35 research outputs found
Educational practitioners as designers of seamless learning:Lessons from a seamless learning scenarios design experience
Get PDFIn theory, seamless learning design and research with its focus on bridging gaps in learning across contexts can help formulate answers to educational challenges. The recent mass lockdown due to the Covid-19 pandemic causing education to urgently switch from school-based to online teaching is just one of the many examples in support of design for continuity of learning. In over twenty years of its history, seamless learning has accumulated a substantial body of knowledge of what learning across contexts entails and how bridges across boundaries can be designed. However, seamless learning principles and guidelines to design for continuity of learning with the help of e.g., ubiquitous mobile technologies still need to find their way into educational practice. The study focuses on the outcomes of a hands-on activity in designing seamless learning scenarios. This activity included getting acquainted with the basics of seamless learning and designing a seamless learning scenario. It was part of an event organized for educational practitioners interested in the topic of seamless learning. Analysis of the seamless learning scenarios collaboratively designed during this activity demonstrated that teachers build on inquiry-based learning and problem-based learning paradigms to design learning that combines in-school, out-of-school and online contexts. They were able to include location-based content in school and teacher-led scenarios, however, ideas on the use of mobile technology were still described rather vaguely. Crossing boundaries and removing seams between contexts, did not yet become apparent in these initial teachers’ designs. <br/
DigiTel Pro IO1: Compendium of Good Educational Practices
Get PDFThis compendium contains a selection of practices contributed by the consortium partners that are applicable to various forms of digital education. Although not all practives evolved as direct result of the Covid-19 pandemic, these examples illustrate practices that are applicable to digital education. Many of the practices evolved around engaging students, maintaining and increasing interaction and collaboration. Several practices illustrate innovations in assessment and feedback.It also became clear that not all teachers are of the same opinion what constitutes a good practice: what works for one teacher does not always work for another teacher. This not only depends on domain, but also on experiences and expectations.<br/
DigiTel Pro:A compendium of selected best practice training materials and/or resources for CPD for online and distance learning
Get PDFAssessing learning in MOOCs through interactions between learners
Get PDFThis paper presents a retrospective analysis of learning in a MOOC as recon-structed from the conversations that learners conducted in MOOC group forums while performing the course tasks. A mixed method approach was applied to ana-lyse the quantity and the quality of these conversations. Two activity patterns were distinguished – in groups with higher activity levels, there were more indi-vidual contributions (posts) on more course themes and these contributions were broader spread throughout the course. In high activity groups there was also more interaction between participants, i.e., more questions, answers, explanations and elaborations. The presented study demonstrates how modeling interactions in group forums helps to elicit individual and emerging group knowledge construc-tion and thus supports defining MOOC learning, informs MOOC design and provides insights on how assessing MOOC learning can be automate
Outcomes of the Spring school ‘Learning scenarios in virtual worlds’ Amsterdam, 2 – 5 April 2024
Get PDFThe Erasmus+ project ‘Virtual Worlds for Learning and Teaching Archeology’ in which the University of Bonn, University of Amsterdam (further UvA), Universitet I Oslo, and the Open Universiteit participate, includes a commitment to organize two Spring schools for students. These Spring schools are part of the activities that the project undertakes to address the horizontal priority ‘Addressing digital transformation through the development of digital readiness, resilience, and capacity’ and the priority of stimulating innovative learning and teaching practices. The general aim of the Spring schools is the development of digital skills and competences of students in the emerging field of 3D technology and virtual worlds and digital education. Furthermore, they offer students an opportunity to actively participate in designing education and learn about educational design and working with the affordances of new digital technologies. The focus of the first Spring school is on designing learning scenarios by students and the second Spring school will be devoted to the design of virtual reality environments and 3D models.In 2024 the first Spring school ‘Learning scenarios in virtual worlds’ was organized in Amsterdam, hosted by UvA, with a focus on seamless learning design and virtual environments in teaching. <br/
DigiTel Pro An open access report on the state of art research, innovation and good practices of online and distance education and conclusions related to the COVID 19 context
Get PDFOutcomes of the Spring school ‘Learning scenarios in virtual worlds’ Amsterdam, 2 – 5 April 2024
Get PDFThe Erasmus+ project ‘Virtual Worlds for Learning and Teaching Archeology’ in which the University of Bonn, University of Amsterdam (further UvA), Universitet I Oslo, and the Open Universiteit participate, includes a commitment to organize two Spring schools for students. These Spring schools are part of the activities that the project undertakes to address the horizontal priority ‘Addressing digital transformation through the development of digital readiness, resilience, and capacity’ and the priority of stimulating innovative learning and teaching practices. The general aim of the Spring schools is the development of digital skills and competences of students in the emerging field of 3D technology and virtual worlds and digital education. Furthermore, they offer students an opportunity to actively participate in designing education and learn about educational design and working with the affordances of new digital technologies. The focus of the first Spring school is on designing learning scenarios by students and the second Spring school will be devoted to the design of virtual reality environments and 3D models.In 2024 the first Spring school ‘Learning scenarios in virtual worlds’ was organized in Amsterdam, hosted by UvA, with a focus on seamless learning design and virtual environments in teaching. <br/
Outcomes of the Spring school ‘Learning scenarios in virtual worlds’ Amsterdam, 2 – 5 April 2024
Get PDFThe Erasmus+ project ‘Virtual Worlds for Learning and Teaching Archeology’ in which the University of Bonn, University of Amsterdam (further UvA), Universitet I Oslo, and the Open Universiteit participate, includes a commitment to organize two Spring schools for students. These Spring schools are part of the activities that the project undertakes to address the horizontal priority ‘Addressing digital transformation through the development of digital readiness, resilience, and capacity’ and the priority of stimulating innovative learning and teaching practices. The general aim of the Spring schools is the development of digital skills and competences of students in the emerging field of 3D technology and virtual worlds and digital education. Furthermore, they offer students an opportunity to actively participate in designing education and learn about educational design and working with the affordances of new digital technologies. The focus of the first Spring school is on designing learning scenarios by students and the second Spring school will be devoted to the design of virtual reality environments and 3D models.In 2024 the first Spring school ‘Learning scenarios in virtual worlds’ was organized in Amsterdam, hosted by UvA, with a focus on seamless learning design and virtual environments in teaching. <br/
