Deze wil ik jullie niet onthouden:
Stop met 'uitrollen', doe alleen nog pilots! Nieuwe column op nrc.nl: http://www.nrc.nl/carriere/2012/11/12/stop-met-uitrollen/ …
maandag 9 april 2012
Vandaag is de CLT conferentie gestart op de Florida State University in Tallahassee. Kim Anrar en Han Blankert hebben een mooie presentatie gegeven over de toepassing van CLT principes bij Avans Hogeschool. De presentatie is een erg positief ontvangen. Hier alvast een paar foto's en spoedig meer.
woensdag 15 februari 2012
Project kaleidoscope -->> zie vooral ook: http://www.project-kaleidoscope.org/
Hier is al een hoop te vinden :))))
The Kaleidoscope Project brings together eight colleges serving predominantly at-risk students to create course designs using OER. The project partners improve student success by eliminating textbook costs as an obstacle for low-income students. OER also allow faculty to improve Kaleidoscope course designs based on learning results. This session will focus on Kaleidoscope learning communities. The communities, composed of cross-institutional faculty teams, share approaches, expertise, and learning results to create and improve course designs. The communities have reduced barriers to adopting new technologies and approaches. We will share experiences and results and engage participants to share experiences, challenges, and opportunities.Learning Objectives:
- Use faculty learning communities as an approach to support adoption of new technologies and pedagogical approaches
- Understand a model for cross-institutional evaluation of learning results that allows for cross-institutional sharing and collaboration
- Evaluate participation in the Kaleidoscope Project as an approach to address the needs of at-risk students
- student-outcome-centered course designs -->> asked faculty from the various partners to participate, starting from the material they used already
- using best of OER
- with common assessments
- deliver, analyze, improve, share
Student ratings of quality of the created/chosen open texts:
Worse 3%, same 56%, better 41%
students preference for Kaleidoscoop content: very 90% !!
Assessment results increased from 90% to even 141%
Realize cross-institutional collaboration and sharing of learning content en insights
1) modular approach
2) align to learning outcomes (so focus on: what is in it for students)
3) use common summative assessments
Share experiences and specially share the teachers profit!
100% from faculty involved want to continue collaboration
100% from faculty uses the developed OER. They were part in de development. It was nog developed by a small group of others. They were not forced to use it ....
The fact that it was profitable for themselves as well as for there students (results increased) helped a lot!
Birthing Learning communities:
1) cross-discipline communities are powerfull
2) sheared -experiences: deeper connections, accelerated result but wasn't required
3) sharing found a cadence
- face to face meeting as as starting point and in between was very inspiring and helped but they learned that it was not necessary. Virtual collaboration was for most faculty in the project rather natural and was enough to create OER together and even becoming friends.
- Basic in learning communities: it is all about learning amongst each other the right questions !!!! And finding the answers together!
Guiding principle: there is no guidance!!
Zie ook http://opencontent.org/blog/archives/2055.
The University of Notre Dame Academic Technologies group has been experimenting for four semesters with how iPads can be used effectively as a teaching and learning tool. Their staff collaborated with faculty from the Colleges of Business, Law, Arts, and Letters and the Hesburgh Libraries to purchase 50 iPads for this multiyear pilot project. They recruited faculty to offer their students the chance to use tablets as e-readers, as mobile web devices, and for project presentations. Pilot students were issued an iPad prior to the start of the semester and encouraged to use the tablet as much or as little as they chose, both in and out of class.
Based on 16 months of pilot testing, They are close to making recommendations for increasing the use of tablets in teaching and learning applications at the University of Notre Dame.
iPads were very much used for:
using the iPad as eReader was rather successfull. Students were very enthusiastic about this. They used eTextbooks the University made available as eBooks they found themselves.
A lot of students used iPads for 100% of the course readings. For other courses (not in the experiment) this was about 50% (nota been bij dezelfde studenten) and still much more then students who did nog have an iPad.
- CourseSmart (erkende publishers as Pearson, McGraw Hill, etc) publish trough CourseSmart
- Kno : 150.000 titles, we reader, iPad App, evolving rapidly
- iTunes U app is momentarily most in use. They also Work with iTunes U author & iTunes U course manager.
Results survays. See paper "Towards the paperless class"
2) note taking:
Using Stylist helps a lot In making notes. Students fale the "save" button.
Very succellfull application of the iPad.
A lot of usefully tools available. It gets better every day.
Used a lot of mind mapping
It feedback: better then expectedw
Still a lot of Challenges
Limited functionality via the learning management system (Bb, then, now Bb Mobile available)
Supporting faculty needs attention. Faculty involved using iPads nowadays for about everything!
Students more responsive to faculty requests for extra reading and research
Students feed back:
- Battery life
- Social median
- still lots of shortcomings on eRading and making notes at the same time in the eDocuments.
- Note taking
- No "save" button
- Multitasking was not that easy
dinsdag 14 februari 2012
Alan Wolf ea university of Wisconsin-Medison
Dinsdag 14 February 2012: 13:30
Onderzoek onder zowel docenten als studenten
De feitelijke onderzoeks resultaten gingen wat snel voor een goed verslag. Als gevonden voeg ik ze alsnog toe.
Wel enkele dingen alvast om te delen:
Conclusions about faculty:
- data are still relevant - instructors change more slowly than the educational landscape
- need activation to overcome barriers and encourage adoption
- knowing about & valuing resources does not always lead to (proper) use.
What instructors think of student use of resources?
This question always spark debate
For those who would like student use of digital (learning) resources supervised ...... it is to late !!!!!
Students use of digital resources -->> qualitative findings:
- students making far more independent use of digital resources than anticipated
- students desire content that is well organized
Anne Kruse ea; Georgetown University
Dinsdag 14 February 2012: 11:30
Goal: Designing for adaptive reflictive capabilities
-->> How can we create an environment for scaffolding reflective capabilities?
To answer that question they formulated needs:
- adaptive reflections (moving from social to solitary and back)
- iterative workflows ( supporting drafts and feedback)
- emerging relationships (mentor/mentee relations)
So the design began with a wish list
- flexiabel ways for reflection
- tools for building communities
- Integrated assessment tools
- rich social tools
Considering the wish list lead to be able to do four main tasks -->> collect - select - present - assess
The application they wanted had te be able to do this in an integrated way (knowing there were good applications for each of the for main tasks)
They came up with:
Pegasus as an app for building academi, personal and professional ePortfolio's
Ofwel ze zijn zelf aan het bouwen gegaan in hun eigen omgeving.
Bij de demo kwam steeds de naam CCTP ePortfolio
En hier raakten ze me helmaal kwijt in een gedetailleerde uitleg van hun systeem ...... Jammer ... Had toch echt wat anders van deze lezing verwacht .... Had voor mij weinig meer te maken met Social Media !
Janet Zadine, Educational Neuroscientist
Di 14 February 2012; 10:00 uur
Zie voor extra info ook: http://www.brainresearch.us/ (her website)
What is Learning:
- learning is as biological process invented for survival!
- Learning is the formation of new synapses and dendrite branching .... So ... Learning is making connections!! Important is: time, frequency, importance of information to the learner (provoking is a very good strategy concerning the importance for the learner :))) )
The Multiple pathways in the brain that orchestrate learning:
[en let op: de hersenen werken als orkest, ofwel alle 'pathways' werken uiteindelijk samen]
- sensory motor: visual, auditry, speaking and writing, (
- processing time: sing it
- reward/survival: students learn what is important, emotional, novel, meaningful, real life
(experiment met spotted afbeelding ... Hersenen zien onmiddelijk patronen ... En dat is Maar goed ook, Herken je meteen een tijger tussen de bladeren van een struik, nodding om te overleven)
- develop frontal lob ... Gebeurt op basis van stimulating en challenging. Die frontal lob werkt het hardst (en hier komt dan ook de cognitive load het sterkst naar voren). De lob werkt bij: new tasks, higher order tasks, etc.
Important goal is reducing cognitive load: distraction, multi- tasking, paraphrasing, achieving fluency.
- exceptional multiple pathways: hier was ik het even kwijt ....
Learning pathways: no matter of preference it is a matter of brain wiring
- finally: EMOTION IS CRITICAL TO LEARNING! Emotion drives attention en attention drives learning!
Zie ook het werk van James Zull: bijvoorbeeld
The art of changing the brain: enriching teaching by exploring the biology of learning
Door James Ellwood Zull