Learning Analytics bij de Rijksuniversiteit GroningenSURF Events
Dinsdag 8 november
Sessieronde 3
Titel: Learning Analytics bij de Rijksuniversiteit Groningen
Spreker(s): Hans Beldhuis (Rijksuniversiteit Groningen)
Zaal: Penn II
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...SURF Events
Erna Kotkamp, Senior Project Manager, laat tijdens deze interactieve presentatie zien hoe de TU Delft het aanbestedingstraject voor een nieuwe digitale leeromgeving heeft vormgegeven. Naast technische veranderingen, was ook het doel de kwaliteit van het onderwijs te verbeteren. Deze sessie gaat in op de praktijk van de best-value-tender, waarbij de focus lag op het vinden van een partner die de langetermijnonderwijsdoelstellingen van de TU Delft onderschrijft, die daarin mee wil denken en groeien. Leverancier D2L met het platform Brightspace paste het best bij de eisen en wensen van de TU Delft.
Ook aan de orde komen de organisatie- en supportstructuren die ervoor zorgen dat docenten, faculteitsmedewerkers en studenten bijdragen aan deze verandering. Een verandering met als doel op de lange termijn innovatief onderwijs te kunnen waarborgen met een stabiele basis. Denk hierbij aan aan flexibiliteit, mobile-friendly design of een responsief interface, maar ook aan pedagogische concepten zoals gepersonaliseerd, adaptief en interactief leren.
Het onderwijs innoveren doen we samen - Armand Bloem en Robert van der Hoef (...SURF Events
We geven toelichting op het Educatie Transformatie Framework en onze visie & roadmap voor het onderwijs. We tonen de belangrijkste productontwikkelingen van TEAMS, PowerApp en Cloud. En we delen onze plannen om in de driehoek tussen instellingen, SURF en Microsoft gezamelijk te innoveren.
Flexibel leren op locatie met apps, mobile devices en weararables_deel 3SURF Events
Dinsdag 8 november
Sessieronde 2
Titel: Flexibel leren op locatie met apps, mobile devices en weararables_deel 3
Spreker(s): Kamakshi Rajagopal & Karel Kreijns (Open Universiteit, NL)
Frank Crasborn, Maurice Smeedts (FontysHogescholen), Anje Ros (KPN Groep)
Zaal: Blue Room
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Learning Analytics bij de Rijksuniversiteit GroningenSURF Events
Dinsdag 8 november
Sessieronde 3
Titel: Learning Analytics bij de Rijksuniversiteit Groningen
Spreker(s): Hans Beldhuis (Rijksuniversiteit Groningen)
Zaal: Penn II
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...SURF Events
Erna Kotkamp, Senior Project Manager, laat tijdens deze interactieve presentatie zien hoe de TU Delft het aanbestedingstraject voor een nieuwe digitale leeromgeving heeft vormgegeven. Naast technische veranderingen, was ook het doel de kwaliteit van het onderwijs te verbeteren. Deze sessie gaat in op de praktijk van de best-value-tender, waarbij de focus lag op het vinden van een partner die de langetermijnonderwijsdoelstellingen van de TU Delft onderschrijft, die daarin mee wil denken en groeien. Leverancier D2L met het platform Brightspace paste het best bij de eisen en wensen van de TU Delft.
Ook aan de orde komen de organisatie- en supportstructuren die ervoor zorgen dat docenten, faculteitsmedewerkers en studenten bijdragen aan deze verandering. Een verandering met als doel op de lange termijn innovatief onderwijs te kunnen waarborgen met een stabiele basis. Denk hierbij aan aan flexibiliteit, mobile-friendly design of een responsief interface, maar ook aan pedagogische concepten zoals gepersonaliseerd, adaptief en interactief leren.
Het onderwijs innoveren doen we samen - Armand Bloem en Robert van der Hoef (...SURF Events
We geven toelichting op het Educatie Transformatie Framework en onze visie & roadmap voor het onderwijs. We tonen de belangrijkste productontwikkelingen van TEAMS, PowerApp en Cloud. En we delen onze plannen om in de driehoek tussen instellingen, SURF en Microsoft gezamelijk te innoveren.
Flexibel leren op locatie met apps, mobile devices en weararables_deel 3SURF Events
Dinsdag 8 november
Sessieronde 2
Titel: Flexibel leren op locatie met apps, mobile devices en weararables_deel 3
Spreker(s): Kamakshi Rajagopal & Karel Kreijns (Open Universiteit, NL)
Frank Crasborn, Maurice Smeedts (FontysHogescholen), Anje Ros (KPN Groep)
Zaal: Blue Room
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Bringing the Extended Competency Transcript to Life: Updates on Emerging Stan...Jonathan Mott
Presentation at CBExchange 2016
http://www.cbexchange.org/sessions/6d
Over the past 2 years, a community of registrars, online learning leaders, and vendors have collaborated to establish industry standards for extended, competency-based transcripts. In this presentation, attendees will learn the ins and outs of implementing these standards and providing their students with a next generation learning record. Presenters will detail the efforts and early results of proof-of-concept implementations of the extended transcripts at UMUC and UWEx.
Strategies for securing participant motivation and engagement in a 19 week on...BlackboardEMEA
In this session, we will present the results and experiences from the Teaching for Tomorrow course, a 19 week online course for lecturers designed and delivered by 7 HE institutions in southern Denmark and northern Germany. The course is based on the following learning perspectives:
• Group activities that allow participants to learn from each other and create a learning environment that facilitates both informal and formal learning.
• Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges.
The course comprises the following 6 modules which each consists of a number of e-tivities.
• The virtual learning environment and e-learning tools
• Introduction to online learning
• Educational design and design of course materials and activities
• Delivery of online courses/The online lecturer
• Web 2.0 and social media
• E –assessment
Each module ends with a badge assignment that participants must submit in order to complete the module.
Teaching and learning activities are both asynchronous and synchronous.
Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect.
The course ends on 28 February. A questionnaire survey will be conducted in early March to evaluate participants’ experiences. This session will report on the results of the survey. Of particular interest is the degree to which participants have been motivated and engaged through the strategies employed in the course design and delivery:
• E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines.
• Peer feedback and collaboration
• Practical skills training.
• Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work.
• Mix of asynchronous and synchronous teaching and learning activities
• Module badges
'Wiskundeonderwijs voor ingenieurs innoveren met Brightspace'- Annoesjka Cabo...SURF Events
TU Delft gebruikt Brightspace om blended-learningactiviteiten te ondersteunen. Met een combinatie van Brightsight-functies en andere, geïntegreerde tools wordt een gevarieerde leerervaring gecreëerd. Deze leerervaring is specfiiek toegepast op het wiskundeonderwijs voor een brede groep technische studenten. In deze sessie gaan we met name in op de integratie met Grasple, een online trainingsprogramma voor wiskundeoefeningen.
Rosanna De Dosa - EMMA webinar: Sharing the experience of the EMMA platformEUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
What can institutional big data tell us - Mark Northover - Auckland Universit...Blackboard APAC
For many years AUT has used the Wimba Voice Authoring tools for a range of learning and teaching support activities. Most recently, and most comprehensively, the VA Presenter function has been used by our School of Languages to support a group of papers for a Translating and Interpreting programme, as well as for a Sign Language qualification. Since the announcement of ‘end of life’ for Voice Authoring and its replacement with Voice Thread, we have been working to understand how we can best replicate the previous functionality.
After just a short period of the tools being available to us, we have made some progress in understanding how this new toolset will provide what we want, as well as potentially offering us much more. This session will present some of our initial findings, as well as invite others to discuss their experiences and opinions.
Carmen Padrón-Nápoles - EMMA webinar: Sharing the experience of the EMMA plat...EUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
Using Blackboard Mobile Learn to develop research skills through authentic le...Blackboard APAC
This session outlines the innovative use of Blackboard Mobile learn in a blended, project-based task as part of a high-level academic skills course. The use of this tool enabled the redefinition of task design <i>(Puentedura, 2014)</i> in the form of a collaborative, situated, mobile learning experience (Pegrum, 2014).
The project highlights the value of learner- centred task design in developing research skills, and motivating and engaging students in authentic and meaningful learning experiences. This session will be of interest to educational designers and lecturers leveraging project-based approaches, mobile learning experiences, and learner-generated content.
Using Collaborate Ultra for our Digital Delivery Teaching Events and for Esta...Blackboard APAC
Since 2014, Nossal High School has run a program of Digital Delivery Days where students are asked to remain at home and classes are delivered entirely via Blackboard for duration of the day. This year we have focused on the use of Collaborate Ultra for working with our students through their course areas on Blackboard. We have also been investigating solutions for encouraging classrooms to default to team-based learning activities, away from centralised AV (projectors and whiteboards) and believe Blackboard Collaborate Ultra may be able to provide us with a feasible alternative.
This presentation will report on the effectiveness of using Collaborate Ultra within our Digital Delivery setting and also on the early stages of replacing centralised AV within our classrooms.
EMOOCS 2016 - Measuring COMPLETION and DROPOUT in MOOCs : a learner-centered ...Leslie HUIN
Here are the slides of the EMOOCS 2016 presentation for the research track.
Paper link : https://drive.google.com/file/d/0B-u4JzyvGkXEcmJ6QTBBdTNURVE/view?usp=sharing
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
Innovating in the MOOC Space - Karin Pfister - Charles Darwin UniversityBlackboard APAC
Massive Open Online Courses (MOOCs) have gained momentum in recent years and offer a new opportunity for interaction with potential university students. While MOOCs have been seen as a disruptive force for higher education, they have provided spaces to explore innovative approaches and emerging technologies that can then be integrated into regular university course content. Designing courses that are not aligned with any accreditation requirements has
allowed the flexibility to creatively experiment and push boundaries. Using Blackboard’s Open Education platform, Charles Darwin University has developed and delivered 3 MOOCs showcasing creative approaches to otherwise traditional course content.
This presentation will showcase CDU’s processes, innovative approaches, and lessons learnt. As a bonus, you will also see inside the Memory MOOC’s visually stunning “Memory Palace” and see how learning Accounting was brought to life through interactive video and branching scenarios in the “Who’s Counting” MOOC.
Piloting Sakai In A Master Course Does It Really WorkSaxion
Strijker, A. (2005 12 06). Piloting Sakai In A Master Course Does It Really Work. Pilot sakai experience hci open source elo vlc lms problems implementation master course university of twente
Bringing the Extended Competency Transcript to Life: Updates on Emerging Stan...Jonathan Mott
Presentation at CBExchange 2016
http://www.cbexchange.org/sessions/6d
Over the past 2 years, a community of registrars, online learning leaders, and vendors have collaborated to establish industry standards for extended, competency-based transcripts. In this presentation, attendees will learn the ins and outs of implementing these standards and providing their students with a next generation learning record. Presenters will detail the efforts and early results of proof-of-concept implementations of the extended transcripts at UMUC and UWEx.
Strategies for securing participant motivation and engagement in a 19 week on...BlackboardEMEA
In this session, we will present the results and experiences from the Teaching for Tomorrow course, a 19 week online course for lecturers designed and delivered by 7 HE institutions in southern Denmark and northern Germany. The course is based on the following learning perspectives:
• Group activities that allow participants to learn from each other and create a learning environment that facilitates both informal and formal learning.
• Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges.
The course comprises the following 6 modules which each consists of a number of e-tivities.
• The virtual learning environment and e-learning tools
• Introduction to online learning
• Educational design and design of course materials and activities
• Delivery of online courses/The online lecturer
• Web 2.0 and social media
• E –assessment
Each module ends with a badge assignment that participants must submit in order to complete the module.
Teaching and learning activities are both asynchronous and synchronous.
Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect.
The course ends on 28 February. A questionnaire survey will be conducted in early March to evaluate participants’ experiences. This session will report on the results of the survey. Of particular interest is the degree to which participants have been motivated and engaged through the strategies employed in the course design and delivery:
• E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines.
• Peer feedback and collaboration
• Practical skills training.
• Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work.
• Mix of asynchronous and synchronous teaching and learning activities
• Module badges
'Wiskundeonderwijs voor ingenieurs innoveren met Brightspace'- Annoesjka Cabo...SURF Events
TU Delft gebruikt Brightspace om blended-learningactiviteiten te ondersteunen. Met een combinatie van Brightsight-functies en andere, geïntegreerde tools wordt een gevarieerde leerervaring gecreëerd. Deze leerervaring is specfiiek toegepast op het wiskundeonderwijs voor een brede groep technische studenten. In deze sessie gaan we met name in op de integratie met Grasple, een online trainingsprogramma voor wiskundeoefeningen.
Rosanna De Dosa - EMMA webinar: Sharing the experience of the EMMA platformEUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
What can institutional big data tell us - Mark Northover - Auckland Universit...Blackboard APAC
For many years AUT has used the Wimba Voice Authoring tools for a range of learning and teaching support activities. Most recently, and most comprehensively, the VA Presenter function has been used by our School of Languages to support a group of papers for a Translating and Interpreting programme, as well as for a Sign Language qualification. Since the announcement of ‘end of life’ for Voice Authoring and its replacement with Voice Thread, we have been working to understand how we can best replicate the previous functionality.
After just a short period of the tools being available to us, we have made some progress in understanding how this new toolset will provide what we want, as well as potentially offering us much more. This session will present some of our initial findings, as well as invite others to discuss their experiences and opinions.
Carmen Padrón-Nápoles - EMMA webinar: Sharing the experience of the EMMA plat...EUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
Using Blackboard Mobile Learn to develop research skills through authentic le...Blackboard APAC
This session outlines the innovative use of Blackboard Mobile learn in a blended, project-based task as part of a high-level academic skills course. The use of this tool enabled the redefinition of task design <i>(Puentedura, 2014)</i> in the form of a collaborative, situated, mobile learning experience (Pegrum, 2014).
The project highlights the value of learner- centred task design in developing research skills, and motivating and engaging students in authentic and meaningful learning experiences. This session will be of interest to educational designers and lecturers leveraging project-based approaches, mobile learning experiences, and learner-generated content.
Using Collaborate Ultra for our Digital Delivery Teaching Events and for Esta...Blackboard APAC
Since 2014, Nossal High School has run a program of Digital Delivery Days where students are asked to remain at home and classes are delivered entirely via Blackboard for duration of the day. This year we have focused on the use of Collaborate Ultra for working with our students through their course areas on Blackboard. We have also been investigating solutions for encouraging classrooms to default to team-based learning activities, away from centralised AV (projectors and whiteboards) and believe Blackboard Collaborate Ultra may be able to provide us with a feasible alternative.
This presentation will report on the effectiveness of using Collaborate Ultra within our Digital Delivery setting and also on the early stages of replacing centralised AV within our classrooms.
EMOOCS 2016 - Measuring COMPLETION and DROPOUT in MOOCs : a learner-centered ...Leslie HUIN
Here are the slides of the EMOOCS 2016 presentation for the research track.
Paper link : https://drive.google.com/file/d/0B-u4JzyvGkXEcmJ6QTBBdTNURVE/view?usp=sharing
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
Innovating in the MOOC Space - Karin Pfister - Charles Darwin UniversityBlackboard APAC
Massive Open Online Courses (MOOCs) have gained momentum in recent years and offer a new opportunity for interaction with potential university students. While MOOCs have been seen as a disruptive force for higher education, they have provided spaces to explore innovative approaches and emerging technologies that can then be integrated into regular university course content. Designing courses that are not aligned with any accreditation requirements has
allowed the flexibility to creatively experiment and push boundaries. Using Blackboard’s Open Education platform, Charles Darwin University has developed and delivered 3 MOOCs showcasing creative approaches to otherwise traditional course content.
This presentation will showcase CDU’s processes, innovative approaches, and lessons learnt. As a bonus, you will also see inside the Memory MOOC’s visually stunning “Memory Palace” and see how learning Accounting was brought to life through interactive video and branching scenarios in the “Who’s Counting” MOOC.
Piloting Sakai In A Master Course Does It Really WorkSaxion
Strijker, A. (2005 12 06). Piloting Sakai In A Master Course Does It Really Work. Pilot sakai experience hci open source elo vlc lms problems implementation master course university of twente
The Department of Organizational Leadership, Policy and Development (OLPD) will be a campus-wide leader in the use of technology to enhance students’ educational experiences, academic praxis, and intellectual pursuits.
To achieve this vision, we aim to co-develop a culture within OLPD that anticipates and embraces technological change and encourages the use of existing and emerging technologies to support innovation and constructive collaboration among students, faculty and staff.
Online Learning at the University of ParmaSara Valla
Experiences of online learning carried out by UniPR Co-Lab at the University of Parma.
Workshop:
Science Dissemination and On-line Certification for All
ICTP, Trieste 30 Sept - 2 Oct 2013
Learning Analytics for online and on-campus education: experience and researchTinne De Laet
This presentation was used Tinne De Laet, KU Leuven, for a keynote presentation during the event: http://www.educationandlearning.nl/agenda/2017-10-13-cel-innovation-room-10-learning-and-academic-analytics organised by Leiden University, Erasmus University Rotterdam, and Delft University of Technology.
The presentations presents the results of two case studies from the Erasmus+ project ABLE and STELA, and provides 9 recommendations regarding learning analytics.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Hoe verbind je de internationale student aan diplomagegevens? - HO-link 2017HOlink
Vrijdag 16 juni
Sessieronde 4
Titel: Hoe verbind je de internationale student aan diplomagegevens?
Spreker(s): Jan Otten (DUO), Meeke Roet (NL Wereldwijde Studenten)
Zaal: Cambridge 32
Jaar 1 Selectie&Plaatsing: eerste uitkomsten effect-evaluatie en enquête - HO...HOlink
Vrijdag 16 juni
Sessieronde 4
Titel: Jaar 1 Selectie&Plaatsing: eerste uitkomsten effect-evaluatie en enquête
Spreker(s): Maarten Derksen (OCW) en Anja van den Broek (ResearchNed)
Zaal: Boston 19
Zelf-service roosteren voor de student en docent van morgen - HO-link 2017HOlink
Donderdag 15 juni
Sessieronde 2
Titel: Zelf-service roosteren voor de student en docent van morgen
Spreker(s): Alexander Tjittes (Universiteit Maastricht) en Eveline Koenen (Scientia Ltd)
Zaal: Boston 12
Meten is weten: het stroomlijnen van onderwijsplanning - HO-link 2017HOlink
Donderdag 15 juni
Sessieronde 3
Titel: Meten is weten: het stroomlijnen van onderwijsplanning
Spreker: Dirk Jan Durieux (Vrije Universiteit), Erna Klein Ikkink (Vrije Universiteit)
Zaal: Cambridge 32
Inschrijfproces Internationale Studenten kan veel makkelijker - HO-link 2017HOlink
Donderdag 15 juni
Sessieronde 3
Titel: Inschrijfproces Internationale Studenten kan veel makkelijker
Spreker(s): Sarah Kobus (Universiteit van Amsterdam), Helma Beukers (Universiteit van Amsterdam), Marije Bottinga (Universiteit van Amsterdam)
Zaal: Boston 15
Wat te doen met één-cijfer gegevens? - HO-link 2017HOlink
Donderdag 15 juni
Sessieronde 3
Titel: Wat te doen met één-cijfer gegevens?
Spreker(s): Willemijn Schramp (DUO-IP), Maya van der Eerden (DUO-IP)
Zaal: Boston 14
Optimalisatie Capaciteit op de Amstelcampus - HO-link 2017HOlink
Donderdag 15 juni
Sessieronde 3
Titel: Optimalisatie Capaciteit op de Amstelcampus
Spreker(s): Niek Schreuder (Educate2work), Saskia Goedhart (Hogeschool van Amsterdam)
Zaal: Boston 12
Open badges en microcredentialing - HO-link2017HOlink
Donderdag 15 juni
Sessieronde 2
Titel: Open badges en microcredentialing
Spreker(s): Robert Bouwhuis (Hogeschool Rotterdam), Erik van den Broek (DUO)
Zaal: Boston 17
Open badges en microcredentialing-1 - HO-link2017HOlink
Donderdag 15 juni
Sessieronde 2
Titel: Open badges en microcredentialing
Spreker(s): Robert Bouwhuis (Hogeschool Rotterdam), Erik van den Broek (DUO)
Zaal: Boston 17
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Vernieuwing van de digitale leeromgeving (DLO) - Frank Snels - HOlink2016
1. Frank Snels
University Information Manager
University Of Twente
June 2016
Frank.Snels@utwente.nl
DIGITAL LEARNING ENVIRONMENT
TOWARDS A FUTURE PROOF DIGITAL LEARNING ENVIROMENT
2. Introduction
Digital Learning Environment (DLE)
Phase 1: current usage (2014)
Phase 2: vision and ambition (2015)
Education of the future
Functional requirements
Support of the DLE
Phase 3: Tender and implementation (2016 - )
16-6-2016 2
AGENDA
3. University of Twente
20 juni 2013Onderwijsarchitectuur in de praktijk 3
6 faculties, 4 institutes
10.000 students, 3300 employees
1600 publications, 200 PHD’s,
20 bachelor- , 33 master schools
800 startups
Technical Research University
Green campus University
High tech, human touch
most entrepreneurial university (Meest
ondernemende Universiteit)
4. Shortcut european tender proces surf contract 5 years ago
Blackboard Surf contract ends for several universities
Goal twente university: better understanding current situation
Activities:
67 Interviews (20 students, 35 scientific, 12 support staff)
UT-workshop (SURF SIG DLWO): 40 participants
Studentenworkshops: 20 participants
Blackboard database insights (1369 courses 2013/2014)
4
PHASE 1: CURRENT USAGE OF THE
DIGITAL LEARNING ENVIRONMENT (DLE)
DLE an integrated collection of
digital services and applications that
supports students and teachers in
their work
LMS: Learning
Management Systems
like Blackboard, Canvas
of Moodle
5. SURF survey 2013 (40 participants):
18 NL-HE institutes use Blackboard,
17 use sharepoint
Nationale Studenten Enquete (2014) : score 3,8 (scale 1-5)
UT-evaluation (2013/2014): score 3.5 (scale 1-5)
Courses not using Blackboard: max 8%
5
GENERAL FINDINGS
7. Uniform design and stability are the key aspects for students
1 Learning management system (LMS)
Teachers: Blackboard is user unfriendly and has a steep learning curve
Our teachers are researchers with an education task
Collaboration outside the learning management system
Whatsapp, Dropbox en Google apps are most used for collaboration
Internal support to teachers needs attention
Differences within faculties
7
FINDINGS
8. Introduction
Digital Learning Environment (DLE)
Phase 1: current usage (2014)
Phase 2: vision and ambition (2015)
Education of the future
Functional requirements
Support of the DLE
Phase 3: Tender and implementation (2016 - )
16-6-2016 8
AGENDA
9. 9
PHASE 2: TOWARDS A FUTURE PROOF DLE
Learning
goals
Learning
approaches
Digital
learning
environment
Blended learning, with at least four different uses
- Classroom technology
- ‘Flipped’ didactics
- Time and place independent teaching
- Open Educational Resources
10. Diversity participant;
Student driven learning / demand pull
Course goals: from knowledge to skills (Research skills, Design
skills, Entrepeneurship)
10
EDUCATION CONTEXT
Twente Academy
Bachelors
Masters
PDEntr/
DBA
PDEng
PhD
UC
Atlas
TEM
Professional
developmentprograms
BREADTH
DEPTH
11. Functional
requirements
Non-functional
requirements
Overview, insights and
Composition of:
participants, teachers, groups,
coursematerial, facilities, learning goals,
competenties and properties
from learningactivity, course or module
Dataintegration en interoperability
Personalisation
Visual integration and identitity
management
FUTURE PROOF DLE: CORE FUNCTIONS
12. SOURCE: SURF SIG DLWO, “een flexibele
en persoonlijke leeromgeving” sept 2015
https://www.surf.nl/binaries/content/assets/surf/en/knowledgebase/2016/memorandum-learning-environment_uk_web.pdf
INTEGRATION
12
13. 13
DIGITAL LEARNING ENVIRONMENT SUPPORT (1)
Didactic
Technology
Education specialist
System engineer
Business information management
Blackboard key-user
Instructional designer
14. Core
“LMS als
organizer,
integrationplatfor
m”
Reccomended
“b.v. peer feedback,
digital assesment,
voting,
video(Camtasia) ”
Optional
“Virtual classroom, forum,
socrative, online courses”
Pilot
“USB assesments, MOOC”
Expected usage form all teachers
and staff. central finance and
support.
Reccomended, central finance
and support. Fully integration with
core
Is optional, Facyulty or school
finance and support. Integration
with core is optional.
New features. Project based
Finance and support
Public features without support or
finance. Openbare integratie
Public
“Whatsapp, dropbox, hangouts,
facebook,”
DIGITAL LEARNING ENVIRONMENT SUPPORT (2)
14
15. 15
PHASE 3: TENDER AND IMPLEMENTATION (1)
Tender 2016, implementation 2017 –
Proces: best value and traditional
support improvement is seperate project
Faculty involvement
Roadshows
Usability tests
Core functionality Tender <-> LMS Tender ?
Frontrunners shows traditional LMS players