This presentation gives a brief overview on several educational setting and ways to you can use clickers in het classroom. Held at AMEE conference, Prague, 2009.
This document outlines a final project proposal for using technology to improve science education by making it more engaging for students and addressing challenges like declining science interest and lack of professional development. The proposal suggests using online simulations and technology in lessons to grasp students' attention, promote cooperation, and provide alternative assessments for those with special needs. An example lesson plan is given that uses an online plant parts simulation in place of reading a book on the topic.
The document profiles participants in an educational program, finding that most have degrees in science/engineering or business, work experience in business/project management or IT, and are interested in ideas for smart cities or healthcare. Many have startup experience or knowledge and learned of the program from a professor. The majority have ideas but no team or are working with a team but have no idea yet.
The document discusses a study that tested teenagers' reading effectiveness when using electronic devices versus printed materials in an academic setting. The study found that students scored significantly lower on reading comprehension tests after reading material on electronic screens compared to paper. Students also took almost twice as long to read the same material on electronic devices. While teenagers may prefer electronic reading for leisure, the findings suggest they read more efficiently using printed texts for academic purposes. More research is needed to see if longer exposure to electronic reading could impact reading effectiveness differently.
The document discusses a study that compared the reading comprehension and test scores of high school students when using electronic devices versus printed materials. The study found that students performed significantly better on reading comprehension tests and had higher scores when using printed materials rather than electronic devices like iPads. While electronic reading may be preferable for leisure, students are not yet as effective at academic reading on screens. More research is needed on students who have learned to read primarily using electronic materials.
The document discusses a study that compared the reading effectiveness of teens using electronic devices versus print materials for academic purposes. The study found that teens scored significantly higher on reading comprehension tests when using print rather than electronic materials. They also took almost twice as long to read on electronic screens. While teens preferred electronic devices for leisure reading, the study showed they read more effectively using printed texts for academic settings.
The document discusses rethinking education models to better incorporate digital technologies and develop key competences. It suggests that only 20% of classroom time should be spent in traditional lectures, with the remaining 80% used for project-based learning that allows students to apply their knowledge. Evaluation should focus on communication, creativity, critical thinking, and collaboration skills rather than only test scores. Developing digital and scientific competences is also emphasized through updating curricula and assessments to focus on acquiring competencies.
This document outlines a final project proposal for using technology to improve science education by making it more engaging for students and addressing challenges like declining science interest and lack of professional development. The proposal suggests using online simulations and technology in lessons to grasp students' attention, promote cooperation, and provide alternative assessments for those with special needs. An example lesson plan is given that uses an online plant parts simulation in place of reading a book on the topic.
The document profiles participants in an educational program, finding that most have degrees in science/engineering or business, work experience in business/project management or IT, and are interested in ideas for smart cities or healthcare. Many have startup experience or knowledge and learned of the program from a professor. The majority have ideas but no team or are working with a team but have no idea yet.
The document discusses a study that tested teenagers' reading effectiveness when using electronic devices versus printed materials in an academic setting. The study found that students scored significantly lower on reading comprehension tests after reading material on electronic screens compared to paper. Students also took almost twice as long to read the same material on electronic devices. While teenagers may prefer electronic reading for leisure, the findings suggest they read more efficiently using printed texts for academic purposes. More research is needed to see if longer exposure to electronic reading could impact reading effectiveness differently.
The document discusses a study that compared the reading comprehension and test scores of high school students when using electronic devices versus printed materials. The study found that students performed significantly better on reading comprehension tests and had higher scores when using printed materials rather than electronic devices like iPads. While electronic reading may be preferable for leisure, students are not yet as effective at academic reading on screens. More research is needed on students who have learned to read primarily using electronic materials.
The document discusses a study that compared the reading effectiveness of teens using electronic devices versus print materials for academic purposes. The study found that teens scored significantly higher on reading comprehension tests when using print rather than electronic materials. They also took almost twice as long to read on electronic screens. While teens preferred electronic devices for leisure reading, the study showed they read more effectively using printed texts for academic settings.
The document discusses rethinking education models to better incorporate digital technologies and develop key competences. It suggests that only 20% of classroom time should be spent in traditional lectures, with the remaining 80% used for project-based learning that allows students to apply their knowledge. Evaluation should focus on communication, creativity, critical thinking, and collaboration skills rather than only test scores. Developing digital and scientific competences is also emphasized through updating curricula and assessments to focus on acquiring competencies.
The document describes an online course selection tool called Decider. It is aimed at students who are dissatisfied with current course selection guides. Decider provides students with suggestions and statistical data on courses by combining user preferences and course information, unlike other sites that only provide ratings. The tool's creators plan to improve it by using more relevant data for recommendations, providing statistics in a more intuitive way, and allowing users to add new criteria for suggestions.
Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learningannielibrarian
This document summarizes the development and results of a software tool created to assess student learning from library instruction sessions at the University of North Texas. The software allows for anonymous pre- and post-testing of students to measure changes in skills like database searching and finding help from a librarian. Analysis found a 33.2% increase in students' ability to search an academic database, and decreases in library anxiety and ability to find librarian help between pre- and post-tests. The assessment tool is being offered for other institutions to use.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. It defines EVS as systems allowing audiences to respond to questions via keypads, with results displayed in real-time. The document outlines benefits of EVS in improving engagement and providing diagnostic feedback. It provides tips on authoring high-quality questions and interpreting response data to inform teaching practices. Best practices are discussed, along with considerations from large-scale pilots on factors influencing EVS effectiveness.
OERRH Data Report 2013-2015: Informal LearnersOER Hub
In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
The document discusses a study that examined the impact of using iPads on the reading comprehension and behavior of 30 students with autism. The study found statistically significant improvements in the students' comprehension scores and reduced off-task behavior when using the iPads. While the iPads showed benefits, the conclusion notes there was a difference in results and iPads should be considered for use in schools, with improvements also needed in their cost and Wi-Fi access.
This document provides information about and comparisons to Poll Everywhere, an online audience response system. It describes how Poll Everywhere allows teachers to create polls for students to respond to using computers or mobile devices. Teachers can leave polls open for longer periods. It then gives instructions on how to vote via the PollEverywhere website or by text, noting response costs and privacy. The document proceeds to compare PollEverywhere's pricing and features to iClickers. It outlines positives like affordability and the ability to answer questions outside the classroom. Finally, it addresses complaints about the cost of subscriptions and lack of support.
Presentation I made about the online STAAR. Includes some research based on our students' preferences and results as well as information regarding the PNPs available on the online assessment.
An audience response system (ARS) allows for interactive polling and feedback during presentations using individual keypads. ARS technologies have existed since the 1950s and can engage students while helping teachers understand areas needing more review. When implementing an ARS, considerations include costs, compatibility with existing technology, and constructing clear, well-written question types to effectively gauge different levels of learning.
Audience response systems (ARS) permit students to answer electronically displayed multiple-choice questions using a remote control device. In higher education, more and more lecturers use ARS to engage their students more intensively, especially when it comes to mass lectures. This paper deals with the questions how ARS as an innovative technology can foster the feedback of students during ex-cathedra teaching and how this feedback can contribute to quality assurance in academic teaching. The examination of advantages and challenges of using ARS as well as of their didactical and technical potentials combines theoretical considerations with an online survey among the more than two hundred students enrolled in a mass lecture held in winter term 2015 at the University of Innsbruck. Additionally, the responsible lecturers were asked to share their experience using an ARS for the first time. In closing, the paper provides some answers if and how ARS are valuable instruments to enhance quality assurance in higher education.
The document summarizes findings from surveys conducted as part of the CATEL project, which aims to prepare vocational teachers and trainers to meet the needs of immigrant students through e-learning. Survey responses from e-learning experts and vocational teachers in Estonia, Turkey, Spain and Germany provided recommendations for developing a multi-cultural e-learning program. Both groups stressed the importance of teacher support, flexible learning opportunities, and interactive activities. Respondents preferred a blended program combining online and face-to-face learning. The CATEL project will use these insights to design a 3-month blended training program addressing cultural diversity topics.
Task 2bi report on the findings for the creative media btec courseBenT1990
The document summarizes the results of a questionnaire given to students on a Creative Media BTEC course. It finds that most students on the course are teenagers between 16-18 years old. It also finds that most students, 80%, are male. The most popular areas of interest for students to learn more about are websites, movies, and digital graphics. Students generally enjoy the practical hands-on elements of the course and learning new software.
Improving clinical reasoning skills by electronic votingNynke Bos
Voor het congres Ottawa 2008 in Melbourne Australie.
Een presentatie over het op grote schaal onderwijzen van Klinisch Redeneren met behulp van stemkastjes.
Improving clinical reasoning skills by means of electronic votingNynke Bos
The document discusses using electronic voting or "clickers" to improve clinical reasoning skills in large medical school lecture groups. It describes a pilot project between two Dutch universities that implemented clickers to present clinical cases to 350 students at a time. Students would use clickers to vote on diagnostic and treatment decisions. Professors could then see voting results in real-time and guide discussion. The goals were to practice more clinical reasoning cases each year with less professors, provide immediate feedback, and evaluate students' reasoning skills. Initial pilot results found that students and professors felt clickers were an engaging supplement to traditional small group learning.
Terrell wesley final presentation senoir projectrell26
The document discusses implementing audience response systems (ARS) to efficiently collect data and engage constituencies. It provides an overview of ARS technologies and research showing their benefits in classrooms and other settings. Studies found ARS increased student performance, engagement, and the efficiency of receiving responses from large groups. Advances now allow ARS use across multiple devices and locations, improving accessibility. The document concludes ARS is effective for data collection and engagement and its uses could be universally integrated, suggesting its potential for electoral processes.
Open Educational Resources for Interprofessional EducationMingslides
The document discusses the development of open educational resources (OERs) for interprofessional education (IPE) by the TIGER project between three UK universities. It outlines TIGER's three-strand model for developing IPE competencies at different stages of training. TIGER collects, develops, and shares customizable OERs for IPE in health and social care. Evaluation found the repository and OERs were easy to use and informative for students, with potential benefits for learning and work, though some found the organization confusing. Beyond the project, TIGER will support IPE champions in using the resources and evaluate their impact on healthcare professionals.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
A intensive introduction programme for residents in which you help them start their jobs (patient) safe and well equipped for their first weeks.
Presented at AMEE 2009.
Rewarded with a Patil Award.
The document describes an online course selection tool called Decider. It is aimed at students who are dissatisfied with current course selection guides. Decider provides students with suggestions and statistical data on courses by combining user preferences and course information, unlike other sites that only provide ratings. The tool's creators plan to improve it by using more relevant data for recommendations, providing statistics in a more intuitive way, and allowing users to add new criteria for suggestions.
Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learningannielibrarian
This document summarizes the development and results of a software tool created to assess student learning from library instruction sessions at the University of North Texas. The software allows for anonymous pre- and post-testing of students to measure changes in skills like database searching and finding help from a librarian. Analysis found a 33.2% increase in students' ability to search an academic database, and decreases in library anxiety and ability to find librarian help between pre- and post-tests. The assessment tool is being offered for other institutions to use.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. It defines EVS as systems allowing audiences to respond to questions via keypads, with results displayed in real-time. The document outlines benefits of EVS in improving engagement and providing diagnostic feedback. It provides tips on authoring high-quality questions and interpreting response data to inform teaching practices. Best practices are discussed, along with considerations from large-scale pilots on factors influencing EVS effectiveness.
OERRH Data Report 2013-2015: Informal LearnersOER Hub
In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
The document discusses a study that examined the impact of using iPads on the reading comprehension and behavior of 30 students with autism. The study found statistically significant improvements in the students' comprehension scores and reduced off-task behavior when using the iPads. While the iPads showed benefits, the conclusion notes there was a difference in results and iPads should be considered for use in schools, with improvements also needed in their cost and Wi-Fi access.
This document provides information about and comparisons to Poll Everywhere, an online audience response system. It describes how Poll Everywhere allows teachers to create polls for students to respond to using computers or mobile devices. Teachers can leave polls open for longer periods. It then gives instructions on how to vote via the PollEverywhere website or by text, noting response costs and privacy. The document proceeds to compare PollEverywhere's pricing and features to iClickers. It outlines positives like affordability and the ability to answer questions outside the classroom. Finally, it addresses complaints about the cost of subscriptions and lack of support.
Presentation I made about the online STAAR. Includes some research based on our students' preferences and results as well as information regarding the PNPs available on the online assessment.
An audience response system (ARS) allows for interactive polling and feedback during presentations using individual keypads. ARS technologies have existed since the 1950s and can engage students while helping teachers understand areas needing more review. When implementing an ARS, considerations include costs, compatibility with existing technology, and constructing clear, well-written question types to effectively gauge different levels of learning.
Audience response systems (ARS) permit students to answer electronically displayed multiple-choice questions using a remote control device. In higher education, more and more lecturers use ARS to engage their students more intensively, especially when it comes to mass lectures. This paper deals with the questions how ARS as an innovative technology can foster the feedback of students during ex-cathedra teaching and how this feedback can contribute to quality assurance in academic teaching. The examination of advantages and challenges of using ARS as well as of their didactical and technical potentials combines theoretical considerations with an online survey among the more than two hundred students enrolled in a mass lecture held in winter term 2015 at the University of Innsbruck. Additionally, the responsible lecturers were asked to share their experience using an ARS for the first time. In closing, the paper provides some answers if and how ARS are valuable instruments to enhance quality assurance in higher education.
The document summarizes findings from surveys conducted as part of the CATEL project, which aims to prepare vocational teachers and trainers to meet the needs of immigrant students through e-learning. Survey responses from e-learning experts and vocational teachers in Estonia, Turkey, Spain and Germany provided recommendations for developing a multi-cultural e-learning program. Both groups stressed the importance of teacher support, flexible learning opportunities, and interactive activities. Respondents preferred a blended program combining online and face-to-face learning. The CATEL project will use these insights to design a 3-month blended training program addressing cultural diversity topics.
Task 2bi report on the findings for the creative media btec courseBenT1990
The document summarizes the results of a questionnaire given to students on a Creative Media BTEC course. It finds that most students on the course are teenagers between 16-18 years old. It also finds that most students, 80%, are male. The most popular areas of interest for students to learn more about are websites, movies, and digital graphics. Students generally enjoy the practical hands-on elements of the course and learning new software.
Improving clinical reasoning skills by electronic votingNynke Bos
Voor het congres Ottawa 2008 in Melbourne Australie.
Een presentatie over het op grote schaal onderwijzen van Klinisch Redeneren met behulp van stemkastjes.
Improving clinical reasoning skills by means of electronic votingNynke Bos
The document discusses using electronic voting or "clickers" to improve clinical reasoning skills in large medical school lecture groups. It describes a pilot project between two Dutch universities that implemented clickers to present clinical cases to 350 students at a time. Students would use clickers to vote on diagnostic and treatment decisions. Professors could then see voting results in real-time and guide discussion. The goals were to practice more clinical reasoning cases each year with less professors, provide immediate feedback, and evaluate students' reasoning skills. Initial pilot results found that students and professors felt clickers were an engaging supplement to traditional small group learning.
Terrell wesley final presentation senoir projectrell26
The document discusses implementing audience response systems (ARS) to efficiently collect data and engage constituencies. It provides an overview of ARS technologies and research showing their benefits in classrooms and other settings. Studies found ARS increased student performance, engagement, and the efficiency of receiving responses from large groups. Advances now allow ARS use across multiple devices and locations, improving accessibility. The document concludes ARS is effective for data collection and engagement and its uses could be universally integrated, suggesting its potential for electoral processes.
Open Educational Resources for Interprofessional EducationMingslides
The document discusses the development of open educational resources (OERs) for interprofessional education (IPE) by the TIGER project between three UK universities. It outlines TIGER's three-strand model for developing IPE competencies at different stages of training. TIGER collects, develops, and shares customizable OERs for IPE in health and social care. Evaluation found the repository and OERs were easy to use and informative for students, with potential benefits for learning and work, though some found the organization confusing. Beyond the project, TIGER will support IPE champions in using the resources and evaluate their impact on healthcare professionals.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
A intensive introduction programme for residents in which you help them start their jobs (patient) safe and well equipped for their first weeks.
Presented at AMEE 2009.
Rewarded with a Patil Award.
The document discusses using voting systems or audience response systems in libraries to engage users. It provides examples of how Swansea College and the University of Wales Aberystwyth have used voting systems for induction sessions, information literacy sessions, focus groups, staff development, and event evaluation. Some benefits mentioned are encouraging active learning, aiding concentration and variety, providing instant feedback, and assessing understanding. Potential challenges discussed include cost, staff training needs, and designing effective questions.
The document discusses assistive technology and what individuals need to know about it. It defines assistive technology as tools that match a person's needs, abilities, and tasks. It provides examples of different types of assistive technology that can help with areas like communication, academics, visual and hearing impairments, and more. It also discusses the process of evaluating whether a student needs assistive technology and which technologies may be appropriate.
Information technology (it) itself does not facilitate your teaching東京大学医学系研究科医学教育国際研究センター
1) IT itself does not facilitate teaching - teachers must develop effective educational content and pedagogy for IT to enhance learning.
2) The document discusses principles of e-learning including making it student-centered, problem-based, integrated and flexible. Reasons for e-learning include catering to diverse learners and advances in medicine.
3) The document outlines different types of e-learning like independent learning modules, synchronous presentations, and asynchronous discussions. Issues like motivating students, development of e-learning systems, and authoring educational content are also covered.
Abstract
As mobile devices become ubiquitous, healthcare practitioners are exploring how using technological support in the workplace could advance their practice, communication and learning. This paper discusses findings from a research study funded by the Higher Education Academy (HEA) in the UK, which investigated how using iPads impacted on physiotherapy and occupational therapy students’ learning, reflective practice and communication with peers and tutors during placement cycles. Similar to research carried out amongst physicians in 2009, the students found that the devices collapse ‘time and space’, because they permit users to access data and resources when moving between patients, wards and clinics (Prgoment et al., 2009). The paper also discusses how students used the iPads to interact with other professionals and patients while in hospital and community settings, as well as the usability of the devices and associated apps for improving their learning (Clay, 2010). Apps were found to be good tools for documenting individual learning histories, engaging with learning objects and developing personalised structured education (Ifenthaler & Schweinbenz, 2013). The project adopted a participatory action research approach. Eighteen student participants used iPads during their placements in a variety of settings for a period of 5 – 10 weeks. The students were supported by visiting tutors and practice educators over an eight-month period. Interviews and focus groups were conducted with students, visiting tutors and practice educators to ascertain the utility and acceptance of the devices in practice settings. The Unified Theory of Acceptance and Use of Technology (UTAUT) model developed by Venkatesh, V. et al. (2003) is used to analyse the acceptability and efficiency of the devices in clinical settings. In particular, the research focuses on why user acceptance is challenged by established practitioners, and why healthcare settings have not adapted their environs and infrastructure so mobile devices can be used more readily by practitioners.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. EVS, also known as polling systems, allow lecturers to pose questions to students who respond using keypad devices. Results are immediately displayed, providing formative feedback. The document outlines the benefits of EVS in improving engagement and learning, as well as tips for effective usage and potential drawbacks such as logistical challenges.
Time for Paradigm Change in Clinical Care (EFAS, ESPCI) - Dr., Dr.h.c. Monika...Monika Lehnhardt PhD
- The world population is growing and aging, while technological advances are accelerating, leading to a need for innovative clinical care models.
- Traditional clinical care models are becoming overloaded and less effective, while tele-practice utilizing internet-based technologies provides opportunities for faster, safer, and cheaper service delivery that can complement traditional care.
- Tele-practice allows experts to support less experienced professionals remotely, patients to access highly qualified experts, and increases sustainability of conferences and meetings through virtual participation.
Student Response Systems Presentation FinalSue Miller
Student response systems, also known as clickers, are classroom technology tools that allow instructors to pose questions to students and immediately collect feedback in class. The document discusses the history, benefits, examples of leading tools, and best practices for implementing student response systems. Key benefits include increased student engagement, formative assessment capabilities, and potential gains in student achievement. Considerations for effective use include software and hardware options, instructor training, and avoiding overuse within lessons.
This document discusses the learning theory of behaviorism and how technology can support and enhance behaviorist principles in education. It defines behaviorism as focusing on measurable behaviors that can be trained and changed through reinforcement. Key aspects of behaviorism include using feedback, direct instruction, and passive learning aligned with standardized tests. The document outlines how different technologies, such as charts, graphs, videos, and software programs, can provide reinforcement and complement direct instruction, passive learning, and testing. While behaviorism is criticized for its limitations, the document argues that modern technology allows behaviorism to accommodate different learning styles, enable independent and interactive learning, provide unlimited resources, and cultivate lifelong learning.
The document discusses the role of technology in education from different perspectives. It outlines how ICT (Information and Communications Technology) can be used as an educational tool to enhance learning. It also describes how the appropriate use of technology may change as students progress through different grade levels, from basic pretend devices in early grades to more advanced research, collaboration and presentation tools in later grades. Finally, it discusses perspectives on how technology impacts learning and the role of an education technology consultant.
This document discusses learning styles and their use in adaptive educational systems. It defines learning styles as individual strengths and preferences in how people process information. It then discusses several learning style models and describes Felder's model in detail. It explores methods for determining a student's learning style through questionnaires, observing behavior, and inducing styles from interactions. The document concludes by discussing how adaptive systems can use learning styles to adapt individual and collaborative activities to better suit each student.
Similar to Didactic issues on using Audience Reponse Systems in eduation. (20)
Het gebruik van webcolleges en de invloed op collegebezoek en tentamenresultatenNynke Bos
In een authentieke onderwijsomgeving is het effect van webcolleges op het collegebezoek en tentamencijfer nader onderzocht. Bij 409 deelnemers van het eerstejaars vak Biologische Psychologie is gedurende 18 hoorcolleges de aanwezigheid op individueel niveau geregistreerd, het gebruik van de webcolleges gemonitord en de tentamenresultaten van twee deeltoetsen berekend.
Learning Analytics for Educational Design and Student Predictions: Beyond the...Nynke Bos
Interaction in this session will increase your insight into the tricky business of managing data. Subsequently, two examples will illustrate how learning analytics is being used to shape didactic frameworks and educational design (University of Amsterdam) and how it is being used to provide adaptive learning opportunities for students (University of Michigan).
Dragen webcolleges bij aan beter studierendement?Nynke Bos
Tijdens deze sessie krijgen deelnemers inzicht in het daadwerkelijke gebruik van webcolleges en de gevolgen van dit gebruik voor het studierendement. Er wordt antwoord geven op de vraag hoe studenten webcolleges gebruiken, of online gedrag een terugloop in collegebezoek compenseert, en of studierendement wordt beïnvloed door het aanbieden van webcolleges.
De Universiteit van Amsterdam (UVA) is een onderzoek gestart naar de effectiviteit van webcolleges. Bij de UVA worden veel colleges opgenomen en integraal op internet gezet. Studenten willen het graag, maar docenten zijn soms bang voor een terugloop in studenten bij de hoorcolleges. In het onderzoek wordt van twee gelijktijdige, verplichte cursussen de aanwezigheid van alle individuele studenten uit dezelfde propedeuse bijgehouden. Van de ene cursus werden alle colleges integraal online gezet, van de andere niet. Uit het onderzoek moet uiteindelijk een advies komen of de UVA wel of juist geen webcolleges moet aanbie
Webcolleges Geneeskunde AMC/UvA: blijft de collegezaal leeg?Nynke Bos
Beschrijving van de impact van de invoering van webcolleges bij de faculteit Geneeskunde bij AMC/UvA: blijft de collegezaal leeg?
Bevat een evaluatie van studenten (N=133) over hoe zij de videocolleges gebruiken tijdens het vak 1.3 bij de Faculteit der Geneeskunde, AMC-UvA
Draadloos stemmen tijdens college: hoe en waarom?Nynke Bos
Presentatie geeft een overzicht van verschillende toepassingen van stemmen in het onderwijs. Presentatie gehouden op de Onderwijsdagen 2009 te Utrecht.
Summatief digitaal toetsen van grote groepen studentenNynke Bos
Deze presentatie geeft een overzicht hoe er in het AMC grote groepen studenten (n=360) getoetst worden op de PC.
Masterclass Digitaal Toetsen SURF, Saxxion Hogescholen, Deventer. 2009.
Leipe Shit Ouwe! Onderwijs of student centraalNynke Bos
Presentatie gaat in op verhoudingen ICT in het Onderwijs en ICT in het dagelijks leven van de student. Moet de student zich aanpassen aan de omgeving van de universiteit of moet de universiteit zich aanpassen aan de omgeving van de student?
Gehouden tijdens 11 jaar ICT&O UvA, 2010.
Digitaal toetsen in het AMC: stand van zakenNynke Bos
Presentatie geeft een overzicht van de stand van zaken (begin januari 2009) over digitaal toetsen bij de faculteit Geneeskunde bij het AMC-UvA. Er wordt ingegaan op praktische toepassingen en problemen alsmede onderzoek dat is uitgevoerd naar de efficiëntie van digitaal toetsen in het onderwijsproces.
Proeve aan proeve congres. 2009.
Presentatie geeft een overzicht van het hoe, wat en waarom van digitaal toetsen. Waarom is het AMC digitaal gaan toetsen? Wat heeft hen dit opgeleverd? Waar moet men op letten bij brede implementatie? Wat zijn de 'lessons learned' na 5 jaar digitaal toetsen?
Presentatie gegeven voor ICTO seminar Universiteit Leiden, juni 2011
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Didactic issues on using Audience Reponse Systems in eduation.
1. Didactic issues on using Audience Response Systems in education PETER DE JONG, ROEL SIJSTERMANS, NYNKE BOS, JAN BOLK and MARIO MAAS Leiden University Medical Center, the Netherlands Academic Medical Center – University of Amsterdam, the Netherlands Supported by the International Association of Medical Science Educators
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9. Audience Response Systems Student ResponseCard Real Time Classroom Assessment PowerPoint Presentation