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.
The Open University (UK) has published an interesting report on MOOC research that was done at the OU from the start of the MOOCs in 2008 up until February of this year. The authors, Rebecca Fergason, Tim Coughlan, Christothea Herodotou, have searched the university’s Open Research Online (ORO) repository that use the word ‘MOOC’ in their title or abstract. Studies are divided thematically, and the report contains sections on the pedagogy of MOOCs, MOOCs and open education, MOOC retention and motivation, working together in MOOCs, MOOC assessment, accessibility, privacy and ethics, quality and other areas of MOOC research.
The report discusses 58 recommendations that have emerged from the research – each of which is linked to the research study that generated it. Some of these recommendations extend or reinforce what the University is already doing, some are very specific, and some are small scale. Overall, the research highlights ten priority areas for University activity.
OK, now you’ve looked at most of the pros and cons of online learning, you’re now ready to start. But you want to make sure that if you are going to do online learning, you are going to do it well. What will that entail?
I gave a short answer to ‘Why not just record my lectures?’ in the fourth post in this series, but it deserves a fuller answer. It is natural that faculty and instructors want to use an approach to teaching that is not only familiar and comfortable, but has been used for hundreds of years, so has passed the test of time. However, there are several reasons why recorded classroom lectures are not a good idea for online learning, at least not as the main form of delivering online courses.
De technologische revolutie die ons onderwijssysteem volledig zal veranderen. Zo worden Massive Open Online Courses – kortweg MOOCs – in vele populaire media maar al te vaak omschreven. In mijn zoektocht naar recente literatuur rond onderwijstechnologie, waren het dan ook vooral de MOOCs die mijn aandacht trokken.
In this Q&A podcast, Learning Technologies community manager Justin Brusino speaks with Ethan Edwards, who facilitates ATD's E-Learning Instructional Design Certificate and Advanced E-Learning Instructional Design Certificate. Ethan offers tips on increasing learner engagement and shares advice on how to avoid common mistakes people make when designing e-learning.
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
This article is meant to help you better prepare yourself for your upcoming online classes. Personally, I believe that online classes are slightly a bit more of a responsibility, only because you have to make sure that you go and look to see if anything is new or if anything is due, every single day.
More colleges are issuing digital badges to help their students display skills to employers or graduate programs, and colleges are tapping vendor platforms to create a verified form of the alternative credentials.
The short answer is, yes, of course, at least in the short term. This is because online teaching is the same as any other skill. When you first start, you have to learn a lot, and do things you haven’t done before. For instance, as I discussed in earlier posts, you have to think carefully about why you are using online learning, talk to colleagues and work with other professionals such as instructional and web designers, master the technology, such as video recording or a learning management system, and basically re-think and re-design your teaching. This will take time, and your first online course will undoubtedly be more work and more challenging than your most recent face-to-face course. However, in the long run, there is no reason why online teaching should be more work than face-to-face teaching, all other things being equal (which, of course, they never are in teaching). As always, there are important conditions to be met, if you don’t want to be swamped with extra work. So let’s look at what these conditions are.
If you have been following this series of blog posts, you have already started. It shows that you have an interest. However, you should see these blog posts more as a warm-up than the real game. Warm-ups are valuable. They save you getting hurt when you start playing, but they are not the real thing. So here are at least two quite different strategies for getting started into the real ‘game’ of teaching online.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.