Every day, someone new either thinks about doing an online course, or is pressured into doing one. You may have quite a lot of prior knowledge about online learning (or think you do), or may have no knowledge at all. The most important thing to know though is that you probably don’t know enough about online learning, especially if you are just starting out (which defines you as wise, according to Socrates).
Ter voorbereiding van de trendrapportage-bijeenkomst van SURF kreeg ik van Robert Schuwer een net uitgekomen eindrapport vanuit het FUTURA project. Het is geschreven in opdracht van Universitat Oberta de Catalunya en in samenwerking met eLearnCentrum. Het rapport beschrijft een framework van innovatieve manieren van didactiek. De titel:
Vandaag organiseert het Welten-instituut van de Open Universiteit een conferentie over Opening Up Education. Ik woon deze deels bij. Vanochtend zijn onder meer vier belangrijke uitdagingen op het gebied van massive open online courses aan de orde gekomen.
For those interested in self-regulated learning, building upon the knowledge which is created over the years, I gladly share a recently published paper, which is part of the eMOOCs2016 proceedings. The project is briefly explained, and in this paper we (the authors) also refer to the self-regulated learning instrument which is used to monitor young students (16-17 year old) while they follow MOOCs to enhance their personal interests. The goal of this project is to increase (online) lifelong learning skills. The paper includes a reference to a SAM-scale for attitude and skills measurement, focusing on language skills (i.e. practical use of language: speaking, listening), and digital skills such as critical thinking. The paper gives an update on a year long project which runs at GUSCO, a large and innovative secondary school in Kortrijk, Belgium, for which I lead the research end of the project (in participative mode with the teachers and directors). The paper can be seen as part of the conference proceedings here, or downloaded from Academia here, the paper is entitled; "Ensuring Self-Regulated Learning outcomes in a MOOC and CLIL (Content and Language Integrated Learning) in a k12 project.
Hoe kun je bevorderen dat de ‘completion rates’ van massive open online courses verbeteren? Recent onderzoek laat zien dat een eenvoudige prikkel de betrokkenheid van lerenden al kan verbeteren, en vervolgens kan leiden tot een hoger rendement.
Online and distance learning is becoming increasingly common. Some would say it has quickly become the preferred or 'new normal' mode of study throughout the world. However, surprisingly little is known about what actually happens to first year distance students once they have enrolled in tertiary institutions; what motivates them and how they actually experience the transition to formal study by distance. This gap in the literature presents a challenge for distance education providers who, worldwide, are coming under increasing scrutiny in light of poor retention, progression, and completion rates. Against this backdrop, the purpose of the current study was to gather insights and seek a deeper understanding from first-time distance learners about the nature of their experiences. The study involved a mixed method approach over three phases. This paper focuses on the third phase, which was the major component of the study. The lived experiences of 20 first-time distance learners were gathered, in their own words, using weekly video diaries for data collection. Over 22 hours of video data was transcribed and thematically analysed, from which five themes have been reported. The discussion reflects on the ways that video diaries have provided a unique insight around the complexities of distance learning — as distinct from campus-based learning. The paper concludes that the new digital learning environment made possible by the Internet offers a number of exciting possibilities for distance learners; however, more needs to be done by institutions to change the ‘lone wolf’ preconception of distance education and to avoid the ‘goulash approach’ to supporting distance learners. The lives of first-time distance learners are not black and white; they are complex shades of grey and this need to be taken in to account when designing appropriate learning experiences and supports to ensure student success.
Developing critical listening and speaking skills is an essential element of a student's higher-education experience. However, verbally presenting one's ideas and listening to contributions made by student peers are not typical experiences for online students, as most activities in online classes consist of reading and writing. As online course offerings increase, institutions have an obligation to ensure faculty are empowered to teach with tools that enable students to learn out loud. These tools and the content created with them must be accessible to all learners, including those who are hard of hearing and have vision impairments.
Wenger, McDermott en Snyder (2002) definiëren een community of practice als een groep mensen die een zorg, een aantal problemen of een passie delen, kennis en expertise via interactie delen, en dat voortdurend doen (ongoing basis). Uiteraard kun je dit prima ‘fysiek’ doen. Binnen veel organisaties is het echter een probleem om mensen regelmatig fysiek bij elkaar te brengen. Dan is een online community relevant.
he Guide is designed to raise general awareness amongst policy makers in developing countries as to how Massive Open Online Courses (MOOCs) might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interest and experience of developing countries, although we are witnessing important initiatives in more and more countries around the world.
A good way of getting e-tivities designed and deployed for learning and teaching is to use a team-based learning design process called Carpe Diem, which includes a two day workshop. The idea behind Carpe Diem was that every moment of the time during the workshop would be spent on designing something that could be put into immediate use with participants – so I used the term ‘Carpe Diem’, the Latin for ‘Seize the Day’.
In this volume, researchers in the field of educational technology, MOOC developers and users critically analyse and discuss the current state-of-the-art from different perspectives. In addition, the volume presents views on possible future developments and influences of open and flexible digital learning and teaching.
Abstract Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006) are the most prominent theories, yet they still do not represent a unified and comprehensive theory for DE. This paper provides a review of the existing literature on DE theories and identifies potential gaps in theorising distance education. Building on Giddens’ (1984) work, an innovative approach to theorising DE is proposed through the conceptualisation of the Adapting Structuration Theory In Distance Education (ASTIDE) model as a means to explicate DE operations and practices at the institutional and national/international level. It also presents evidence, from a larger study, of the necessity of a comprehensive model such as the ASTIDE constructed through an investigation into the DE systems of developing and developed countries.
"ScalableLearning is the first teaching tool designed from the ground up to bring together the best of online learning and in-class teaching. ScalableLearning’s unique combination of interactive online material, teacher analytics, and in-class support helps teachers enhance learning by increasing active student participation and feedback."
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