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Rescooped by Jeroen Bottema from Leadership in Distance Education
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Making Virtual Teams Work: Ten Basic Principles

Making Virtual Teams Work: Ten Basic Principles | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Via Dr. Susan Bainbridge
Jeroen Bottema's insight:

"Virtual teams have become a fact of business life, so what does it take to make them work effectively? On June 10, 2013, I launched a discussion around this question on LinkedIn. The result was an outpouring of experience and advice for making virtual teams work. (I define "virtual teams" as work groups which (1) have some core members who interact primarily through electronic means, and (2) are engaged in interdependent tasks — i.e. are truly teams and not just groups of independent workers). I distilled the results and combined them with my own work, which focuses on how new leaders should assess and align their teams in their first 90 days. Because that's really when it's most important to lay the foundation for superior performance in teams — virtual or otherwise. Here are ten basic principles for making this happen"

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systerwoody's curator insight, July 1, 2013 1:27 PM

Could have used this on the group project I just completed. All went well & we used 'DropBox'. 

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Ontwerpen en begeleiden van afstandsonderwijs
“Recognizing, accepting, adapting, exploring, advancing”
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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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Rescooped by Jeroen Bottema from Leadership in Distance Education
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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. 

Rescooped by Jeroen Bottema from ICT en Onderwijs
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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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Rescooped by Jeroen Bottema from ICT en Onderwijs
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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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Rescooped by Jeroen Bottema from The 21st Century
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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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Rescooped by Jeroen Bottema from Jörgen Daniel - Multimedia Learning
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'Hoorcolleges moeten geen herhaling van een boek zijn'

'Hoorcolleges moeten geen herhaling van een boek zijn' | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Goed plan “@ilonkadorrepaal: Hoorcolleges worden weblectures. Contacttijd in groepen van 12-16 personen @UniUtrecht. http://t.co/RGEnaEeh2w”;


Via Jörgen Daniel
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Use of self-referential (ipsative) feedback to motivate and guide distance learners

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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▶ Effective online instructional design - YouTube

This 12-minute instructional video covers key principles of instructional design, including 6 general principles of effective learning and a 5-step model for...
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Rescooped by Jeroen Bottema from Technology enhanced learning
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The Real Value of Online Education

The Real Value of Online Education | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Why low completion rates may not matter

Via Wilfred Rubens
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Wilfred Rubens's curator insight, September 14, 2014 5:14 AM

Prima bondige analyse van 'engagement' van deelnemers aan een MOOC. Lerenden gebruiken een MOOC als een buffet. De "rule if thirds" is van toepassing op MOOCs.

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COOL FISh...

COOL FISh... | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
... is born and will be out in the sea very soon... swimming against the stream... During the academic year 2010/11, I organised a trial bringing together PgCert sudents studying towards a teaching...
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Peer assessment for massive open online courses (MOOCs)(Suen, 2014) | The International Review of Research in Open and Distance Learning

Peer assessment for massive open online courses (MOOCs)
Jeroen Bottema's insight:

The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.

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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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Rescooped by Jeroen Bottema from Didactic use of Video in Higher Education
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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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Rescooped by Jeroen Bottema from The 21st Century
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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

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MOOCs and meetups together make for better learning

MOOCs and meetups together make for better learning | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Everyday, thousands of students around the world perch themselves in front of computer screens in homes, libraries, coffee shops, and Internet cafes to take a massive open online course (MOOC).
Jeroen Bottema's insight:
#blendedlearning
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Rescooped by Jeroen Bottema from ICT en Onderwijs
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What are MOOCs good for?

What are MOOCs good for? | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Online courses may not be changing colleges as their boosters claimed they would, but they can prove valuable in surprising ways.


Via Pierre
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Educational Technology and Mobile Learning: Tips for Engaging Students in Meaningful Discussions

Educational Technology and Mobile Learning: Tips for Engaging Students in Meaningful Discussions | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
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INNOQUAL - Volume 2, No 3, 2014 and Special Issue on Quality in Massive Open Online Courses

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.


Via Pierre
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Pierre's curator insight, September 24, 2014 1:11 AM

Voor op de leeslijst.

Rescooped by Jeroen Bottema from ICT en Onderwijs
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Leren centraal stellen in MOOCs

Leren centraal stellen in MOOCs | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Via Pierre
Jeroen Bottema's insight:

"Hoe kunnen we het beste leren van én met MOOCs. Willem van Valkenburg (TU Delft) bezocht MIT en trok lessen voor de verdere ontwikkeling van online onderwijs. De techniek is op orde, nu moet leren centraal staan. “There is no L in MOOC, but there should be.”"

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Open badges for education: what are the implications at the intersection of open systems and badging? | Ahn | Research in Learning Technology

Jeroen Bottema's insight:

"Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges."

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