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Onderwijs op maat met video's deel 1

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Dinsdag 10 november
Sessieronde 1
Titel: Onderwijs op maat met video's deel 1
Spreker(s): Eja Kliphuis (Hogeschool Inholland), Zac Woolfitt (Hogeschool Inholland
Zaal: Diamond I

Published in: Education
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Onderwijs op maat met video's deel 1

  1. 1. Eja Kliphuis Zac Woolfitt Inholland Lectoraat Teaching, Learning & Technology Dé Onderwijsdagen WTC Rotterdam 10th November, 2015 Tailor-made education with video’s Developed in the Inholland Community of Practice web lectures 1
  2. 2. Community of Practice Web Lectures
  3. 3. Tailor-made education developed with colleagues and Inholland Community of Practice Web Lectures
  4. 4. 3rd year tourism students
  5. 5. Ritchie & Crouch (2003)
  6. 6. ?
  7. 7. ?
  8. 8. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 2625 27 28 29 30 31 32 33 34 35 36 37 38 4039 40 micro web lectures Ritchie & Crouch (2003)
  9. 9. ? ?
  10. 10. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 2625 27 28 29 30 31 32 33 34 35 36 37 38 4039 40 micro web lectures Ritchie & Crouch (2003)
  11. 11. Biggs & Tang, 2011
  12. 12. Activation
  13. 13. Gross et al. (2015)
  14. 14. Learning
  15. 15. ? ?
  16. 16. ? ?
  17. 17. ? ?
  18. 18. Feedback Useful because students learn how to apply the theory in a practical way and they understand it better I like preparing lectures in advance and then share with small groups. It helps my learning It will be more important to use a part of the lecture to explain new theory as well More info from teacher as in a real class
  19. 19. Results
  20. 20. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 2625 27 28 29 30 31 32 33 34 35 36 37 38 4039 Viewing figures up to 2nd November Ritchie & Crouch (2003) …?
  21. 21. Engaging the communityLecturer/Developer Development process Feedback/Input Students Students/ Researcher CoP CoP
  22. 22. “Having several different ways to interact with course content is more likely to resonate with a larger proportion of students than having only one or two modes of interaction with course content, as is typical in a standard course.” (Gross et al., 2015, p. 8)
  23. 23. Community
  24. 24. 40
  25. 25. 41 Conceived… Sometime in March 2014 Eja, Richard, Iris & Zac ‘We denken voor de 1e verkennende sessie aan een groep van maximaal 10-12 mensen, uit verschillende opleidingen. Allemaal met praktijkervaring met Weblectures.’
  26. 26. 42 Nurtured June 2014 Don – the midwife (and godfather)!
  27. 27. 43
  28. 28. The moral…
  29. 29. Steps
  30. 30. What is next..?
  31. 31. The moral…
  32. 32. > Explorers
  33. 33. Selected sources Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (Fourth ed.). Maidenhead: Open University Press. Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE-Life Sciences, Education, Vol. 14, 1-8, Winter 2015. http://www.lifescied.org/content/14/4/ar36.full Ritchie, J.R.B., and Crouch, G.I. (2003). The competitive destination: a sustainable tourism perspective. Wallingford: CABI Publishing. Ropes, D. C. (2010). Organizing professional communities of practice. Phd Thesis. Amsterdam: UvA. http://dare.uva.nl/document/2/78697
  34. 34. Eja.Kliphuis@inholland.nl Zac.Woolfitt@inholland.nl Tailor-made education with video’s Thank you! www.inholland.nl/TLT

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