Webinar REC:all

Editor's Notes

1. Introduce ourselfs, plus questions and answers at the end of this webinar.
2. In the project OASis we worked on the development of didactical scenario’s and we focussed on the technological and organisational aspects as well. For the pedagogical part this model is developed, where the 22 case studies are brought in. You see 3 categories: Online lectures, weblectures with interaction and the instruction weblectures. In this webinar we will select 3 best practices, each in every category.
3. We start with “Live Feedback”, a case study from Tilburg University, by Bob van den Brandt.
4. Bob works with Knowlegde clips. These are short video fragments where a theory or model is explained by a teacher visually supported with pictures, statistics,, and text.
5. Bob works with Knowlegde clips. These are short video fragments where a theory or model is explained by a teacher visually supported with pictures, statistics,, and text.
6. Here you see a knowledge clip in combination with webtasks
7. Here you see a knowledge clip in combination with webtasks
8. Students will get feeedback immediately
9. Students will get feeedback immediately
10. After the exams the teacher is giving feedback to the students by a weblecture
11. In the OASis project we focussed on the live feedback actions in combination with a weblecture.
12. In the OASis project we focussed on the live feedback actions in combination with a weblecture.
13. In the OASis project we focussed on the live feedback actions in combination with a weblecture.
14. Stimulate students to active learning during the course (in stead of studying at the end). By active learning hopefully deeper learning and better understanding. Using weblectures for web tasks in stead of students passively watching a snippet. Saving time by preventing to much double individual questions. Let students learn from mistakes from others (live session after exam). 1 feedback session per web task is stead of feedback per student.
15. Better exam preparation – How good do I understand the course content? Confidence Feeling of commitment en personal contact.
16. Now we will go to de next case study, the one in the enriched environment
17. When teachers often pinpoint to learning objects on the web, then it’s worth to think about an enriched weblecture. Here you see that students have to click to much to deepen their knowlegde.
18. When teachers often pinpoint to learning objects on the web, then it’s worth to think about an enriched weblecture. Here you see that students have to click to much to deepen their knowlegde.
19. When teachers often pinpoint to learning objects on the web, then it’s worth to think about an enriched weblecture. Here you see that students have to click to much to deepen their knowlegde.
20. An enriched environment works better, for the students, but also for the teacher.
21. An enriched environment works better, for the students, but also for the teacher.
22. An enriched environment works better, for the students, but also for the teacher.
23. An enriched environment works better, for the students, but also for the teacher.
24. Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
25. Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
26. Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
27. Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
28. Enriching weblectures is not to difficult. A teacher has to log in into a webtool. The recorded lectures will appear. Chooses one, and enrich them with new or extented content. Publish and that’s it.
29. Referred Text or Video content directly available for interested students. This variant is the best match for teachers who often refer to extra content. No extra clicks needed. Teacher stimulates to look at other resources and not only at the weblecture. Students who a highly motivated or talented need a higher challenge with extra content (exercises, text or video resources), but also underachievers can benefit from extra content. Even an instruction weblecture can be an enrichement of another weblecture.
30. Variety in content (video, text, exercises) for students with different learning styles . Direct link with the library (so they know what is available for free). Less time consuming then searching. No need to click to another learning environment and search the right resource. Prikkelen nieuwsgierigheid door extra bronnen direct in beeld.
31. More clicks on extra content in the enriched environment in comparison to content on Blackboard (external virtual learning environment)
32. The last example will focus on the instruction weblecture.When you see an instruction clip, you will probably make a connection to knowledge clip, and that’s correct, but in a instruction clip the focus is more on the development of skills.
33. Like our theacher in the field of “ statistics”, has 1200 students, with a lot of questions about SPSS. The programme students have to work with for the processing and analyzing of data. In face to face lectures most of the time was spending on anwering questions about h SPSS and not about statistics.
34. So Micha started with the creation of 63 instruction clips, where he explained all the steps students have to understand about SPSS.
35. More time for substantive problems in stead of technical instructions. Usefull for reuse of clips. Also for other courses in the university One hour production time per clip
36. Mogelijkheid om playlist te maken