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.
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.
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?
"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."
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.
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.
"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)"
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.
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.
“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.”
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.
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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