the outcome from online courses is uneven, it's little wonder. Most instructors aren't exactly up to speed on what to expect. When it comes to learning how to teach online, most faculty receive their training before they've even entered a virtual classroom for the first time. Half rely on self-learning to figure out what they need to do. And when they receive training, there's more emphasis on learning how to use the technology involved than in how to adapt their pedagogy or content to the new online environment.
Ik heb al eens eerder over onderzoek gelezen waaruit bleek dat het engagement van lerenden kan worden vergroot als zij regelmatig zicht hebben op hun voortgang. Binnen veel digitale leeromgevingen zijn dergelijke monitoringfunctionaliteiten echter alleen toegankelijk voor docenten. In Delft hebben ze daarom de Learning Tracker ontwikkeld. En onderzoek gedaan naar de impact hiervan.
Het ExpertiseCentrum Online Leren (ECOLe) begeleidt en adviseert docenten bij het ontwikkelen en inzetten van eigentijds onderwijs. Wij helpen je graag bij het 'blended maken' van je onderwijs, we adviseren over ICT tools en we nodigen je uit om mee te doen met onze inspirerende lunchbytes.
Twee dagen geleden heb ik elf modellen voor blended learning onderscheiden. Daarbij heb ik ook summier aangegeven in welke mate deze modellen ‘scoren’ op flexibiliteit’. In deze bijdrage wil ik hier uitgebreider op ingaan.
On Tuesday I gave another in the Contact North series of webinars designed around my open, online textbook for faculty and instructors, Teaching in a Digital Age. This focused on Chapter 9 of the book, but with a different twist from last year’s webinar on the same topic, this year’s webinar focused particularly on the move to blended learning, and the need to redefine the role of campus-based teaching when so much can now be done online. You can download a recording of the webinar from here: https://contactnorth.webex.com/contactnorth/lsr.php?RCID=760bef531b9a8fcf59f5480dd57401ff. However, make sure you have the WebEx ARF player downloaded in order to play the recording – see the download instructions on the above web page if the ‘play’ button doesn’t load the recording. Also note that the presentation doesn’t start until two minutes into the recording because the introduction was accidentally muted.
I’ve just come back from visiting two universities in central Canada and I have also been getting feedback from pilot institutions on the questionnaire we are developing for a survey of online learning in Canada. Although I do not want to anticipate the results of the survey, some things are already becoming clear, especially about blended learning.
Keeping Pace has several goals. First, it strives to add to the body of knowledge about online education policy and practice, and make recommendations for advances. Second, it serves as a reference source for information about programs and policies across the country, both for policymakers and practitioners who are new to online education, and for those who have extensive experience in the field. Third, because there has been so much online education activity in the past year, the report attempts to capture new activity.
De maatschappelijke loopbaan van veel professionals zal in toenemende mate worden beïnvloed door de ontwikkeling van een online identiteit. We ontwikkelen deze online identiteit op verschillende manieren. Wat mij betreft moeten we deze ontwikkeling zo veel mogelijk in eigen hand nemen, en ons bewust te zijn van de momenten dat we die ontwikkeling niet in eigen hand hebben.
This paper outlines research into the emotional competences that mature, higher education students, undertaking part-time blended learning degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice whilst teaching a module, with data gathered from three principal sources. Learners’ perceptions of their experiences were assessed using a questionnaire; interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; and, an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Goleman’s (2001) Framework of Emotional Competences provided a lens through which to analyse blended tutors’ practices in relation to learner perceptions. The paper proposes a framework of emotional competences that appeared to contribute to tutor effectiveness in this context. This research questions the value of some of Goleman’s relationship management competences, with the proposed framework developed to add further self-management competences. This was due, in part, to the measures evident by some tutors to effectively support these particular learners at a distance. The proposed framework could support recruitment and selection within higher education, and provide a language for discussing further research into blended and online tutors’ emotional competences.
Drexel is experimenting with the use of low-cost (US$250) robots (Kubi) combined with iPads to improve the ‘telepresence’ of students in online webinars. In the classroom where the instructor is located, there is an iPad for each remote student locked into a robot that each student can remotely move around the instructor’s classroom. Using Skype and the camera on the student’s computer, the student’s face appears on the iPad. In this way the instructor can see the faces and hear each individual student via the iPad, and the students at home can also see on their screen not only the instructor but also the iPad images of all the other students in the class. This system is already in use at the Michigan State University.
With online courses, students are free to have more independence and utilize their time as they wish which allows them to put the appropriate amount of time toward the course as they see fit. It is an interesting dynamic for sure. If you are not used to self-studying, online courses may seem like a bit of a hurdle at first but, just like any other course, are not impossible to overcome. Here are some pitfalls to avoid so that you succeed outside of the traditional classroom.
o, this is it. My thesis is submitted and it will now be wrapped and sent out to my examiners. For anyone interested, you can read the thesis here. The full title: self-directed learning of adult experienced online learners enrolled in FutureLearn MOOCs
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