Demo van Pierre Gorissen over het gebruik van Turningpoint stemkastjes voor zijn Fontys collega's. Werkt in ieder geval met Office 2003! (Duur 44 min.)
Ook Wilfred Rubens besteedt in zijn weblog Technology Enhanced Learning aandacht aan e-voting door te wijzen op twee interessante publicaties over het gebruik van stemkastjes.
maandag 13 december 2010
dinsdag 7 december 2010
De opmars van online onderwijs
Dona Collins in Technorati met "The rise of online colleges and online education"", waarin zij de populariteit van online degrees bespreekt, alsook de kwestie online colleges versus traditionele colleges en de voordelen en de verwachtingen van online klassen.
Sugata Mitra: Hole in the wall
Sugata Mitra tijdens de Onderwijsdagen 2010 over "Minimally Invasive Education", voortgekomen uit zijn "Hole in the wall" experiment. Nog steeds zeer inspirerend en het bekijken waard!
Hoe ervaren en gebruiken studenten weblectures?
Whitepaper van Echo 360 getiteld Capturing student perspectives about lecture recordings (13 pagina's). Men komt tot de conclusie dat:
1. Lecture capture is broadly used by students when given the option to do so
2. Lecture capture has a direct, positive impact on student comprehension and understanding, regardless of their course of study or enrollment status
3. Students view lecture capture as a very important course resource more often than any other technology or tool
Met betrekking tot aan- en afwezigheid bij de live colleges wordt opgemerkt:
Perhaps the most controversial issue surrounding the use of lecture capture technologies is attendance. The two principle considerations relating to attendance are:
1. To what extent does the presence of lecture capture encourage students to not attend class when they may have otherwise?
2. What is the impact of students not attending class if the fi rst consideration is true? Does it change the student’s learning outcomes, impact the professor or otherwise affect the students that do attend the class?
Het was echter nadrukkelijk niet de bedoeling van deze studie zich hierover uit te spreken, maar:
When asked about their class absences, 65 percent were absent less than two times during the term. Only 15 percent missed fi ve or more classes. Of those students who missed class, a decisive 97 percent said they used the lecture recordings to catch up.
Met dank aan: Michel Jansen.
1. Lecture capture is broadly used by students when given the option to do so
2. Lecture capture has a direct, positive impact on student comprehension and understanding, regardless of their course of study or enrollment status
3. Students view lecture capture as a very important course resource more often than any other technology or tool
Met betrekking tot aan- en afwezigheid bij de live colleges wordt opgemerkt:
Perhaps the most controversial issue surrounding the use of lecture capture technologies is attendance. The two principle considerations relating to attendance are:
1. To what extent does the presence of lecture capture encourage students to not attend class when they may have otherwise?
2. What is the impact of students not attending class if the fi rst consideration is true? Does it change the student’s learning outcomes, impact the professor or otherwise affect the students that do attend the class?
Het was echter nadrukkelijk niet de bedoeling van deze studie zich hierover uit te spreken, maar:
When asked about their class absences, 65 percent were absent less than two times during the term. Only 15 percent missed fi ve or more classes. Of those students who missed class, a decisive 97 percent said they used the lecture recordings to catch up.
Met dank aan: Michel Jansen.
YouTube channels for teachers
Online Courses presenteert 100 Incredibly Useful YouTube Channels for Teachers onderverdeeld in vier categorien: Multidisciplinary and general education, physical sciences, mathematics and technology, social sciences, history and world issues en visual, performing and liberal arts.
Er wordt ondermeer aandacht geschonken aan de onvolprezen Khanacademy die zich met name richt op algebra en statistiek. Specifieke video's zijn te vinden mbv de zoekmachine Khan Instant.
Er wordt ondermeer aandacht geschonken aan de onvolprezen Khanacademy die zich met name richt op algebra en statistiek. Specifieke video's zijn te vinden mbv de zoekmachine Khan Instant.
Universiteiten geven regie uit handen
George Siemens stelt in zijn blog elearnspace het onvermogen van universiteiten aan de kaak om zelf het onderwijs richting te geven.
Hier volgt de letterlijke tekst:
"Make no mistake, dramatic changes are occurring in education. These changes, due to the reluctance of the academy to map activities to the reality of the external world, are driven by external innovation. Quite simply, higher education is not in control of its fate as it has failed to develop the capacity to be self-reliant in times of change.
I’ve seen universities (such as University of Manitoba) reach out to consulting and accounting firms to provide structural and funding change recommendations. I’ve seen universities begin to partner with online course providers such as StraighterLine to extend course offerings because they (the university) are simply not capable of fulfilling these roles themselves – they lack capacity to participate in this new space of learning.
I used to think that higher education and open access would do away with the dominant role of traditional publishers. It looks like I was wrong. Publishers are now offering full course content packages that blend textbooks with faculty-produced materials (i.e. McGraw-Hill’s purchase of Tegrityg – a lecture capture software). The university’s reliance on external offerings to fill their capacity gaps is a growing trend. For some (traditional liberal education advocates) it’s a concern. For others (entrepreneurs) it’s a blessing. And for still others (traditional publishers and content creators), it’s a way to stay relevant and perhaps even become more integrated with educational institutions than was possible with a textbook publishing model."
Hier volgt de letterlijke tekst:
"Make no mistake, dramatic changes are occurring in education. These changes, due to the reluctance of the academy to map activities to the reality of the external world, are driven by external innovation. Quite simply, higher education is not in control of its fate as it has failed to develop the capacity to be self-reliant in times of change.
I’ve seen universities (such as University of Manitoba) reach out to consulting and accounting firms to provide structural and funding change recommendations. I’ve seen universities begin to partner with online course providers such as StraighterLine to extend course offerings because they (the university) are simply not capable of fulfilling these roles themselves – they lack capacity to participate in this new space of learning.
I used to think that higher education and open access would do away with the dominant role of traditional publishers. It looks like I was wrong. Publishers are now offering full course content packages that blend textbooks with faculty-produced materials (i.e. McGraw-Hill’s purchase of Tegrityg – a lecture capture software). The university’s reliance on external offerings to fill their capacity gaps is a growing trend. For some (traditional liberal education advocates) it’s a concern. For others (entrepreneurs) it’s a blessing. And for still others (traditional publishers and content creators), it’s a way to stay relevant and perhaps even become more integrated with educational institutions than was possible with a textbook publishing model."
e-Learning topic bibliotheek
Curt Bonk, hoogleraar Instructional Systems Technology aan de Indiana University presenteert een topic-bibliotheek van een 27tal kennisclips van 10 minuten over het ontwerp en goede voorbeelden van afstandsonderwijs. De onderwerpen varieren van "Online interaction" tot "Collaborative tool applications". Een must see!
Video en flexibilisering van het leren
Learning exchange, een open access tijdschrift van de Universiteit van Westminster, met
"Using video technology to manage knowledge delivery and enable more bespoke and differentiated student learning opportunities" van Stephen Gomez, Holger Andersson en Caroline Chipperfield.
"Technology, especially web-based systems, allows numerous benefits for managing information and knowledge delivery to traditional learners as well as engaging non-traditional learners with university education. By raising aspirations and developing a more flexible approach, institutions are looking to technological solutions to support and enhance their student learning offer. Technology can be a key way of unlocking a student’s potential, allowing a more bespoke and differentiated experience whether the learner is from a family with a history of educational success or a ‘first in family’ attendee. The e-learning techniques which form part of this paper allow a layered approach that enables individual learners to manage their learning at a speed and level that is appropriate for their particular needs. It gives opportunities for peer learning and exchange in a ‘safe’ environment managed by the tutor and containing elements of social networking which nowadays forms a significant part of a learner’s interaction with others. This paper focuses on the use of ‘interactive’ video learning materials where both instructor and student can contribute to the knowledge pool and present this information in a layered manner."
"Using video technology to manage knowledge delivery and enable more bespoke and differentiated student learning opportunities" van Stephen Gomez, Holger Andersson en Caroline Chipperfield.
"Technology, especially web-based systems, allows numerous benefits for managing information and knowledge delivery to traditional learners as well as engaging non-traditional learners with university education. By raising aspirations and developing a more flexible approach, institutions are looking to technological solutions to support and enhance their student learning offer. Technology can be a key way of unlocking a student’s potential, allowing a more bespoke and differentiated experience whether the learner is from a family with a history of educational success or a ‘first in family’ attendee. The e-learning techniques which form part of this paper allow a layered approach that enables individual learners to manage their learning at a speed and level that is appropriate for their particular needs. It gives opportunities for peer learning and exchange in a ‘safe’ environment managed by the tutor and containing elements of social networking which nowadays forms a significant part of a learner’s interaction with others. This paper focuses on the use of ‘interactive’ video learning materials where both instructor and student can contribute to the knowledge pool and present this information in a layered manner."
Interactief onderwijs mbv stemkastjes
Presentatie van Barend Thijsse (TUDelft) over hoe hij stemkastjes inzet in zijn onderwijs. Doel: studenten prikkelen tot zelfreflectie en actieve verwerking van de collegestof. Duur video 32.38 min.
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