The document discusses knowledge clips and how to produce them. It defines a knowledge clip as a short video where an instructor briefly explains a specific subject or concept. It provides tips for preparing the content and environment, recording successfully, and editing knowledge clips. The document encourages participants to create their own clip to share how they would implement it and provides references for further reading.
Workshop ‘Je boodschap efficiënt overbrengen via kennisclips’Stijn Van Laer
Heb je soms het gevoel dat je dezelfde uitleg steeds opnieuw moet herhalen? Zijn er bepaalde concepten in je onderzoeksdomein die cruciaal zijn? Zou je het handig vinden om deze vast te leggen in een korte video? (Zodat je bijvoorbeeld je contacttijd anders kan invullen?) Een kennisclip kan gebruikt worden in onderwijs- of onderzoeksactiviteiten. De startsessie van deze workshop is hands-on, dit houdt in dat we concreet met materiaal aan de slag gaan.
This document discusses blended learning from the perspective of KU Leuven. It defines blended learning as combining online and in-person learning, with an emphasis on using technology to optimize teaching practices. It explores blended learning at the course level, with frameworks for redesigning individual courses, and at the program level, with frameworks for redesigning entire degree programs. The role of various technologies like knowledge clips and lecture capture systems are examined. Overall the document provides context around blended learning and gives examples of how it can be implemented at KU Leuven.
The document discusses knowledge clips and how to produce them. It defines a knowledge clip as a short video where an instructor briefly explains a specific subject or concept. It provides tips for preparing the content and environment, recording successfully, and editing knowledge clips. The document encourages participants to create their own clip to share how they would implement it and provides references for further reading.
Workshop ‘Je boodschap efficiënt overbrengen via kennisclips’Stijn Van Laer
Heb je soms het gevoel dat je dezelfde uitleg steeds opnieuw moet herhalen? Zijn er bepaalde concepten in je onderzoeksdomein die cruciaal zijn? Zou je het handig vinden om deze vast te leggen in een korte video? (Zodat je bijvoorbeeld je contacttijd anders kan invullen?) Een kennisclip kan gebruikt worden in onderwijs- of onderzoeksactiviteiten. De startsessie van deze workshop is hands-on, dit houdt in dat we concreet met materiaal aan de slag gaan.
This document discusses blended learning from the perspective of KU Leuven. It defines blended learning as combining online and in-person learning, with an emphasis on using technology to optimize teaching practices. It explores blended learning at the course level, with frameworks for redesigning individual courses, and at the program level, with frameworks for redesigning entire degree programs. The role of various technologies like knowledge clips and lecture capture systems are examined. Overall the document provides context around blended learning and gives examples of how it can be implemented at KU Leuven.
This document discusses curriculum design and alignment. It presents a conceptual scheme for curriculum design with four circles representing quality development: 1) rethinking intentions, 2) translating intentions, 3) implementing the curriculum, and 4) implementing courses. It focuses on learning outcomes, which describe the knowledge, skills, and attitudes students will acquire. Learning outcomes should be aligned across courses and assessed. The document also discusses curriculum mapping to visualize coherence in a program and identify if learning outcomes are realized or if there are gaps.
The document discusses the approach to course design taken by KU Leuven. It outlines the roles and responsibilities of students and instructors, with students responsible for achieving learning objectives through their own activities and informing instructors of difficulties, and instructors responsible for specifying objectives, developing evaluations, and providing student support. The key principle of constructive alignment is that all components of the teaching system, such as objectives, teaching methods, and assessments, must be aligned to ensure students can only learn appropriately. Teaching methods should provoke desired learning activities from students in order to achieve objectives, and the most appropriate medium should be selected to operationalize each method.
This document provides information about using Adobe Connect Pro for web conferences. It discusses that web conferences allow for audio/video communication and content sharing over the internet between one or more participants using computers and headsets. While suitable for small group interaction, web conferences have limitations like not scaling well for large groups, requiring quality peripherals and internet connections, and needing moderation to manage audio issues. The document recommends planning web conferences by testing equipment in advance, clearly defining goals and participant roles, and creating an agenda with time for presentations, questions, and polls to encourage interactivity depending on group size. It emphasizes sticking to the agenda and roles during the session and gathering feedback at the end.
Instructional design is the process of improving instruction through analyzing learning needs and systematically designing and developing learning environments and materials. It involves analyzing the learning context and objectives, designing appropriate learning activities, content, teaching methods and materials based on student characteristics, and evaluating whether the objectives are achieved. Technology and multimedia are often used as tools to enhance instruction. Common instructional design models include ADDIE, which involves the phases of analysis, design, development, implementation and evaluation.
This document provides an introduction to instructional design and e-learning tools. It discusses different types of learning activities including instruction, interaction, and collaboration. For each activity, it lists different information and communication technologies (ICT) tools that can support that type of learning. It then categorizes ICT tools according to whether they support knowledge transfer, interaction, collaboration, reflection, or feedback and assessment. Finally, it discusses how learning platforms can combine these tools and provides examples of how the AVLM training program incorporates different ICT tools.
The document provides an overview of instructional design concepts for e-learning, including the ADDIE model of analysis, design, development, implementation, and evaluation. It discusses designing the learning environment, with examples of conceptual metaphors like "the camp fire" and "the cave." It also covers supporting learning through content, teaching methods, study materials, instructors and peers, and evaluation. ICT can be used to automate, support, or transform existing teaching practices.
This document provides an overview of an introductory training on instructional design. The training will take place over 3 days and introduce methods and models for analyzing learning situations and designing new learning environments. Day 1 will focus on the use of instructional design, differences between learning situations and environments, the ADDIE model as a systematic approach, and the Global Scheme model used at KU Leuven. Trainees will learn to analyze learning situations and describe the importance of instructional design.
The document discusses the practical uses of a workbook for English learning by teachers, parents, and children. It describes how teachers can use the workbook for activities like coloring pages, cue cards for singing, word and picture matching, and flashcards before and during lessons. Parents can use the workbook for songs, dictionaries, picturebooks, and patterns at home. Children can color pages and use the picture songbook both during lessons and at home.
This document discusses curriculum design and alignment. It presents a conceptual scheme for curriculum design with four circles representing quality development: 1) rethinking intentions, 2) translating intentions, 3) implementing the curriculum, and 4) implementing courses. It focuses on learning outcomes, which describe the knowledge, skills, and attitudes students will acquire. Learning outcomes should be aligned across courses and assessed. The document also discusses curriculum mapping to visualize coherence in a program and identify if learning outcomes are realized or if there are gaps.
The document discusses the approach to course design taken by KU Leuven. It outlines the roles and responsibilities of students and instructors, with students responsible for achieving learning objectives through their own activities and informing instructors of difficulties, and instructors responsible for specifying objectives, developing evaluations, and providing student support. The key principle of constructive alignment is that all components of the teaching system, such as objectives, teaching methods, and assessments, must be aligned to ensure students can only learn appropriately. Teaching methods should provoke desired learning activities from students in order to achieve objectives, and the most appropriate medium should be selected to operationalize each method.
This document provides information about using Adobe Connect Pro for web conferences. It discusses that web conferences allow for audio/video communication and content sharing over the internet between one or more participants using computers and headsets. While suitable for small group interaction, web conferences have limitations like not scaling well for large groups, requiring quality peripherals and internet connections, and needing moderation to manage audio issues. The document recommends planning web conferences by testing equipment in advance, clearly defining goals and participant roles, and creating an agenda with time for presentations, questions, and polls to encourage interactivity depending on group size. It emphasizes sticking to the agenda and roles during the session and gathering feedback at the end.
Instructional design is the process of improving instruction through analyzing learning needs and systematically designing and developing learning environments and materials. It involves analyzing the learning context and objectives, designing appropriate learning activities, content, teaching methods and materials based on student characteristics, and evaluating whether the objectives are achieved. Technology and multimedia are often used as tools to enhance instruction. Common instructional design models include ADDIE, which involves the phases of analysis, design, development, implementation and evaluation.
This document provides an introduction to instructional design and e-learning tools. It discusses different types of learning activities including instruction, interaction, and collaboration. For each activity, it lists different information and communication technologies (ICT) tools that can support that type of learning. It then categorizes ICT tools according to whether they support knowledge transfer, interaction, collaboration, reflection, or feedback and assessment. Finally, it discusses how learning platforms can combine these tools and provides examples of how the AVLM training program incorporates different ICT tools.
The document provides an overview of instructional design concepts for e-learning, including the ADDIE model of analysis, design, development, implementation, and evaluation. It discusses designing the learning environment, with examples of conceptual metaphors like "the camp fire" and "the cave." It also covers supporting learning through content, teaching methods, study materials, instructors and peers, and evaluation. ICT can be used to automate, support, or transform existing teaching practices.
This document provides an overview of an introductory training on instructional design. The training will take place over 3 days and introduce methods and models for analyzing learning situations and designing new learning environments. Day 1 will focus on the use of instructional design, differences between learning situations and environments, the ADDIE model as a systematic approach, and the Global Scheme model used at KU Leuven. Trainees will learn to analyze learning situations and describe the importance of instructional design.
The document discusses the practical uses of a workbook for English learning by teachers, parents, and children. It describes how teachers can use the workbook for activities like coloring pages, cue cards for singing, word and picture matching, and flashcards before and during lessons. Parents can use the workbook for songs, dictionaries, picturebooks, and patterns at home. Children can color pages and use the picture songbook both during lessons and at home.
2. Toegang tot de Ottertaak (I)
1. Open Toledo en ga naar Uitbreiding > Onderwijsaanpak.
2. Open de map IC2: Ottertaak.
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2
3. Toegang tot de Ottertaak (II)
3. Klik op Ottertaak_PC.zip.
4. Klik op Save.
5. Klik op Open folder.
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4
5
4. Toegang tot de Ottertaak (III)
6. Klik RECHTER MUISKLIK op Ottertaak_PC.zip.
7. Selecteer 7-Zip.
8. Klik op Extract Here.
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8
5. Toegang tot de Ottertaak (IV)
9. Dubbelklik op de map Ottertaak_PC.
10.Dubbelklik op otterpc.
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10
De ottertaak start sluit geen vensters of mappen!
6. Ottertaak maken
1. Lees de instructies op het scherm.
2. Gebruik bij de open vragen geen ENTER, enkel als je je
antwoord wil inzenden.
3. De Ottertaak sluit vanzelf af sluit geen vensters of
mappen
4. Upload je resultaten!
VEEL SUCCES
7. Opladen resultaten
1. Ga terug naar Toledo: Uitbreiding > Onderwijsaanpak >
IC2: Ottertaak en klik op Opladen Ottertaak.
2. Selecteer (Ctrl+klik) uit de openstaande map de 2 juiste
bestanden: reserve <jouw naam> otter en <jouw naam>
<nummer> otter.
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2
2
8. Opladen resultaten
3. Sleep de bestanden in
het Bestanden
bijvoegen vak. (kan
ook via Bladeren in
computer >
Downloads)
4. Klik op Verzenden. (en
bevestig indien
gevraagd nog via OK)
5. Check je e-mail voor
een bevestiging.
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4
9. Indien er iets niet duidelijk is,
vraag om hulp!
Alvast heel erg bedankt!