JAMM 225 Reporting Final
Our mapping covers 3rd St. to 4th St. off on Main St. in downtown Moscow. We look at the growth of Dernham & Kaufmann Block, Hotel Moscow and McCarter Block.
Rapport Jaarlijks Onderzoek Wikiwijs 2011Henk Orsel
Onderzoek onder docenten in het primair onderwijs, voorbereidend middelbaar beroepsonderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs (vervolgmeting 2011) en hoger beroepsonderwijs en wetenschappelijk onderwijs (nulmeting) naar gebruik, maken en delen van digitaal leermateriaal
JAMM 225 Reporting Final
Our mapping covers 3rd St. to 4th St. off on Main St. in downtown Moscow. We look at the growth of Dernham & Kaufmann Block, Hotel Moscow and McCarter Block.
Rapport Jaarlijks Onderzoek Wikiwijs 2011Henk Orsel
Onderzoek onder docenten in het primair onderwijs, voorbereidend middelbaar beroepsonderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs (vervolgmeting 2011) en hoger beroepsonderwijs en wetenschappelijk onderwijs (nulmeting) naar gebruik, maken en delen van digitaal leermateriaal
Bijdrage van open en online onderwijs aan het campusonderwijs - Martijn Ouweh...SURF Events
Dinsdag 11 november 2014
Sessieronde 3
Titel: Bijdrage van open en online onderwijs aan het campusonderwijs
Sprekers: Martijn Ouwehand (TU Delft), Ria Jacobi (Hogeschool van Amsterdam)
Zaal: Diamond ll
This presentation was given together with Marjon Baas.
To gain more insight into practices of reuse of open learning materials, a survey study has been conducted in two different settings: 1) within a Bachelor program for ICT offered within one institution and 2) in a national Community of Practice on Bachelor of Nursing.
A total of 74 teachers responded on the survey for ICT and 118 teachers for Nursing. An overview of results:
Learning materials most used (overall)
Nursing: Slide decks, assignments, video; ICT: Assignments, slide decks, video
Learning materials most reused as-is (relative)
Nursing: Papers, video, 3rd party courses; ICT: Papers, digital books, digital tools (e.g. online coding environment)
Learning materials most reused with adaptations (relative)
Nursing: Courses from colleagues, slide decks, assignments; ICT: Courses from colleagues, 3rd party courses, slide decks
Learning materials created with no or limited reuse (relative)
Nursing: Tests, games, slide decks; ICT: Tests, assignments, slide decks
Chi-square tests have been executed to find out if observed differences on the use of learning materials are statistically significant. These tests revealed that reuse is significantly more common among teachers in ICT than in Nursing. Furthermore, significant differences were found in the types of learning materials used by teachers in the two settings. Possible explanations for these results as provided by participants during a presentation are differences in pedagogy, different demands from society on the programs and ICT professionals being more accustomed to reuse. Additional research is needed to explore these differences.
In the coming months, we plan to execute the survey within several Universities of Applied Sciences across different disciplines to gain more insight in the extent and the different types of reuse. The results can be used to provide more tailored support to teachers on adoption of OER. In the presentation we will report and discuss the results of this study.
Bijdrage van open en online onderwijs aan het campusonderwijs - Martijn Ouweh...SURF Events
Dinsdag 11 november 2014
Sessieronde 3
Titel: Bijdrage van open en online onderwijs aan het campusonderwijs
Sprekers: Martijn Ouwehand (TU Delft), Ria Jacobi (Hogeschool van Amsterdam)
Zaal: Diamond ll
This presentation was given together with Marjon Baas.
To gain more insight into practices of reuse of open learning materials, a survey study has been conducted in two different settings: 1) within a Bachelor program for ICT offered within one institution and 2) in a national Community of Practice on Bachelor of Nursing.
A total of 74 teachers responded on the survey for ICT and 118 teachers for Nursing. An overview of results:
Learning materials most used (overall)
Nursing: Slide decks, assignments, video; ICT: Assignments, slide decks, video
Learning materials most reused as-is (relative)
Nursing: Papers, video, 3rd party courses; ICT: Papers, digital books, digital tools (e.g. online coding environment)
Learning materials most reused with adaptations (relative)
Nursing: Courses from colleagues, slide decks, assignments; ICT: Courses from colleagues, 3rd party courses, slide decks
Learning materials created with no or limited reuse (relative)
Nursing: Tests, games, slide decks; ICT: Tests, assignments, slide decks
Chi-square tests have been executed to find out if observed differences on the use of learning materials are statistically significant. These tests revealed that reuse is significantly more common among teachers in ICT than in Nursing. Furthermore, significant differences were found in the types of learning materials used by teachers in the two settings. Possible explanations for these results as provided by participants during a presentation are differences in pedagogy, different demands from society on the programs and ICT professionals being more accustomed to reuse. Additional research is needed to explore these differences.
In the coming months, we plan to execute the survey within several Universities of Applied Sciences across different disciplines to gain more insight in the extent and the different types of reuse. The results can be used to provide more tailored support to teachers on adoption of OER. In the presentation we will report and discuss the results of this study.
The butterfly effect: how connecting digital learning materials to the constr...Robert Schuwer
On 1 January 2019, an ambitious program took off to boost innovation of Higher Education in the Netherlands using ICT. The shared ambitions of this program are: better connection to the job market, making education more flexible and learning smarter and better by using technology. The program is divided into 7 areas (zones. In each zone, institutions of HE cooperate to realize these ambitions.
One of the zones is called “Towards digital (open) educational resources”. In this zone, 7 universities and 2 UoAS collaborate to realize the ambition that in 2023, HE institutions in the Netherlands are able to offer teachers and learners the opportunity to determine and use an optimal mix of learning resources. To accomplish this, a.o. improving the technical and organisational infrastructure and enhancing an open infrastructure seamless and transparent with a more closed one is needed. Stimulating the use of open resources is part of the ambition, but open is not considered a dogma in the optimal mix. This is an important difference compared to other programs aiming at stimulating sharing and reuse of OER, treating openness in isolation with non-open resources. We believe that this difference, together with taking the educational vision of the teacher as starting point will widen adoption of open sharing and reuse.
For 2019, the main activity of this zone is to conduct research into the ways students and teachers determine their optimal mix of learning resources and the underlying principles. The results will be the basis for the zone activities in the remaining time of the program. Other activities in 2019 comprise improvements to the available national technical infrastructure and creating awareness among teachers about the opportunities of open pedagogy and open educational practices. In the presentation we will report about the activities and the results of the research.
4. Doelgroepen van open education
https://www.surfspace.nl/artikel/955-wie-zijn-de-doelgroepen-van-open-educational-resources/
Bedrijfsleven
NVAO
...
5. De student als doelgroep
VAN NAAR
formeel ingeschreven
studenten op de campus
self learners op het
wereldtoneel
6. De docent als doelgroep
VAN NAAR
producent of consument producent, consument en/of
content curator
7. De onderwijsaanbieder als doelgroep
VAN NAAR
instellingen voor hoger
onderwijs als aanbieder
van totaalpakket
Specialisme op deel van het
totaalpakket (unbundling)
8. De overheid als doelgroep
VAN NAAR
Min of meer passief
ontwikkelingen volgen
Actief via nationale
programma’s en wetgeving
bevorderen van open education
9. De werkgever als doelgroep
VAN NAAR
werkgevers als afnemer
van door hoger onderwijs
bepaald aanbod
werkgevers als afnemer van zelf
bepaald of zelf samengesteld
aanbod
11. Mogelijkheden
• Verbetering kwaliteit
- Meer maatwerk
- Andere onderwijsvormen
• Grotere efficiëntie
- Niet wiel uitvinden
• Grotere toegankelijkheid
• Profilering
• Betere toegang tot kennis voor iedereen
Overheids
verantwoordelijkheid
12. Studenten en docenten aan diverse
colleges in de USA vinden open
leermateriaal van tenminste dezelfde
kwaliteit als die van commerciële
materialen, maar gebruik van open
leermateriaal levert hen significante
besparingen op.
Bron: http://www-jime.open.ac.uk/article/2013-04/html
Bron foto: http://www.flickr.com/photos/68751915@N05/
21. Ervaringen
• Kwaliteit, kwaliteit, kwaliteit
• Ontwikkelen gebeurt in groepen
• Betrekken van stakeholders: belangrijk maar lastig
• Infrastructuur nuttig
• Ontwikkelen leermaterialen is niet iedereen gegeven
• Bottom-up en top-down moet in balans aanwezig zijn
• Delen is geen vanzelfsprekendheid