The document outlines the transition of offline education to inline methodologies at Fontys University, emphasizing blended learning and the integration of technology in education. It highlights lessons learned from project proposals, the need for teacher support in research and project leadership, as well as the emphasis on competency-based training. Additionally, it addresses the infrastructure supporting this transition and the university's commitment to open education principles.

1. Transformation of Offline to INline
Education (FINE)
15 March 2015
Pierre Gorissen
Fontys University of Applied Sciences
P.Gorissen@fontys.nl

2. Inline Education
Online
Offline
Blended Learning
Open Education
Laboratory course
Project groups
F2F Classes
Practical training
E-Learning
Technology Enhanced Learning
Massive Open Online
Courses (MOOC)
Open Educational
Resources (OER)
Online Classes

3. Fontys INline Education (FINE)
• Call for tender
• Community
• Research / BoK
• Training
• Infrastructure
A really quick overview of lessons learned so far

4. Call for Tender…
• 14 project proposals (budget for 4)
– Contingency plan for success!
• Templates for RFP
– We re-used the SURF ones
• Most teachers are not experienced proj. leaders
– Make sure you support them!
• Smart meetings with all projectleaders
– Portal / Lync

5. Research
• Most teachers are not experienced researchers*
– Make sure you support them!
– Collaborate with relevant professors
• Research questions as part of project plan
– What do you want to find out?
• Create a Body of Knowledge
– Prevent a lot of duplicate work
– Lessons learned of project also part of BoK!

6. Body of Knowledge
Jos Speetjens et al.

7. Body of Knowledge

8. Training
• Not one size fits all
• Focus on what they should be able to do
– Not just “take this course” but have them
demonstrate competencies using a portfolio!
• Provide beginner training when needed
• Customization and modular training

9. Training
Pedagogy & Assessment
Expert lecturer: experiments,
innovative, evaluates
effectiveness, meta
perspective, etc.
Media Literacy
Expert: integral use of IT based
on (digital) pedagogical
knowledge, for curriculum
development and coaching of
colleges in the use of IT in
education.
Research
Lecturer as experienced
researcher, report of an
independently designed and
performed research at master level
(professional/academic), critical
reflection on contribution to own
professional practice.
Senior
level
Pedagogy & Assessment
Experienced lecturer:
improvise, differentiate,
formative and summative
assessments, knowledge of
learning processes, etc.
Media Literacy
Experienced lecturer: integral
use of IT based on (digital)
pedagogical knowledge.
Research
Lecturer as researcher: using
results of research (review).
Commissioning and monitoring
research
Critical reflection on supervision
Conducting, designing research.
Medior
level
Fontys Base Educational Qualification
Qualification for new lecturers and (associate) professors that do not have teaching credentials.
In this qualification track, the candidate demonstrates that he/she has the required elementary
qualifications in pedagogy, assessment, media literacy and research.
Base
level

10. Infrastructure
• Base infrastructure is available
– Mediasite
– VLE
– Single Sign-on / eduroam / SURFConext
– ….
• Technology ought to be less of a challenge
– Devil in the details
– Technology is passion / emotion!

11. "Open education and flexible learning - Graphic illustration" by Gavin Blake, http://kortelink.com/1M8ETAG.
Licensed under CC0 via Wikimedia Commons

12. How OPEN is FINE?
• Open is no prime directive (yet) at Fontys
• But we try to be as open as possible!

13. Thank You!
P.Gorissen@fontys.nl
@PeterMcAllister