QTI Update Jan 2009
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This document discusses the history and status of the Question and Test Interoperability (QTI) specification. [1] It was first conceived in 1999 and has gone through several versions to improve and extend the specification. [2] The most recent version, QTI v2.1, was published in 2006 but is still awaiting final release as comments are being collected and interoperability demonstrations have yet to take place. [3] The project team that developed QTI met monthly but is now looking for a new chair as the previous co-chairs have stepped down.
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This document discusses preparing teachers to teach future students who will need to be adaptive lifelong learners in an increasingly digital world. It recommends developing a shared profile of teacher digital competencies, providing continuous professional development opportunities for teachers to experiment with and get support on new technologies, and measuring teacher competencies and technology use through repeated online surveys of over 10,000 teachers across different education levels. Transformative leadership is also key to leading by example, ensuring managers have strong digital skills, and giving teachers space to learn and make mistakes. While challenging, preparing teachers in this way for the digital future can be achieved over time with involvement from all stakeholders.
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De quickscan en de bijbehorende literatuurverwijzingen worden afzonderlijk door SURF gepubliceerd.
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Weblectures
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How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
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This document summarizes the history of Fontys' use of recorded lectures from 2008-2014. It discusses PhD research that found students who viewed recordings scored higher on tests. However, students only used recordings if they had a specific reason to do so. The document also outlines the development of a Mediasite weblecture service at Fontys to support blended learning and issues around centralizing vs decentralizing video services. It concludes that while technology is less of an issue, pedagogy around using video remains a big challenge, and balancing central vs decentralized control is important.
Elektronisch boeken in het onderwijs - 2015
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The document discusses how education and libraries have changed with the rise of online and blended learning models. It introduces the concept of "Inline Education" which combines online, offline, and blended learning approaches. Examples mentioned include open courseware, MOOCs, and practical training. The document promotes the Fontys Inline Education portal and positions an Information Specialist role to help with online and open education initiatives. It concludes by thanking the audience and providing resources used.
Dance and Open Inline Education
Presentation slides used for Open Education workshop as part of the transnational meeting of the Erasmus+ project "Inclusive Dance and Movement practice, the transferable skills of the dance artist"
Inline onderwijs bij Fontys
Presentatie gebruikt bij de Fontys studiedag voor informatiespecialisten op 9-10-2014
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Zie: https://www.surfspace.nl/artikel/1565-opschalen-van-video--en-weblectureplatformen/
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QTI Update Jan 2009
- 1. QTI: where are we and where are we going? Pierre Gorissen - SURFfoundation Steve Lay - Questionmark
- 6. Questions…
- 7. Thank you for your attention…