dinsdag 12 november 2013

Onderwijsinnovatie met TPACK

Natasa Brouwer en Peter Dekker

Bij hun onderwijsinnovatie maken ze gebruik van TPACK



Bij ontwerp onderwijs wordt verder met assenstelsel: verticale as: student voert regie, docent faciliteert tegenover docent voert regie, student voert uit en de horizontaal as analytische ordening tegenover integratieve ordening.
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Ze hebben boek geschreven: eLearning kookboek

Cookbook ELearningTPACK_CoverHet e-Learning Cookbook – TPACK in Professional Development in Higher Education is een boek dat gebaseerd is op de lessen die de deelnemers aan het MARCHet project geleerd hebben en gaat in op de ervaringen bij het implementeren van TPACK bij verschillende organisaties. Het boek bevat instructies, richtlijnen, tips en ideeën over hoe docenten in het onderwijs ondersteund kunnen worden bij het professionaliseren van zichzelf op het gebied van het (her-)ontwerpen van onderwijs met behulp van TPACK.

De tips zijn niet altijd moeilijk, soms denk je “ja, dat is nogal logisch”, maar vaak zijn het simpelweg ervaringen van mensen die er mee aan de slag zijn gegaan en daarmee waardevol om mee te nemen als je er zelf mee aan de slag wilt.
De elektronische versie van het kookboek is gratis te downloaden (en beschikbaar met een Creative Commons – naamsvermelding licentie – dus je mag ook delen hergebruiken / aanpassen etc. zolang je maar aan bronvermelding doet) via de UvA website.

Tips vanuit de zaal om het professionaliseren van docenten te verbeteren:

1) laat docenten hun eigen casus/uitdagingen/problemen inbrengen

2) ben helder over de doelgroep

3) timing

4) werving

5) doel helder

6) toetsing 

7) support

8) out of the box denken

9) Teaching as you preach

10) benut de studenten.

De dimensies/recepten/ingerienten zoals zij die in het boek beschreven ... Zie het boek!





Bb lunch sessie Flipped Classroom

While flipped classrooms—a model where students watch pre-recorded lectures at home in preparation for the next day’s assignments, then complete “homework” assignments in-class— have gotten a lot of attention recently, many educators have been using this model in some form for a long time.

But “flipping” doesn’t have to be limited to face-to-face classes; it can be done with virtual classrooms, too! Here are five tips to use web conferencing tools to create an engaging and collaborative flipped virtual classroom:

Tip 1: Give Students an Engaging, Informative Video to Watch before the Live Class

The first step to flipping a virtual classroom is the same as when you flip a face-to-face class: create powerful videos that engage students. Use your web conferencing platform to make your video stimulate students asynchronously with the same impact as a synchronous lecture by recording your voice over webcam video, and application-sharing to incorporate PowerPoint presentations and websites.

Students view those videos from desktop computer or mobile devices in advance, and are ready to ask questions and discuss when the live class begins.

Tip 2: Facilitate Peer-to-Peer Learning

Students enjoy learning from each other, and there’s no reason they shouldn’t be able to in a virtual class. Use voice authoring and instant messaging technology to increase student interaction and engagement levels, and create the campus lawn learning experience online. Try incorporating voice discussion boards to enable students to more thoroughly discuss meaning and content.

Tip 3: Incorporate Plenty of Time for Clarification during Class

A key aspect of the flipped classroom model is student access to expertise and help during the synchronous portion of the class. Make the most of moderator tools like the ability for students to raise their hand if they have a question and use emoticons to indicate confusion, to ensure students get their questions answered and they understand and feel comfortable with the material.

Tip 4: Allow Students to Demonstrate their Knowledge.

Empower students to demonstrate their knowledge—that’s that makes it all worthwhile, right? Use whiteboards, public chat and permission-setting to let students reap the fruit of their work the night before and show off what they’ve learned.

For an in-class assignment in the flipped classroom model, try having students create podcastson a topic to simultaneously demonstrate their expertise and create a resource for their peers.

Tip 5: Use Breakout Rooms to Facilitate Small Group Learning Activities

Just like breaking students up into small groups in live classes can spur discussion and collaboration, you should use this technique in virtual classroom settings as well. Be available to guide the learning where needed. Top off the flipped virtual classroom with a main room presentation from each of the groups where they can demonstrate their collaborative knowledge.

Seamless learning

Academic studies define seamless learning in different ways: on one hand there is the very narrow definition of seamless learning meaning the seamless integration of technologies into classrooms (NCS Group)and on the other hand a very broad definition is to obliterate borders between different learning formats, for example the border between formal and informal learning or individual and social learning. Some go even further defining seamless learning as ‘learning wherever, whenever and whatever’ learning (Chan et al. 2006). However, common to most definitions is the aim to support continuous, fluid learning experiences – mainly driven by the learner’s desire to inquire or to investigate. The concept of seamless learning is to make the transitions between the different learning situations and context as smooth as possible. (Looi et al. 2010). 

Mobile devices play an important role in the context of seamless learning. They provide access to the learning environment and grant the whatever, wherever and whenever principle. In the last years, nearly every student has a mobile device like a mobile phone or a tablet computer. The technological evolution continues so that nowadays many mobile phones have smartphones features, comprising a range of web services (dropbox, twitter etc). They are simply small portable computers. Hence, seamless learning also means that the learning environment moves from the desk to portable device (Chan et al. 2006).Wong and Looi provide a useful framework for seamless learning. They based their framework on an analysis of literature about MSL (mobile-assisted seamless learning) published between 2006 and March 2011.  From that analysis, they identified 10 features that characterize the seamlessness of a WMUTE design (Wireless, Mobile, and Ubiquitous Technologies in Education).

The idea behind the MSL framework is to come to a set of characteristics that, when addressed, will result in seamless learning. Wong and Looi listed the following 10 characteristics:

(MSL 1): Encompassing formal and informal learning

(MSL 2): Encompassing personal and social learning

(MSL 3): Across time

(MSL 4): Across locations

(MSL 5): Ubiquitous access to learning resources

(MSL 6): Encompassing physical and digital worlds

(MSL 7): Combined use of multiple device types (tech)

(MSL 8): Seamless switching between multiple learning tasks

(MSL 9): Knowledge synthesis (prior knowledge, new knowledge, multidisciplinary learning)

(MSL 10): Encompassing multiple pedagogical or learning-activity models (facilitated by teachers)

Seamless learning (connecting learning experiences across the contexts of location, time, device and social setting) is moving from research to mainstream adoption. Mobile technologies enable learners of all ages to operate across contexts.

For example: schools allowing students to bring their own devices. Pedagogy is emerging, based on learners starting an investigation in class, then collecting data at home or outdoors, constructing new knowledge with assistance from the software, and sharing findings in the classroom. 


There is also a broader notion of seamless learning arising from connected experience. Our activities online are increasingly matched to our interests: search pages order responses based on previous queries; websites recommend content related to our past viewing. 




The benefits are that personally relevant information may be ready to hand, but the danger is that we may come to believe that our views, preferences and connections are not just the most relevant, but all there is.


Voor praktijkvoorbeeld, zie ook ARLearn (binnenkort in de Apple Store, nu al voor Android beschikbaar).

Zie ook: http://www.learningfrontiers.eu/?q=content/seamless-learning-u-learn


FeedbackFruits; Ewoud de Kok

Essentie van zijn inleiding: het doelgerichte efficiënte studiegedrag dat we met ons systeem uitlokken is funest, want leidt tot situatie waarin studenten niet uit zij. Op leren, maar alleen uit zijn op zo eenvoudig mogelijk met zo weining mogelijk  inspanning zo snel mogelijk studiepunten willen verzamelen (gechargeerd dus).

Als reactie hierop hebben ze verschillen applicaties voor goed onderwijs ontwikkeld: FeedbackFruits zie: https://secure.feedbackfruits.com


Ze willen met de app's die ze maken het onderwijs te verlevendigen en betrokkenheid met opleiding en met elkaar te versterken. Is ook gericht op het gebruiken van elkaars kennis en inzicht om zo ook het gepersonaliseerd leren te faciliteren. Zie vooral ook de app FeedBackFruits.

Grappig: zit uiteindelijk ook heel hoog idealistische drive onder :)) (met grote betrokkenheid met derde werkend en mogelijkheid tot leren voor iedereen)

Keynote Surf onderwijsdag 2013

Claire Boonstra: Transitie onderwijs met open education 

Netwerksamenleving : vaak is het enige dat echt telt is passie en motivatie en gedrevenheid (tot op het bot) .... Je opleiding is snel "achterhaald" ....
... Alles bij elkaar gewoon dun verhaal ... 

Voorbeelden van "Onderwijs van de toekomst"
- Amsterdam Institute for advanced metropolitan solutions
- Knowmads
- think: the Amsterdam school of creative leadership
- MOOCs http://www.mooc-list.com/
- Singularity University (multidisciplinair met elke 3md nieuw curriculum)

Operation Education ... 
doel: kanteling van het onderwijs versnellen van iedereen langs dezelfde lat naar iedereen komt tot bloei

Hoe: 
1 confronteren, reflecteren , dromen
2 alternatieven laten zien
3 iedereen kan een changemaker zijn

Van: visie naar verlangen naar vermogen naar daadwerkelijke verandering/vernieuwing ...

Afbeelding organisatie 'Operation Education':