Ontwerpen en begeleiden van afstandsonderwijs
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25 Tips for Successful Online Course Facilitation

25 Tips for Successful Online Course Facilitation | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Teaching in the online environment is quite different from teaching in the classroom and as such has a number of unique characteristics and limitations. The following guide (based on my experience ...

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Ontwerpen en begeleiden van afstandsonderwijs
“Recognizing, accepting, adapting, exploring, advancing”
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Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries

Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
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.
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Carpe Diem

Carpe Diem | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
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’.
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From Books to MOOCs? Emerging Models of Learning and Teaching in Higher Education

From Books to MOOCs? Emerging Models of Learning and Teaching in Higher Education | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

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.


Via Nik Peachey
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An interesting free download for anyone interested in MOOCs. You can download each chapter individually.

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Mark Cottee's curator insight, April 3, 9:19 PM

An interesting free download for anyone interested in MOOCs. You can download each chapter individually.

ismokuhanen's curator insight, April 4, 9:10 AM

An interesting free download for anyone interested in MOOCs. You can download each chapter individually.

Bobbi Dunham's curator insight, April 15, 3:45 PM
Well...if you want to know everything about MOOCs, look no farther. Better yet, take a MOOC and see for yourself.
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Casus Ontwikkeling Online Masteropleidingen | WilfredRubens.com Over Leren En ICT

Casus Ontwikkeling Online Masteropleidingen | WilfredRubens.com Over Leren En ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Wageningen University weet met twee online deeltijd-masteropleidingen niet alleen nieuwe doelgroepen te bereiken, maar ook de innovatie van hun campusonderwijs een impuls te geven.
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Adapting Structuration Theory as a Comprehensive Theory for Distance Education: The Astide Model

Adapting Structuration Theory as a Comprehensive Theory for Distance Education: The Astide Model | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

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.

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Students balance online classes with work, family

Students balance online classes with work, family | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Gatti and Lotti have different opinions on the difficulty and effectiveness of online courses, but they both believe planning out time to work online is the best strategy for success.
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@Ignatia Webs: #OEB15 open badges by @mediendidaktik

"Great presentation by Ilona Buchem on using open badges for individuals and organisations. Ilona knows how to concentrate a bundle of information in nice small yet very useful bits"
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ScalableLearning

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"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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SURF | Infographic online onderwijs: stappenplan om de mogelijkheden van online onderwijs te verkennen

Het stappenplan neemt u mee langs 3 vragen die relevant zijn als u online onderwijs wilt ontwikkelen: waarom wil je inzetten op online onderwijs, wat wil je precies gaan ontwikkelen en hoe ga je dat doen? Elke vraag is nader uitgewerkt in een rijtje subvragen die samen een handreiking vormen voor het ontwerpen van online onderwijs.
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MOOC is a product and we teachers need to know how to sell it.

MOOC is a product and we teachers need to know how to sell it. | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Publishing our course as a MOOC exposed us to the whole world. All of a sudden, we discovered so many insufficiencies of our video lessons. The first lesson we have learnt is, students in MOOC are not as fixed as our regular students that we can use exams or credits to bind them together. At any time and with any reason, they can quit from the course. What challenges us is not how to attract students to take a MOOC, which is never a problem for the Massive Open Online Course, but how to keep their attention and active participation during the MOOC. Being aware of MOOC's "well-known" high dropout rate, we have explored many possibilities of how to keep our students. Hereby we would like to share some of our pitfalls with MOOC-makers. 

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Potentie van synchroon online leren | WilfredRubens.com over leren en ICT

Potentie van synchroon online leren | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
We beschikken over steeds meer mogelijkheden om plaatsonafhankelijk, maar tijdgebonden, te leren. Dit zogenaamde synchrone online leren kan beperkingen van zogenaamde vormen van asynchroon leren helpen ondervangen.
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Lake Devo – Creation, Collaboration and Reflection through a Customizable Online Role-Play Environment | Online Learning Consortium, Inc

The Lake Devo environment allows students to undertake real-time role-play interaction online. Ahead of the role-lay activity, individual students create their avatar or role-play character. Each Lake Devo role-play character may be customized using a variety of body types, facial features, clothing and accessories. As a group, students may also choose a realistic backdrop for their role-play activity from multiple settings and sounds relevant to many fields and subject areas, including healthcare, business, and education. Using text, sound effects and modifiable facial expressions for their avatars, students can exchange dialogue, while including non-verbal cues that may not be possible when using text-based tools, such as standard discussion boards, for role-play activity. Work on the environment may be combined with some pre-activities, such as ice breakers, away from Lake Devo, to ensure a strong group dynamic during the role-play activity.

All role-play activity is captured as a role-play “movie” which may be reviewed by the class in Lake Devo’s integrated debrief area. Once “out of role”, this allows students to identify lessons learned and to measure how effectively they have applied their skills. In the debrief area, viewable only by their specific Lake Devo Community members, students can post comments and questions and exchange feedback with their peers.
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Rescooped by Jeroen Bottema from Digital Delights
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An excellent guide to multimedia course design by  Tony Bates

An excellent guide to multimedia course design by  Tony Bates | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

Via Ana Cristina Pratas
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Dennis T OConnor's curator insight, June 8, 11:22 AM

As always, Bates serves us delicious food for thought.

Jörgen Daniel's curator insight, June 9, 3:02 AM
Multimedia principes Mayer helder weergegeven.
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What we've learned after several decades of online learning (essay)

What we've learned after several decades of online learning (essay) | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Yoram and Edith Neumann, who have been involved with online education for decades, share some lessons about what factors most help students learn.
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LEGO?... No, it's STACKABLE!     The First MOOC-Based Master's Degree in Data Science Presents a New Model for Meeting Market Demand | Department of Computer Science at Illinois


Via M.A.P.
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M.A.P.'s curator insight, April 3, 9:59 PM
As an adult learner, I'm pretty excited about this news.
1.  It's "stackable" (s articles actually use LEGO analogy to explain the structure).   In Canada, we called it "laddering", but usually it's for undergrad degree.  Not for grad deg.   In this case, the program allows learners to take 1 course and then stack up.  Less stressful in terms of time, finance, & workload.
2.  It's from MOOCs.  I'm quite comfortable with MOOCs format. 
3.  Recently, I was looking at a Cert that will bridge to MSc in Stat.
Hopefully, more similar programs will be offered in other disciplines. 

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Massive Open Online Courses: Perfect Storm Of Storm In Een Glas Water? #OU_OW | WilfredRubens.com Over Leren En ICT

Massive Open Online Courses: Perfect Storm Of Storm In Een Glas Water? #OU_OW | WilfredRubens.com Over Leren En ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
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.
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@Ignatia Webs: Self-regulated learning for measuring motivation & self-esteem in #MOOC #motivation #SRL

@Ignatia Webs: Self-regulated learning for measuring motivation & self-esteem in #MOOC #motivation #SRL | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
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. 
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Duwtje in de rug kan rendement MOOCs verbeteren | WilfredRubens.com over leren en ICT

Duwtje in de rug kan rendement MOOCs verbeteren | WilfredRubens.com over leren en ICT | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
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.
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Stories from Students in Their First Semester of Distance Learning | Brown | The International Review of Research in Open and Distributed Learning

Stories from Students in Their First Semester of Distance Learning | Brown | The International Review of Research in Open and Distributed Learning | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
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.
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Online learning can work if universities just rethink the design of their courses

Online learning can work if universities just rethink the design of their courses | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
"Research has shown that students who have access to better designed, and more personalised, courses tend to have higher engagement and better outcomes."
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Rubrics for Assignments in Online Courses - Online Education Blog of Touro College

Rubrics for Assignments in Online Courses - Online Education Blog of Touro College | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
An important aspect of an online course is grading assignments and providing feedback. This is especially true in an asynchronous course where there is no real-time interaction between the instructors and students. Once a student completes a learning activity, the instructor teaches via the grading of the assignment and provides clear and helpful feedback to the student.

A rubric is one of the most popular grading and assessment tools.
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Robert Schuwer’s Presentations on SlideShare

Robert Schuwer’s Presentations on SlideShare | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it
Read and download presentations by Robert Schuwer
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Lake Devo - Home

Lake Devo - Home | Ontwerpen en begeleiden van afstandsonderwijs | Scoop.it

"Lake Devo was designed by the Digital Education Strategies unit of The G. Raymond Chang School of Continuing Education in 2009 to support online role-play activity in an educational context.

This unique, online role-play environment was developed in keeping with constructivist principles and allows learners to work synchronously, using visual, audio, and text elements to create avatars and interact in online role-play scenarios. Role-play activity is captured, and published as a 2-D "movie" that a group of learners may review, discuss, debate and analyze in Lake Devo's self-contained debrief area. Lake Devo’s chat tool allows users to check in with each other “out of role” while they are using the tool."

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