Culture and learning
     in the digital age:
        experiences
from Brussels and the world
                 Prof. dr. F...
This presentation can be found at
             http://questier.com
http://www.slideshare.net/Frederik_Questier
Belgium
Brussels
Atomium building © www.atomium.be - SABAM 2010; photo CC-by-nc-sa by fatboyke Luc B
Bruges
"Of all the Gauls,
   the Belgae
are the bravest."

 Julius Caesar,
Roman Emperor,
      50BC
Adolphe Sax invents the Saxophone in 1840s
Carnaval de Binche
My background
➢   Teaching courses:
    ➢   Educational Technologies
    ➢   Learning Technologies
    ➢   Virtual Learning Environments...
My research interests




                        22
Projects with Cuba




                     23
Projects with Kenia
                     (Nairobi and Moi universities)




Expertise Centre ICT for edu
Training
Consulta...
Research and Innovation Director




                                   25
One Laptop Per Child




                       26
How can we improve teaching and learning with
 Information and Communication Technologies
                    (ICT)
      ...
Research studies show that

      how much and how effectively
         teachers integrate ICT
        in their teaching p...
Communications University of China
 Educational mission and vision?
                http://www.cuc.edu.cn/en2/his.html

 L...
How can we educate
  our students for
the unknown future?




                      30
The best way
to predict the future
    is to invent it.
  (Alan Kay, 1971)




                   31
Information Society ?




                   32
Knowledge Society




                    33
From information scarcity to information abundance !




                                                       34
Evolution of the internet?


       Web 2.0 (Social)

      Web 3.0 (Semantic)

    Mobile and Ubiquitous

   Global brain...
Virtual reality gets photorealism




Crysis                                       36
Augmented Reality




               37
Evolution of organizations




               Source: Jessica Lipnack and Jeffrey Stamps, Virtual Teams
http://www.netage....
Network society




                  39
Surveys

  How much of the knowledge
      you need for your job
      is in your own head?


>75% ; 75-50% ; 50-25% ; 25-...
Surveys

How much of the knowledge
   you need for your job
   is in your own head?


 1986 75% → 2010 10%
               ...
The longer one studies,
the more one comes to realize
how much one does not know      42
“On the Internet,
    nobody
     knows
  you're a dog”

 Peter Steiner
  New Yorker
     2000


                 43
In China:

   “On the Internet,
      everybody
        knows
     you're a dog”




      This vision
    might be closer...
Transparency   versus   Privacy
                                  45
If you act online with your (real) identity
         you leave a public trail
  that can be beneficial professionaly


   ...
On the Internet everybody
    can contribute as
             Teacher
            Publisher
            Journalist
        ...
“Karl Marx was perhaps
the original prophet of the
  Professional Amateurs
         economy:
           labour
 – forced, ...
"The most fundamental way
  of helping other people,
     is to teach people
   how to do things better
 or how to better ...
Free Software
➢   The freedom to
    ➢   run the program for any purpose
    ➢   study how the program works,
        and ...
The software Freedoms
           require access to the source code


Source code:     if encrypt(password) == encryptedpas...
52
"Seven open source business strategies for competitive advantage
                            John Koenig, IT Manager's Jou...
54
55
56
57
58
59
Creative Commons

   Share what you want,
    keep what you want




                          60
www.creativecommons.org




                          61
62
63
Authority and experts
           versus
   Consensus and crowds

         Nature study 2005:
  Wikipedia is not significan...
new perspectives
voice for minorities
  more personal
                       65
Frederik Questier at the MIT Miracle of Science Bar, 2009   66
67
68
69
You will have to
compete with free!




                     70
What can professionals do?




         Embrace or Die !
71
Knowledge?
➢   More than facts
➢   Distributed
    ➢   in network of people and information sources
➢   Total knowledge is...
Knowledge Spiral




➢   Nonaka, Ikujiro, and Hirotaka Takeuchi, The Knowledge Creating Company, New York, Oxford Universi...
Major learning theories
Behaviourism           Learning = change of behaviour
                       Stimulus → response
 ...
75
Demand for new skills?
➢   Social skills
    ➢     communicating, networking, teamwork
➢   Creativity
➢   Entrepeneurship
...
Competences ?!

➢   ability to use
           ➢ knowledge

           ➢ skills

           ➢ attitudes

➢   in complex, au...
Educational innovation


         “The highest-ranked universities are the ones that
 make significant contributions to th...
Staff are digital immigrants,
students are digital natives
                   (Prensky)




                            79
Are we innovating fast enough
     the way we teach?




                                80
“Schools we have today
were designed around commonsense assumptions
     that had never been scientifically tested”
      ...
Discrepancy?

What are students used to?   What is their classroom experience?
control                      no control
act...
83
Educational innovation?
Traditional learning            New Learning
teacher oriented                student oriented
(pas...
Educational innovation?
Traditional learning                   New Learning
abstract, school-like examples & tasks authent...
How can we improve
     teaching and learning with ICT?
➢   Don't apply traditional teaching methods in new
    technologi...
Seek the synergy!


  Theories about learning
      and technologies
       have evolved
towards very similar concepts



...
Model Jonassen for
(constructive) learning environments




  → Technologies can support the intentional construction,
 in...
Exercise



 Which characteristics of Jonassen's model
apply to the following learning environments?
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Evolution in E-learning?
e-learning 1.0                    e-learning 2.0
closed source software            open source so...
Is this ICT supported
 learning paradigm shift
    possible without
teacher learning/training?
Rogers' Model:
Diffusion of innovations




                           111
How to get every teacher
        to apply innovative teaching?

➢   Innovators and early adopters
    ➢   will start when ...
113
114
Build an
        educational innovation center
➢   Expertise center
    ➢   Resources for experimentation
    ➢   Research...
Formalize contact with faculties
➢   Educational innovation steering committee
    ➢   members from
        ➢   each facul...
Collaborate with edu researchers
➢   Researchers / teachers from school of
    educational sciences could
    ➢   assist w...
Educational mission
        and vision on teaching learning

➢   Get it written
➢   Get it known
➢   Get it implemented
  ...
Perform a teacher needs analysis
               Our results
➢   Didactical support for which tasks? (56%-30%)
    ➢   Adap...
Perform a teacher needs analysis
               Our results
➢   Didactical support in which way? (66%-33%)
    ➢   Online ...
Disseminate best practices
➢   Website, news letter, books, ...



➢   Yearly day of Educational Innovation
    ➢   Extern...
Provide didactical seminar
            for (new) teachers
➢   yearly
➢   4 days residential
➢   'obligatory' for new teach...
Provide workshops
➢   How to motivate my students?
➢   How to make my courses more interactive?
➢   Peer assessment for gr...
Provide question driven support
➢   Face to face advise and consultancy

➢   E-mail helpdesk
    ➢   helpdesk@cuc.edu.cn ?...
Facilitate innovation projects
➢   Open call for projects in faculties
➢   Provide funding
    ➢   Anything from small see...
Facilitate communication
      between students and staff

                                name@vub.ac.be
                ...
Involve your VLE users




                         127
Reflection task
➢   Which recommendations do you have for you
    university?

    ➢   How can we improve teaching and lea...
Copyright acknowledgements
➢   Belgium in EU Map CC-by-sa by NuclearVacuum
➢   Belgium map, Public Domain
➢   The Peasant ...
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
...
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Culture and learning in the digital age:  experiences from Brussels and the world
Upcoming SlideShare
Loading in …5
×

Culture and learning in the digital age: experiences from Brussels and the world

1,660 views
1,479 views

Published on

F. Questier, Culture and learning in the digital age: experiences from Brussels and the world, Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010. On request of the audience, an introduction to Belgian culture was added.

Published in: Education
1 Comment
0 Likes
Statistics
Notes
  • REFERENCING SLIDESHARE GROUP 'KINGDOM OF BELGIUM'

    Congratulations !!! This is an excellent work.Thank you for sharing. We have selected your presentation for the reference in our group Slideshare 'KINGDOM OF BELGIUM' This group aims to gather all people worldwide who love the Belgium, and their presentations. It is dedicated to ALL aspects of Belgium, without exception. Its history, its geography, its culture, its politic, its economy,tourism, literature, its varieties, song, art, cinema, theater, etc.. We would be honored by your support through your membership. You are invited to join us ! I wish you a nice day. Greetings from France. Bernard

    http://www.slideshare.net/group/kingdom-of-belgium

    PS: I also added you presentationt to our others groups :
    - BANK OF KNOWLEDGE - http://www.slideshare.net/group/bank-of-knowledge
    -CREATIVE COMMONS - http://www.slideshare.net/group/creative-commons
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

No Downloads
Views
Total views
1,660
On SlideShare
0
From Embeds
0
Number of Embeds
7
Actions
Shares
0
Downloads
35
Comments
1
Likes
0
Embeds 0
No embeds

No notes for slide

Culture and learning in the digital age: experiences from Brussels and the world

  1. 1. Culture and learning in the digital age: experiences from Brussels and the world Prof. dr. Frederik Questier, Vrije Universiteit Brussel Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010
  2. 2. This presentation can be found at http://questier.com http://www.slideshare.net/Frederik_Questier
  3. 3. Belgium
  4. 4. Brussels
  5. 5. Atomium building © www.atomium.be - SABAM 2010; photo CC-by-nc-sa by fatboyke Luc B
  6. 6. Bruges
  7. 7. "Of all the Gauls, the Belgae are the bravest." Julius Caesar, Roman Emperor, 50BC
  8. 8. Adolphe Sax invents the Saxophone in 1840s
  9. 9. Carnaval de Binche
  10. 10. My background
  11. 11. ➢ Teaching courses: ➢ Educational Technologies ➢ Learning Technologies ➢ Virtual Learning Environments ➢ E-learning design ➢ Departments ➢ Interdisciplinary Teacher Training ➢ Educational Sciences ➢ Former head of center for ➢ Education innovation ➢ Teacher staff training ➢ Virtual learning Environment
  12. 12. My research interests 22
  13. 13. Projects with Cuba 23
  14. 14. Projects with Kenia (Nairobi and Moi universities) Expertise Centre ICT for edu Training Consultancy Research Postgraduate master ICT in Education 24
  15. 15. Research and Innovation Director 25
  16. 16. One Laptop Per Child 26
  17. 17. How can we improve teaching and learning with Information and Communication Technologies (ICT) ? Why? How? 27
  18. 18. Research studies show that how much and how effectively teachers integrate ICT in their teaching process depends mainly on their educational vision (not age, gender, ...) 28
  19. 19. Communications University of China Educational mission and vision? http://www.cuc.edu.cn/en2/his.html Looking to the future, the CUC will be guided by the philosophy of “people-oriented, all-round development, feature development, and innovation and development". In addition, the CUC will insist on internal development, with the mainline of quality, management and characteristics, and motive force of reform and innovation in order to enhance the quality of education, strength of subject, and level of running the school. The CUC will continue to work hard to realize its target of stepping into the rank of world famous university in media and communication. 29
  20. 20. How can we educate our students for the unknown future? 30
  21. 21. The best way to predict the future is to invent it. (Alan Kay, 1971) 31
  22. 22. Information Society ? 32
  23. 23. Knowledge Society 33
  24. 24. From information scarcity to information abundance ! 34
  25. 25. Evolution of the internet? Web 2.0 (Social) Web 3.0 (Semantic) Mobile and Ubiquitous Global brain – intelligence 35
  26. 26. Virtual reality gets photorealism Crysis 36
  27. 27. Augmented Reality 37
  28. 28. Evolution of organizations Source: Jessica Lipnack and Jeffrey Stamps, Virtual Teams http://www.netage.com/pub/books/VirtualTeams%202/CHAPTERS%20PDF/chapter02.pdf 38
  29. 29. Network society 39
  30. 30. Surveys How much of the knowledge you need for your job is in your own head? >75% ; 75-50% ; 50-25% ; 25-10% 40
  31. 31. Surveys How much of the knowledge you need for your job is in your own head? 1986 75% → 2010 10% 41
  32. 32. The longer one studies, the more one comes to realize how much one does not know 42
  33. 33. “On the Internet, nobody knows you're a dog” Peter Steiner New Yorker 2000 43
  34. 34. In China: “On the Internet, everybody knows you're a dog” This vision might be closer to 2010 Internet reality! 44
  35. 35. Transparency versus Privacy 45
  36. 36. If you act online with your (real) identity you leave a public trail that can be beneficial professionaly reputation meritocracy social capital 46
  37. 37. On the Internet everybody can contribute as Teacher Publisher Journalist Broadcaster Programmer Photographer ... Both professional and amateur... 47
  38. 38. “Karl Marx was perhaps the original prophet of the Professional Amateurs economy: labour – forced, unspontaneous and waged work – would be superseded by self-activity” 48
  39. 39. "The most fundamental way of helping other people, is to teach people how to do things better or how to better their lives. For people who use computers, this means sharing the recipes you use on your computer, in other words the programs you run." 49
  40. 40. Free Software ➢ The freedom to ➢ run the program for any purpose ➢ study how the program works, and to adapt it to your needs ➢ redistribute copies ➢ improve the program, and release your improvements to the public. 50
  41. 41. The software Freedoms require access to the source code Source code: if encrypt(password) == encryptedpassword, then login=1, end Compiled code: 001001011101010011001100001111011000110001110001101 → “Open Source Software” Free Libre Open Source Software (FLOSS) 51
  42. 42. 52
  43. 43. "Seven open source business strategies for competitive advantage John Koenig, IT Manager's Journal, 2004 “Companies continue to waste their development dollars on software functionality that is otherwise free and available through Open Source. They persist in buying third-party proprietary platforms or creating their own proprietary development platforms that deliver marginal product differentiation and limited value to customers” Picture reproduced with permission 53
  44. 44. 54
  45. 45. 55
  46. 46. 56
  47. 47. 57
  48. 48. 58
  49. 49. 59
  50. 50. Creative Commons Share what you want, keep what you want 60
  51. 51. www.creativecommons.org 61
  52. 52. 62
  53. 53. 63
  54. 54. Authority and experts versus Consensus and crowds Nature study 2005: Wikipedia is not significantly worse than the Encyclopedia Britannica But Students and researchers shouldn't cite Wikipedia cause they shouldn't cite encyclopedias 64
  55. 55. new perspectives voice for minorities more personal 65
  56. 56. Frederik Questier at the MIT Miracle of Science Bar, 2009 66
  57. 57. 67
  58. 58. 68
  59. 59. 69
  60. 60. You will have to compete with free! 70
  61. 61. What can professionals do? Embrace or Die ! 71
  62. 62. Knowledge? ➢ More than facts ➢ Distributed ➢ in network of people and information sources ➢ Total knowledge is doubling every year ➢ Explicit knowledge ➢ Knowledge that can be expressed and transfered easily ➢ Tacit knowledge ➢ Knowledge that is not easy to express or transfer 72
  63. 63. Knowledge Spiral ➢ Nonaka, Ikujiro, and Hirotaka Takeuchi, The Knowledge Creating Company, New York, Oxford University Press 1995 ➢ Source figure: Jeremy J. S. B. Hall, http://www.simulations.co.uk/KM.htm 73
  64. 64. Major learning theories Behaviourism Learning = change of behaviour Stimulus → response Learner is passive receiver of knowledge Mind = black box Cognitivism Focuses on how the brain works Metacognition, learning strategies Motivation Constructivism Knowledge is actively constructed by the learner New knowledge is linked to prior knowledge Learners discover themselves facts and relationships Social Constructivism Social interaction plays a fundamental role Discussions lead to deeper understanding and increased motivation Constructionism Constructing an artifact or something that can be shared leads to better learning Connectivism Learning is a process of connecting nodes or information sources Knowledge and learning may reside in non-human appliances Try to see connections between fields, ideas, and concepts Know-what & Know-how → Know-where 74
  65. 65. 75
  66. 66. Demand for new skills? ➢ Social skills ➢ communicating, networking, teamwork ➢ Creativity ➢ Entrepeneurship ➢ Information technology skills ➢ Handle information overload ➢ ... ➢ ➢ Learning to learn → Life Long Learning! 76
  67. 67. Competences ?! ➢ ability to use ➢ knowledge ➢ skills ➢ attitudes ➢ in complex, authentic situations 77
  68. 68. Educational innovation “The highest-ranked universities are the ones that make significant contributions to the advancement of knowledge through research, teach with the most innovative curricula and pedagogical methods under the most conducive circumstances” World Bank 78
  69. 69. Staff are digital immigrants, students are digital natives (Prensky) 79
  70. 70. Are we innovating fast enough the way we teach? 80
  71. 71. “Schools we have today were designed around commonsense assumptions that had never been scientifically tested” R. Keith Sawyer 81
  72. 72. Discrepancy? What are students used to? What is their classroom experience? control no control action passive instant feedback little, late feedback rich media poor media always online offline social interactions working together = cheating 82
  73. 73. 83
  74. 74. Educational innovation? Traditional learning New Learning teacher oriented student oriented (passive) knowledge transfer (active) knowledge construction; interaction focus on knowledge focus on competences individual learning collaborative learning focus on course contents also focus on learning process (learning to learn, reflection) teacher = expert teacher = coach teacher directs also self-directed learning selective education adaptive education students focus on good scores attention for (intrinsic) motivation surface learning deep (natural) learning 84
  75. 75. Educational innovation? Traditional learning New Learning abstract, school-like examples & tasks authentic contexts evaluation by teacher self/co/peer-assessment, ... summative evaluation + formative evaluation (learning from mistakes and feedback) linear curriculum flexible curriculum independent courses and disciplines connexion, integration, interdisciplinarity supply oriented demand oriented uniform education differentiated education (adapted to e.g. learning styles) classroom flexible learning environment (also online & virtual) course materials powerful learning environments formal learning + informal learning behaviorism and cognitivism Social constructivism (and connectivism) 85
  76. 76. How can we improve teaching and learning with ICT? ➢ Don't apply traditional teaching methods in new technologies! Substitution? (dropping your coursebook online) Transformation! 86
  77. 77. Seek the synergy! Theories about learning and technologies have evolved towards very similar concepts 87
  78. 78. Model Jonassen for (constructive) learning environments → Technologies can support the intentional construction, in a collaborative way, of complex contextualized artifacts and the conversation and reflection about it 88
  79. 79. Exercise Which characteristics of Jonassen's model apply to the following learning environments?
  80. 80. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 90
  81. 81. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Case kit (Ugent, Jan Velghe) 91
  82. 82. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 92
  83. 83. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 93
  84. 84. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 94
  85. 85. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 95
  86. 86. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Pharmacy simulations 96
  87. 87. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective ICT supported 97
  88. 88. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective ICT supported 98
  89. 89. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 99
  90. 90. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Competition + ? 100
  91. 91. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 101
  92. 92. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 102
  93. 93. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 103
  94. 94. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 104
  95. 95. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 105
  96. 96. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 106
  97. 97. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 107
  98. 98. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 108
  99. 99. Evolution in E-learning? e-learning 1.0 e-learning 2.0 closed source software open source software solitary platform integrated in ICT-environment closed to outer world open where useful,closed where necessary only own institution connected with other institutions focus on technology focus on pedagogy consumption interaction courses communities teacher oriented student centered content management knowledge management upload of materials authoring environment tools intelligent assistant institutional learning environment personal learning environment 109
  100. 100. Is this ICT supported learning paradigm shift possible without teacher learning/training?
  101. 101. Rogers' Model: Diffusion of innovations 111
  102. 102. How to get every teacher to apply innovative teaching? ➢ Innovators and early adopters ➢ will start when you show them best practices ➢ The rest ➢ will need in situ support 112
  103. 103. 113
  104. 104. 114
  105. 105. Build an educational innovation center ➢ Expertise center ➢ Resources for experimentation ➢ Research approach ➢ Mixed team ➢ Educational scientists ➢ Educational technologists ➢ Provide services to teaching staff and students ➢ E-learning environment ➢ Training of teacher staff ➢ Facilitation of innovation 115
  106. 106. Formalize contact with faculties ➢ Educational innovation steering committee ➢ members from ➢ each faculty ➢ central academic services ➢ and/or ➢ in each faculty ➢ an active, full time responsible for educational innovation 116
  107. 107. Collaborate with edu researchers ➢ Researchers / teachers from school of educational sciences could ➢ assist with advice ➢ help in training teacher staff ➢ elaborate research projects around local context ➢ provide internship and thesis students 117
  108. 108. Educational mission and vision on teaching learning ➢ Get it written ➢ Get it known ➢ Get it implemented ➢ ask on every curriculum reform ➢ ask every new teacher to elaborate her vision on it 118
  109. 109. Perform a teacher needs analysis Our results ➢ Didactical support for which tasks? (56%-30%) ➢ Adapt to the way students learn most efficiently ➢ Development of activating tasks ➢ Use of ICT in education ➢ Development of efficient learning materials ➢ Motivating my students ➢ Translate competences to evaluation ➢ Giving feedback to my students ➢ Translate competencies to effective learning activities ➢ Formulating end competences for my courses ➢ Adapt to the prior knowledge of my students 119
  110. 110. Perform a teacher needs analysis Our results ➢ Didactical support in which way? (66%-33%) ➢ Online self study courses ➢ Workshops ➢ Individual support of an educational advisor ➢ Intervision ➢ Project group ➢ Individual coaching/mentoring by an experienced colleague ➢ ➢ Formal training 'academical didactics'? ➢ 57% 'yes' 120
  111. 111. Disseminate best practices ➢ Website, news letter, books, ... ➢ Yearly day of Educational Innovation ➢ External keynotes ➢ Workshops from internal innovators ➢ Panel discussions ➢ Poster sessions 121
  112. 112. Provide didactical seminar for (new) teachers ➢ yearly ➢ 4 days residential ➢ 'obligatory' for new teachers ➢ reflection about personal educational vision ➢ didactical methods ➢ Introduction to educational technologies ➢ feedback with video recordings 122
  113. 113. Provide workshops ➢ How to motivate my students? ➢ How to make my courses more interactive? ➢ Peer assessment for group projects ➢ E-learning platform ➢ Student portfolio ➢ Formulation & analysis of Multiple Choice tests ➢ Intellectual property & plagiarism ➢ Digital formats ➢ Open learning with wiki’s, Wikipedia, wiki courses, ... ➢ Open Source Software & reusable learning resources ➢ Voice techniques 123
  114. 114. Provide question driven support ➢ Face to face advise and consultancy ➢ E-mail helpdesk ➢ helpdesk@cuc.edu.cn ? ➢ OTRS (Open Source Trouble Ticket System) 124
  115. 115. Facilitate innovation projects ➢ Open call for projects in faculties ➢ Provide funding ➢ Anything from small seed money to 2y 1 FTE ➢ Challenge: continuation after the funding ➢ Or: assign central people that can go from project to project 125
  116. 116. Facilitate communication between students and staff name@vub.ac.be yearcode@pointcarre.vub.ac.be coursecode@pointcarre.vub.ac.be + variants for 'ad valvas' and 'work students' Software: GNU mailman : www.lists.org 126
  117. 117. Involve your VLE users 127
  118. 118. Reflection task ➢ Which recommendations do you have for you university? ➢ How can we improve teaching and learning with ICT? 128
  119. 119. Copyright acknowledgements ➢ Belgium in EU Map CC-by-sa by NuclearVacuum ➢ Belgium map, Public Domain ➢ The Peasant Wedding by Pieter Bruegel 1568 ➢ http://en.wikipedia.org/wiki/File:Asterix_in_Belgium.jpg ➢ Atomium building © www.atomium.be - SABAM 2010; photo CC-by-nc-sa by fatboyke Luc B ➢ Atomium building © www.atomium.be - SABAM 2010; photo CC-by-sa by Emilio Garcia ➢ Gilles de Binche CC-by-nc-nd by Fabrice Huin ➢ Saxophone CC-by-nc-nd by Bruno Bollaert ➢ Graspop Metal Meeting Festival 2008 CC-by-sa by Jtesla16 ➢ Pralines, screenshot Neuhaus website ➢ Moules frites: CC-by-nc-sa by poluz – Nicola ➢ Belgian Beers: CC-by-nc-sa by Adam Lang ➢ Brussels Waffle CC-by-sa by David Monniaux ➢ Screenshot http://www.chamilo.org/ ➢ Dog on internet cartoon copyright by Peter Steiner, http://en.wikipedia.org/wiki/File:Internet_dog.jpg ➢ Tax Shelter screenshot, http://minfin.fgov.be/portail2/belinvest/en/taxshelter/presentation.htm ➢ Screenshot http://sourceforge.net ➢ Picture (open source business strategies) from IT Manager's Journal, may 2004, with personal permission from John Koenig ➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!) ➢ Chinese Dog CC-by-nc-sa by By lovemi88 Michele J
  120. 120. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Questions? Comments? 谢谢 See also http://questier.com 130

×