Ontwerpen en begeleiden van afstandsonderwijs
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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'. 

Ontwerpen en begeleiden van afstandsonderwijs
“Recognizing, accepting, adapting, exploring, advancing”
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Rescooped by Jeroen Bottema from Didactic use of Video in Higher Education
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Why My MOOC is Not Built on Video — Class Central

Why My MOOC is Not Built on Video — Class Central | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
A MOOC professor takes a contrarian view and creates a MOOC without relying on videos, and makeing the claim that they are not necessary for a meaningful online learning experience.

Via Zac Woolfitt
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Zac Woolfitt's curator insight, May 31, 1:02 PM
Does video create lazy learners? Can MOOCs function with out videos? Interesting article with good discussion at end.
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Bespreking handreiking blended learning | WilfredRubens.com over leren en ICT

Bespreking handreiking blended learning | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
De Hogeschool Rotterdam heeft een weblog over blended learning. Erik Falkink heeft hier gisteren een aantal bijdragen op geplaatst. Eén van die bijdragen betreft de verbeterde versie van een handreiking blended learning (pdf). In 24 pagina’s willen hij, Hans Reitzema en Marcelle Zedderman docenten en opleidingen op weg helpen met de invoering van blended learning.
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Moderators HomePage | Berge Collins Associates

This page is a growing set of resources for moderators and moderators-to-be of online discussion in both academic and non-academic settings.
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Online leerinterventies in de zorg | WilfredRubens.com over leren en ICT

Online leerinterventies in de zorg | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Online leerinterventies zijn een vorm van werkplek leren. In deze blogpost sta ik stil bij mogelijkheden en valkuilen.
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Kleine interventies van invloed op engagement lerenden | WilfredRubens.com over leren en ICT

Kleine interventies van invloed op engagement lerenden | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Er zijn grote verschillen in de wijze waarop deelnemers uit verschillende landen, participeren in massive open online courses. Onderzoek wijst op een opvallende oorzaak, die met kleine interventies al te bestrijden is.
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Hoe scoren blended learning modellen op dimensies van flexibiliteit? | WilfredRubens.com over leren en ICT

Hoe scoren blended learning modellen op dimensies van flexibiliteit? | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Twee dagen geleden heb ik elf modellen voor blended learning onderscheiden. Daarbij heb ik ook summier aangegeven in welke mate deze modellen ‘scoren’ op flexibiliteit’. In deze bijdrage wil ik hier uitgebreider op ingaan.
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Webinar on choosing modes of delivery and the role of face-to-face teaching in an online world | Tony Bates

Webinar on choosing modes of delivery and the role of face-to-face teaching in an online world | Tony Bates | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
On Tuesday I gave another in the Contact North series of webinars designed around my open, online textbook for faculty and instructors, Teaching in a Digital Age.
This focused on Chapter 9 of the book, but with a different twist from last year’s webinar on the same topic, this year’s webinar focused particularly on the move to blended learning, and the need to redefine the role of campus-based teaching when so much can now be done online.
You can download a recording of the webinar from here: https://contactnorth.webex.com/contactnorth/lsr.php?RCID=760bef531b9a8fcf59f5480dd57401ff. However, make sure you have the WebEx ARF player downloaded in order to play the recording – see the download instructions on the above web page if the ‘play’ button doesn’t load the recording.
Also note that the presentation doesn’t start until two minutes into the recording because the introduction was accidentally muted.
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Are you ready for blended learning? | Tony Bates

Are you ready for blended learning? | Tony Bates | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
I’ve just come back from visiting two universities in central Canada and I have also been getting feedback from pilot institutions on the questionnaire we are developing for a survey of online learning in Canada. Although I do not want to anticipate the results of the survey, some things are already becoming clear, especially about blended learning.
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About Keeping Pace « Keeping Pace

About Keeping Pace « Keeping Pace | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Keeping Pace has several goals. First, it strives to add to the body of knowledge about online education policy and practice, and make recommendations for advances. Second, it serves as a reference source for information about programs and policies across the country, both for policymakers and practitioners who are new to online education, and for those who have extensive experience in the field. Third, because there has been so much online education activity in the past year, the report attempts to capture new activity.
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Hoe kun je een krachtige online identiteit ontwikkelen? | WilfredRubens.com over leren en ICT

Hoe kun je een krachtige online identiteit ontwikkelen? | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
De maatschappelijke loopbaan van veel professionals zal in toenemende mate worden beïnvloed door de ontwikkeling van een online identiteit. We ontwikkelen deze online identiteit op verschillende manieren. Wat mij betreft moeten we deze ontwikkeling zo veel mogelijk in eigen hand nemen, en ons bewust te zijn van de momenten dat we die ontwikkeling niet in eigen hand hebben.
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Tutor Emotional Competences Valued by Learners in a Blended Learning Context

This paper outlines research into the emotional competences that mature, higher education students, undertaking part-time blended learning degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice whilst teaching a module, with data gathered from three principal sources. Learners’ perceptions of their experiences were assessed using a questionnaire; interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; and, an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Goleman’s (2001) Framework of Emotional Competences provided a lens through which to analyse blended tutors’ practices in relation to learner perceptions. The paper proposes a framework of emotional competences that appeared to contribute to tutor effectiveness in this context. This research questions the value of some of Goleman’s relationship management competences, with the proposed framework developed to add further self-management competences. This was due, in part, to the measures evident by some tutors to effectively support these particular learners at a distance. The proposed framework could support recruitment and selection within higher education, and provide a language for discussing further research into blended and online tutors’ emotional competences.
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What I learned at Drexel University in National Distance Learning Week | Tony Bates

What I learned at Drexel University in National Distance Learning Week | Tony Bates | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Drexel is experimenting with the use of low-cost (US$250) robots (Kubi) combined with iPads to improve the ‘telepresence’ of students in online webinars. In the classroom where the instructor is located, there is an iPad for each remote student locked into a robot that each student can remotely move around the instructor’s classroom. Using Skype and the camera on the student’s computer, the student’s face appears on the iPad. In this way the instructor can see the faces and hear each individual student via the iPad, and the students at home can also see on their screen not only the instructor but also the iPad images of all the other students in the class. This system is already in use at the Michigan State University.
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SURF | Seminar Faciliteren van docenten(teams) bij blended learning

Hoe faciliteer je docenten(teams) bij blended learning? Doe je dat top-down of juist bottom-up? Hoe pakken onderwijsinstellingen dit aan en wat zijn hun lessons learned? De SIG Blended learning organiseerde op donderdag 18 mei 2017 een SURFacademy-seminar waar je antwoorden op deze vragen kreeg.
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Ervaringen met online learning beschreven (inclusief geleerde lessen) | WilfredRubens.com over leren en ICT

Ervaringen met online learning beschreven (inclusief geleerde lessen) | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
De Universiteit van Leiden experimenteert met volledig online leren en met het concept van de flipped classroom. Wat zijn belangrijke geleerde lessen?
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Researchers examine the effectiveness of a psychological strategy on online learners

In a new study published last week in Proceedings of the National Academy of Sciences, the researchers found that the use of a simple writing activity increased course completion rates for those from individualistic, but not collectivist, cultures. The results support the need for tailored strategies – based on cultural backgrounds – that can be scaled and help millions of learners worldwide.
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De belangrijkste verschillen tussen face-to-face en online instrueren | WilfredRubens.com over leren en ICT

De belangrijkste verschillen tussen face-to-face en online instrueren | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Als je besluit een deel van je onderwijs online te gaan verzorgen dan moet je nadenken over de gevolgen voor curriculum en didactiek. Pamela Hogle wijst op drie fundamentele verschillen tussen face-to-face instrueren en instructies geven in een virtual classroom. Ik vat ze samen, vul ze beknopt aan en reflecteer er op.
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Brief interventions help online learners persist with coursework | Stanford News

Brief interventions help online learners persist with coursework | Stanford News | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
New research shows people in underdeveloped parts of the world are not as likely to complete massive open online courses, or MOOCs.
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Elf modellen voor blended learning | WilfredRubens.com over leren en ICT

Elf modellen voor blended learning | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

"Bij het denken over de toepassing van blended learning is het zinvol om een bepaald model voor blended learning als uitgangspunt te nemen. Het Clayton Christensen Institute onderscheidt zeven modellen. Ik heb deze modellen ook vaker gebruikt. Toch hebben deze modellen beperkingen. Vandaar dat ik deze modellen heb aangevuld, met als resultaat elf modellen voor blended learning. "

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Hulpmiddelen bij het ontwikkelen van ‘blended learning’ | WilfredRubens.com over leren en ICT

In de afgelopen jaren heb ik een aantal hulpmiddelen beschreven en ontwikkeld die onderwijsontwikkelaars kunnen ondersteunen bij de ontwikkeling van online en ‘blended’ leren. Deze blogpost bevat een samenvattend overzicht.
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A Siri for Higher Ed Aims to Boost Student Engagement (EdSurge News)

A Siri for Higher Ed Aims to Boost Student Engagement (EdSurge News) | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
When third-year students in strategy classes at BI Norwegian Business School have a question about their assignments next semester, odds are a robot will provide their answer. A chatbot—a computer program designed to simulate an intelligent conversation—will respond to routine student inquiries and prompt students to complete assignments, mimicking some of the tasks of a teaching assistant.
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Towards an open pedagogy for online learning | Tony Bates

Towards an open pedagogy for online learning | Tony Bates | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
I was interviewed recently by a reporter doing an article on OER (open educational resources) and I found myself being much more negative than I expected, since I very much support the principle of open-ness in education. In particular, I pointed out that OER, while slowly growing in acceptance, are still used for a tiny minority of teaching in North American universities and colleges. For instance, open textbooks are a no brainer, given the enormous savings they can bring to students, but even in the very few state or provincial jurisdictions that have an open textbook program, the take-up is still very slow.
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Second webinar on choosing media for online learning | Tony Bates

Second webinar on choosing media for online learning | Tony Bates | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
This morning I delivered (for the second time) a Contact North webinar: Choosing Media: How They Differ and How to make the Best Choices for Your Teaching‘ based on Chapters 6-8 of my open, online textbook, Teaching in a Digital Age.
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