Note: opinion on education issues in Flanders, only available in Dutch.
Vlaamse technologietoppers zoals Saskia Van Uffelen (CEO Ericsson BeLux en Digital Champion België) en Peter Hinssen dweilen het land rond met presentaties over de disruptie die we binnen het onderwijs mogen (of zouden moeten) verwachten. Maar hoe dicht staan we bij die Uberification van het onderwijs wat bijvoorbeeld blended learning betreft?
Twee ‘denkers’ (Georges Van der Perre en Jan Van Campenhout) – heren met grijze haren – schreven er in opdracht van de Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunsten een ‘standpunt’ (nr. 34) over : ‘Hoger onderwijs voor de digitale eeuw‘. Eerder verscheen bij diezelfde KVAB al de zeer lezenswaardige uitgave (Standpunten nr. 33) ‘Higher education in the digital era. A thinking exercise in Flanders‘ op basis van het denkwerk van de Engelse professor Diana Laurillard en onze naar Zwitserland uitgewezen Waalse topwetenschapper Pierre Dillenbourg.
In het eerstgenoemde document zijn vooral de aanbevelingen aan het einde interessant. Wat vooraf gaat is helaas een beetje ‘rommelig’. Er wordt ook amper verwezen naar recent Vlaams onderzoek. Beetje jammer gezien het grote aantal doctoraten die de voorbije jaren over blended learning geschreven zijn aan de verschillende Vlaamse universiteiten. Soit.
De aanbevelingen van de denkers: Continue reading “Hoger onderwijs in de digitale eeuw. Is de Uberification nabij?”
Note: Please consider also reading the previous posts where I tackled the conceptual framework of learning paths and tested these ideas against the traditional LMS.
I was able to try out the Curatr MOOC software by HT2. They organised a free MOOC, explaining their vision on social learning. In addition all participants were offered the opportunity to create their own MOOC.
Can we compare learning paths within a traditional LMS with the learning steps within Curatr?
The screenshot above shows that we can compare learning paths within an LMS with the learning steps within Curatr (see the green line under each object).
Can we use software such as Curatr to benefit from the new learning path design you described in the previous post?
The software I’m looking for needs to help us in our effort to tackle the diverse student inflow, while Curatr is used by companies to train employees via social learning. So it wouldn’t be fair to compare both learning environments. However, I made the following remarks using Curatr:
- The learning paths are still sequentially structured, but without the static designs and non-dynamic user-experiences we experienced in our LMS.
Curatr – LMS: 1 – 0
- The content is still structured by the teacher, the system unfortunately doesn’t allow students to add their own content.
No extra points
- In my experience, a big plus is the fact all learning objects can be discussed and receive likes at the object level. Adding annotations would make it even better.
Curatr – LMS: 2 – 0
- In addition, I found Curatr to be very easy to work with, as an administrator and as a student.
Curatr – LMS: 3 – 0
- The biggest advantage in favor of Curatr are their MOOC wranglers (or facilitators).
Curatr – LMS: 4 – 0
I enjoyed playing with Curatr and was able to re-use the learning objects I created within my own teaching. And even better: I obtained my first CPD certificate of achievement.
I’m enrolled in a MOOC where we are encouraged to reflect upon questions such as: “What’s the biggest design challenge that you have ever faced? Did you overcome it? How? “
I have experience with design projects on two educational levels: secondary education and higher education. My experience with both levels is more or less the same: a design challenge is usually not the problem, the barriers on the teacher and the school level are much harder to overcome.
My most ambitious design challenge was undoubtedly the research I conducted in order to obtain my PhD. We developed a teacher survey to investigate the instructional use of LMS (Learning Management Systems) in secondary education. Based on these results, we designed learning paths and examined in two quasi-experimental studies whether gender, group composition (collaborative learning) and the way learning paths are designed and implemented, have an impact on learning outcomes. To complete the circle, my last study reported on teacher perceptions of learning path usage within the LMS.
In short (my complete dissertation can be downloaded here), we faced some design challenges, but those were rather easy to overcome. However, we also identified clear barriers at both the school and the teacher level, and they were out of my league. More specifically, the lack of a reliable and accessible ICT infrastructure, the unavailability to the teacher of qualitative technical and pedagogical support and the underinvestment in professional development (resulting in low levels of teacher related ICT competencies), were frequently reported as essential factors hindering ICT-usage in the classroom.
Higher education: Continue reading “What are the biggest design challenges you faced? #OutstandingMOOC”
Last week I enrolled as a participant in the following MOOC (Massive Online Open Course): How to create an outstanding MOOC (more information). I didn’t plan to get involved in another MOOC, basically cause I’m short on time (well, who isn’t?). However, I changed my mind because the organiser isn’t Coursera this time, but HT2, the company behind the Curatr platform. And, best of all, all participants receive the opportunity to create their own MOOC within the Curatr platform.
One of the questions we need to reflect upon is “are blogs a great reflection tool?”.
My answer is Yes and No. Continue reading “Are blogs the best reflecting tool within a MOOC? #OutstandingMOOC”
This article describes what Moocs are and how they impact education. Unfortunately, this article is only available in Dutch.
Het artikel over Moocs, verschenen in de trendrubriek van het bibliotheektijdschrift Meta, beschrijft kort wat Moocs inhouden, de stand van zaken in het onderwijs en hun relatie tot bibliotheken.
Het artikel is auteursrechtelijk beschermd, gelieve dit te respecteren en als volgt te citeren:
De Smet, C. (2013). MOOCs zetten e-leren in de schijnwerper. Meta, 2013 (9), p.30.