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Blended learning: wat, hoe en waarom? — Centrum voor Blended Learning

Blended learning: wat, hoe en waarom? — Centrum voor Blended Learning | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Jeroen Bottema's insight:

"De maatschappij en onze manier van leven zijn de laatste decennia grondig veranderd. We leven in een multimediale wereld waar informatie- en communicatietechnologieën (ICT) alomtegenwoordig zijn. Het belang van ICT in diverse maatschappelijke sectoren kan niet onderschat worden, en dat grotendeels wegens de snelle groei van internetmogelijkheden."

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Weer geen ‘revolutie’ in het onderwijs dankzij ICT | Wilfred Rubens over Technology Enhanced Learning

Weer geen ‘revolutie’ in het onderwijs dankzij ICT | Wilfred Rubens over Technology Enhanced Learning | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Keer op keer voorspellen voornamelijk Angelsaksische vertegenwoordigers van de e-learning industrie dan wel publicisten dat een nieuwe technologie, of een door ICT-gefaciliteerde verandering, een revolutie zal veroorzaken in het onderwijs. Eind 2011-2012 was het de beurt aan massive open online courses. Dat blijkt -zoals zo vaak- weer erg tegen te vallen.
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Hoe MOOCs kunnen bijdragen aan innovatie van het campusonderwijs

Hoe MOOCs kunnen bijdragen aan innovatie van het campusonderwijs | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Onderwijsinstellingen hebben verschillende redenen om aan de slag te gaan met massive open online courses. Eén van de redenen is het vernieuwen van het reguliere onderwijs, op basis van de ervaringen met MOOCs.
Jeroen Bottema's insight:

Wilfred Rubens blogt over een artikel geschreven over de impact van MOOCs op het campusonderwijs van een Amerikaanse universiteit. Het ontwerpen en uitvoeren van MOOCs levert inzichten op voor het ontwerpen en begeleiden van 'regulier' en 'blended' onderwijs.

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A Review of the Recent Literature on MOOCs and Quality

A Review of the Recent Literature on MOOCs and Quality | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Sarah Hayes has written an interesting report about MOOCs and Quality. She wrote this report in commission for the Quality Assurance Agency for Higher Education (QAA) in the UK. This literature review presents a number of different perspectives from a broad range of sources relating to the nature of MOOCs and pertinent considerations of quality.


Via Pierre
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In the mixer

In the mixer | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
So blended learning is becoming an increasingly complex concept, with multiple possibilities and infinite options. Blended is about choice, and about maximising your learning in the modes you find most convenient. Learning in all its forms is a little like the blender in your kitchen. Put in the right ingredients, and use a little effort, and hopefully the result will turn out to be very useful.

Via Wilfred Rubens
Jeroen Bottema's insight:

Steve Wheeler's opvattingen over blended learning sluiten goed aan op de mijne. Volgens is is de complexiteit van blended learning alleen maar toegenomen, mede dankzij het steeds groter wordende aantal keuzemogelijkheden: Blended is about choice, and about maximising your learning in the modes you find most convenient. 

Het gaat om de mix, om de combinatie van leerinhouden, leeractiviteiten, leertechnologieën, enzovoorts.

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Wilfred Rubens's curator insight, July 15, 8:25 AM

Steve Wheeler's opvattingen over blended learning sluiten goed aan op de mijne. Volgens is is de complexiteit van blended learning alleen maar toegenomen, mede dankzij het steeds groter wordende aantal keuzemogelijkheden: Blended is about choice, and about maximising your learning in the modes you find most convenient. 

Het gaat om de mix, om de combinatie van leerinhouden, leeractiviteiten, leertechnologieën, enzovoorts.

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Hoe kun je er voor zorgen dat lerenden binnen een MOOC ‘bij de les’ blijven? | Wilfred Rubens over Technology Enhanced Learning

Larry Hardesty meent dat het belangrijk is om het risico op ‘uitval’ vroeg te identificeren, zodat je potentiële ‘drop-outs’ kunt ondersteunen en deelname aan MOOCs productiever kunt maken.
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Myth Busting: Lecture Capture Misconceptions Exposed


Via Zac Woolfitt
Jeroen Bottema's insight:

"Alison Kwiatkowski noticed something when she was working on her master’s thesis; often, the biggest challenges with lecture capture have nothing to do with the technical aspects. Instead, it is mitigating the concerns of faculty who are resistant to recording. She took on the topic, conducted a study at University of Florida College of Veterinary Medicine and is ready to share what she learned in a live webinar.
Join us for some lecture capture myth busting in this live webinar as Alison exposes the biggest misconceptions she encountered, including the fears that capture:
• Will impact student attendance (it won’t)
• Is incompatible with established teaching styles (it’s not)
• Requires too much technical expertise (it doesn’t)"

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Zac Woolfitt's curator insight, May 20, 3:24 AM

Alison Kwiatowski explains the myths and misconceptions of staff at University of Florida regarding live lecture capture. Interesting presentation with lots of data.

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MOOC research and its value for Universities of Applied Sciences

Vereniging Onderwijs Research. Dag over MOOC research. 26 mei 2015, Wageningen. Blog hierover te vinden op http://robertschuwer.nl/blog/?p=1153
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What is a successful learning process in a MOOC?

As presented by Hanneke Duisterwinkel and Joos Buijs at the VOR Divsion ICT and HE Symposium Research on MOOCs in Wageningen May 26, 2015.

Nowadays MOOC platforms register a number of data about the students, the learning material and the interaction. This data is an important source of information to better understand the student behavior, which can lead to improved MOOCs. But how do you analyse this data? Proces mining can help to get a better understanding of this data in particular with regards to the interaction process. One important area of research is the click behavior of studends in a MOOC, for example while interacting with a video. By relating this behavior to the end score of the students, successful interaction patterns can be discovered. This information can then be used to design new MOOCs or to adapt existing ones. In this session we will demonstrate how process mining can help the analysis of learning behavior in MOOCs and we will present the lessons learned based on the data from our own MOOCs.
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Instructional Design Basics for Online Learning - Full Tilt Ahead: Education Technology and Online Learning

Instructional Design Basics for Online Learning - Full Tilt Ahead: Education Technology and Online Learning | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Instructional Design & Online Learning | Full Tilt Ahead

Via Dr. Susan Bainbridge
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Emily Weller's curator insight, May 13, 6:40 PM

This is very interesting because it shows that there is science behind just the stance of learning in front of a computer. The posture, angles and time are all factors that effect learning and show that there is a system to this kind of education. 

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SPOCs - The next generation text books

SPOCs - The next generation text books | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

SPOCs are an amalgam of online resources and technology with personal engagement between faculty and students. Its implementation requires the faculty to determine which features and course content to utilize. This can include video lectures, assessments interactive labs, project-based work instead of lectures.


Via Pierre
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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.

Via Pierre
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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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eMOOCs2015 Does peer grading work?

 « Does peer grading work? How to implement and improve it? ». European MOOCs Stakeholders Summit 2015, May 2015, Research Track https://goo.gl/3QCXDG
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Elementen van een effectief didactisch ontwerp van massive open online courses

Elementen van een effectief didactisch ontwerp van massive open online courses | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Er wordt vaak kritiek geuit op het didactisch ontwerp van massive open online courses. Het inherent vrijblijvende karakter en het grote aantal deelnemers stelt hoge eisen aan het onderwijsontwerp van MOOCs. Hoe kun je omgaan met grote groepen lerenden? Hoe kun je lerenden gemotiveerd houden om te leren?
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Design patterns for promoting peer interaction in discussion forums in MOOCs

Design patterns for promoting peer interaction in discussion forums in MOOCs | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Design patterns are a way of sharing evidence-based solutions to educational design problems. The design patterns presented in this paper were produced through a series of workshops, which aimed to identify Massive Open Online Course (MOOC) design principles from workshop participants’ experiences of designing, teaching and learning on these courses. MOOCs present a challenge for the existing pedagogy of online learning, particularly as it relates to promoting peer interaction and discussion. MOOC cohort sizes, participation patterns and diversity of learners mean that discussions can remain superficial, become difficult to navigate, or never develop beyond isolated posts. In addition, MOOC platforms may not provide sufficient tools to support moderation. This paper draws on four case studies of designing and teaching on a range of MOOCs presenting seven design narratives relating to the experience in these MOOCs. Evidence presented in the narratives is abstracted in the form of three design patterns created through a collaborative process using techniques similar to those used in collective autoethnography. The patterns: “Special Interest Discussions”, “Celebrity Touch” and “Look and Engage”, draw together shared lessons and present possible solutions to the problem of creating, managing and facilitating meaningful discussion in MOOCs through the careful use of staged learning activities and facilitation strategies.
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Blended learning: modellen en geleerde lessen | Wilfred Rubens over Technology Enhanced Learning

Blended learning: modellen en geleerde lessen | Wilfred Rubens over Technology Enhanced Learning | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
“Blended learning” kun je op verschillende manieren toepassen. Daarbij worden verschillende modellen onderscheiden. Wat zijn geleerde lessen bij de toepassing van die modellen?
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Digital Badges Motivate

Digital Badges Motivate | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
I decided to award participants with a badge for reflecting on the presentation using their mobile devices (smart phones). The applications I chose are Movenote and Evernote. The participants will be asked to take photos, record, and  develop an artifact such as a video tutorial and upload it to Make Waves to “claim” their digital badge. “Makewaves is a community of thousands of schools sharing their creativity and raising achievement with badges”. Make Waves allows teachers to create badges and set challenges for their students. I decided to try out the system and set up a digital badge to reward the attendees of my session for being active.

Via Pierre
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eLearning Papers #42 on "Design Patterns for Open Online Teaching and Learning" has just been published

eLearning Papers #42 on "Design Patterns for Open Online Teaching and Learning" has just been published | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
The rapid rise of massive open online courses (MOOCs) has renewed interest in the broader spectrum of open online teaching and learning. This “renaissance” has highlighted the challenges and potential associated to the design of such educational environments.
 
The papers in this issue respond to a desire to understand the design processes and mechanisms by which we come to create and deliver open online learning at scale and by extension how we can formulate this into sharable design solutions that can be applied by others.
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The Online Learning Report

The Online Learning Report | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
How are Higher Education institutions coping with disruptive market conditions (demographic, economic & competitive)? What are the optimum strategies against the emerging threats? What are the lessons learned so far by; institutional leaders, faculty, librarians, instructional designers/technologists, consultants and others?
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Rescooped by Jeroen Bottema from Distance Education & Open Learning
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ICDE » New research on adult learners in European higher education

ICDE » New research on adult learners in European higher education | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

"A new report on adult learners in higher education shows that courses offered at a distance are liberating and a crucial route to new qualifications. It also shows that higher education institutions need to be aware of learners' needs and to meet them through support. Institutions should work harder to recognize prior and informal learning, and better communicate information on available financial support, argue the authors."


Via M.A.P.
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Rapport Preparing for the Digital University

Rapport Preparing for the Digital University | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Deze week verscheen het rapport Preparing for the Digital University, gemaakt in opdracht van en gefinancierd door de Bill and Melissa Gates Foundation. Een van de hoofdauteurs is George Siemens, executive director van het  Learning Innovation and Networked Knowledge Research Lab aan de University of Arlington in Texas. Hij was in 2008, samen met Stephen Downes, de founding father van de eerste MOOC die er gegeven werd (CK08). Verderop in deze blogpost kom ik hierop terug.

Het rapport is het laatste resultaat van het bredere MOOC Research Initiative (MRI). Dit initiatief beoogt  to explore the potential of MOOCs to extend access to postsecondary credentials through more personalized, more affordable pathways.

De subtitel van het rapport luidt: a review of the history and current state of distance, blended, and online learning. Op deze wijze beogen de auteurs een overzicht te geven van de wetenschappelijke onderzoeken die er tot nu toe hebben plaatsgevonden en die van nut kunnen zijn voor verdere ontwikkeling van MOOC’s en digitaal leren.
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CC Students Face Uphill Climb in Succeeding with Online Courses -- Campus Technology

CC Students Face Uphill Climb in Succeeding with Online Courses -- Campus Technology | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
A recently presented study from the University of California Davis questions the effectiveness of allowing first-time students in community colleges to take online classes.

Via Zac Woolfitt
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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