1) The document discusses the evolution of e-learning from E-Learning 1.0 to 2.0, moving from top-down instruction to learner-driven models. 2) It also contrasts problem-based learning (PBL) with educational technology, noting they are not mutually exclusive. 3) Several digital tools are presented for blogging, collaboration, polling, virtual classrooms, and assessing PBL skills, with recommendations for their use in education.

1. The bearable lightness of
technology in our education
Sjoerd Stoffels
FASoS Project leader & Consultant Educational Technology
MID2018

2. Food for inspiration

3. The E-Learning evolution model
E-Learning 1.0 E-Learning 1.3 E-Learning 2.0
Components / Access Server, LMCS LMCS, Email, Intranet Social software
Ownership Top-down, One way Top-down, Collaborative Bottom-up, Learner-
driven
Content Size 1 hour 15/30 minutes < 5 minutes
Access Time Prior to study time During study time After study time
Learner Composition Class Tutorial groups Social network,
Individual
Delivery One fixed time Smaller pieces, hybrid On demand
Driver Instructional Designer Learner Learner
Creator Instructional Designer Industry Industry, Learner
© 2007 ‘Understanding E-Learning 2.0’, Tony Karrer

4. PBL versus educational technology
© 2018 FASoS Taskforce Educational Technology

5. There is a world to choose from…

6. SURF trend reports
© 2016 ‘SURF Trend Report’, SURF

9. LMS = EleUM = UM Student Portal

10. Blogging – writing for the web
 WordPress blogs - User-friendly and powerful weblog application. Enables
the use of individual or communal blogs. Providing the ability to publish, edit,
modify, organize and maintain web content from a single central interface.

11. Collaboration & Feedback
 FeedbackFruits - Platform (integrated in EleUM) that makes course materials
and lectures more interactive. Students can practice and test their
understanding with flip cards created from digital notes. Options to deploy
are: Peer review/feedback, Group member evaluation, Assignment feedback,
Interactive documents and Interactive video.
 Google Drive or Dropbox Teams - Cloud services that enable creating,
writing, editing and collaborating on documents or other files.

12. Polling & Quizzes
× GoSoapbox - Intuitive student response system for educators to use in their
classrooms. Leveraging web-enabled devices, teachers digitally engage
students to conduct formative assessment and gain insight into student
comprehension.
 Mentimeter - Audience response system that enables participants to share
knowledge and real-time feedback mobile, During presentations, polls or
brainstorming sessions in educational settings.
 Wooclap - Interactive voting system that supports interactivity in educational
settings. It enable teachers to interact with students, to which students
respond with their smartphone, tablet or computer.

13. Virtual classrooms
 Blackboard Collaborate - Online collaborative learning application
(integrated in EleUM). Real-time video conferencing tool (8 participants with
video) for adding files, sharing applications, and using a virtual whiteboard to
interact.
 Skype - Communications software for providing video and/or voice calls.
Skype can be used for group calls (10 participants with video, 25 with audio)
including sharing of files and screens.

14. Blast from the past: Learning and Working
× University-wide project from 2009-2013, with as central objective to design
new or transform existing learning content into distance or blended learning
courses. With this initiative the university aimed to create opportunities for
professionals, postgraduates and part-time students to pursue university
education within their own constraints and with maximum flexibility.

15. Digital Mentorate
 Qualtrics - Digital self-assessment of PBL-skills and ePortfolio composition.

16. Digital Mentorate – a return on investment
 Combined and comprehensive solution for PBL-skills self-assessment and a
portfolio composition;
 User-friendly application and interface for students and mentors, working
flawless on mobile devices as well;
 More informative portfolios, therefore resulting in more dedicated
discussions between students and their mentors;
 Standardisation of self-assessment and portfolio procedures and document
formats;
 Learning analytics for insight in longitudinal individual and total student
performances, subsequently being able to tackle potential skills progress
problems and offer the necessary advice and guidance;
 Availability of easy to retrieve data for educational research and publication
purposes.

17. Learning analytics

18. New developments – Digital testing

19. New developments – Digital textbooks

20. Thank you!