Viewbrics, de kunst van het 'afkijken'. Vakoverstijgende vaardigheden aanleren met video-verrijkte rubrieken.

Pitch-presentatir over Viewbrics. Viewbrics [ http://www.viewbrics.nl/ ] onderzoekt hoe videovoorbeelden in combinatie met rubrieken gebruikt kunnen worden om vaardigheden te beoordelen. Om complexe algemene vaardigheden onder de knie te krijgen is het belangrijk dat je een concreet en samenhangend beeld hebt van die vaardigheid. Viewbrics beschrijft de verschillende beheersingsniveaus van drie complexe vaardigheden: presenteren, samenwerken en informatiewijsheid. Viewbrics doet dat in tekst en verrijkt die tekstuele rubrics met videovoorbeelden. Zo kunnen leerlingen en leerkrachten hun prestaties vergelijken met de experts en de kunst ‘afkijken’ bij iemand die het al beheerst. Het project werkt samen met een kernteam met leerkrachten en leerlingen uit het voortgezet onderwijs, onderzoekers en experts.NWO (Dutch National Research Council)/NR

The Mind's Eye on Personal Profiles - How to inform trustworthiness assessments in virtual project teams

Rusman, E. (2011). The Mind's Eye on Personal Profiles - How to inform trustworthiness assessments in virtual project teams (Doctoral dissertation). June, 17, 2011, Open University in the Netherlands (CELSTEC), Heerlen, The Netherlands.The central research question of this thesis is: How to inform trustworthiness assessments of virtual project team members in the initial phase of collaboration?There is common agreement that the availability of personal information and the possibility to interact informally at the start of a project accelerates the trust formation process. This goes for face-to-face as well as for virtual project teams. However, there is no shared understanding as to what information is critical for this acceleration and why it is so. Acceleration of the trust formation process is beneficial, as interpersonal trust is one of the key factors influencing performance in face-to-face as well as virtual teams. When little or no trust exists within a team, serious collaboration problems are bound to occur. Virtual project teams experience more problems with interpersonal trust formation than face-to-face teams. This is likely to be due to the diminished availability of information and its computer-mediated character. Once we know what information is important for trustworthiness assessments and why it is so, we could use it for the design of measures to accelerate the formation of interpersonal trust. To investigate the central research question we combined a theoretical (top-down) with a practical, design-oriented (bottom-up) research approach. We concluded our research with an evaluation.Open Universiteit Nederland; SIKS research school (dissertation serie No. 2011-19); Cooper Project (Contract 027073

A comparison of three Open Universities and their acceptance of Internet Technologies

We compare three open universities the Open Universities in the UK (OUUK), the Netherlands (OUNL) and Japan (OUJ). Originating in the modern idea of an Open University each university has developed its own pedagogical model. The OUUK developed Supported Open Learning based on: 1. Distance open learning: allowing ‘learning in your own time’ working on set activities and assignments. 2. Quality resources: printed materials, set books, audio and video and home experiments. 3. Systematic support: provided by course tutors, a regional network of centers, central library and technical support. The OUNL offers ‘supported independent open learning’. Students study at their own time, pace and place. There are no semesters, academic years or student cohorts. Courses are small and most support is built into the materials. OUJ has used television and radio broadcasting for instruction. In addition OUJ uses textbooks, guidance by correspondence, and classes at one of 50 local study centres. Tutor support is not part of the pedagogic model though individualized tutorials are given at the final stage of the student's course of study. Having describe and compare these we examine how these models have responded to the emergence of Internet technologies including Web 2.0 and national circumstances

A pedagogical model for science education through blended learning

Comunicação publicada nas atas da conferência EADTU 2015This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex societal developments such as a changing labour market, high turnover rate of knowledge, and use of technology as a natural part of daily life activities. Another concern was the emergence of new challenges in education, like learning in various authentic contexts and in collaboration with others, in ways that influence the circumstances learners live in. Many of these challenges are related to science and it would be expected that students were interested in science, however the contrary is the case. So, after reviewing the relevant literature and the current trend towards a learner-centred approach, we contend that there is a need to provide a model with which teachers can design science courses with high motivational impact on students. By using today’s flexible, interactive and immersive technologies (mobile, AR, VR) combined with the appropriate pedagogies, we believe it is possible to have students more motivated in science areas (STEM), and expect a more creative response to the world problems that surround them

Key pedagogical and technological factors for effective blended learning design

This is a report by the expert pools of the EMPOWER programme established by EADTU to cover the latest trends and developments in new modes of teaching. New modes of teaching and learning create new opportunities for enhancing the quality of the learning experience in on campus programmes, reaching out to new target groups off campus and offering freely accessible courses nationally or worldwide through the internet. They enhance the quality, visibility and reputation of the institution.Co-funded by the Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio

Developing Rubrics to Assess Complex (Generic) Skills in the Classroom: How to Distinguish Skills’ Mastery Levels?

Many schools use analytic rubrics to (formatively) assess complex, generic or transversal (21st century) skills, such as collaborating and presenting. In rubrics, performance indicators on different levels of mastering a skill (e.g., novice, practiced, advanced, talented) are described. However, the dimensions used to describe the different mastery levels vary within and across rubrics and are in many cases not consistent, concise and often trivial, thereby hampering the quality of rubrics used to learn and assess complex skills. In this study we reviewed 600 rubrics available in three international databases (Rubistar, For All Rubrics, i-rubrics) and analyzed the dimensions found within 12 strictly selected rubrics that are currently used to distinguish mastery levels and describe performance indicators for the skill \u27collaboration\u27 at secondary schools. These dimensions were subsequently defined and categorized. This resulted in 13 different dimensions, clustered in 6 categories, feasible for defining skills’ mastery levels in rubrics. The identified dimensions can specifically support both teachers and researchers to construct, review and investigate performance indicators for each mastery level of a complex skill. On a more general level, they can support analysis of the overall quality of analytic rubrics to (formatively) assess complex skills. Accessed 2,884 times on https://pareonline.net from December 11, 2017 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Developing Rubrics to Assess Complex (Generic) Skills in the Classroom: How to Distinguish Skills’ Mastery Levels?

Many schools use analytic rubrics to (formatively) assess complex, generic or transversal (21st century) skills, such as collaborating and presenting. In rubrics, performance indicators on different levels of mastering a skill (e.g., novice, practiced, advanced, talented) are described. However, the dimensions used to describe the different mastery levels vary within and across rubrics and are in many cases not consistent, concise and often trivial, thereby hampering the quality of rubrics used to learn and assess complex skills. In this study we reviewed 600 rubrics available in three international databases (Rubistar, For All Rubrics, i-rubrics) and analyzed the dimensions found within 12 strictly selected rubrics that are currently used to distinguish mastery levels and describe performance indicators for the skill \u27collaboration\u27 at secondary schools. These dimensions were subsequently defined and categorized. This resulted in 13 different dimensions, clustered in 6 categories, feasible for defining skills’ mastery levels in rubrics. The identified dimensions can specifically support both teachers and researchers to construct, review and investigate performance indicators for each mastery level of a complex skill. On a more general level, they can support analysis of the overall quality of analytic rubrics to (formatively) assess complex skills. Accessed 2,884 times on https://pareonline.net from December 11, 2017 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Pilots with mobile game ‘ELENA goes shopping’

Within the ELENA mobile game pilots we explored the functionality that a mobile phone offers to familiarize children (6-8 years) with a neighbouring, unfamiliar language (German) in a ‘real world context’, in an interactive, playful and independent way, outside the classroom. Another objective was to involve third parties (like parents, grandparents) in the language learning process of the children. We here describe the pilots and results for the ELENA project end report.We would like to gratefully acknowledge the contribution of the ELENA Project, http://www.elena-learning.eu/, projectnr. 515191-LLP-2011-NL-KA2MP, funded by the European Commission's Lifelong Learning Programme (KA2)

Networked professional learning

Sloep, P. B., & Rusman, E. (2013, 27-31 August). Networked Professional Learning. Symposium contribution to N. Pataraia & A. Margayan, Learning Through Networks, Symposium at the EARLI Conference for Research on Learning and Instruction, Responsible Teaching and Sustainable Learning, Munich, Germany.The article argues for the role that networked learning can play in professional development and illustrates this role through processes of trust building