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Good Practice: site 2014
Tijmen Schipper
T.Schipper@Windesheim.nl
Peter Borgman
P.Borgman@Windesheim.nl
Windesheim University of Applied Sciences
Teacher Training Academy, Educational Sciences
Good practice
All information in one 'Silverpoint' (less 'clicks')
Weekly format
Short video guide (1min)
Objectives
Course content / literature
Assignments
Every course starts with a video introduction
Flipped Classroom
Results?
Amount of students started:
N=600 (2010)
N=525(2013)
Pass rate (first attempt):
Before: 41%; av. score 5.2 (2010)
After: 69%; av. score 6.6 (2013)
Student satisfactory (N=207)
- Overall grade (1-10): 7.8
- Course content (5-scale Likert): 4.2
- Formative ass. (5-scale Likert): 3.8
- Use more often (5-scale Likert): 4.3
Questions?
Online conditions
Formative assessment: teacher guidance
Formative assessment: student results
Access rate
Av. score
Active status
Course topics (4)
Structure
Transparent environment
Cognitive load
Keep it simple
Good practice:
Two roads:
traditional curriculum vs. innovation
Differentiate using ICT-driven formative assessment.
21st century skills
Project-based Learning
Time-on-task: Question-based
Complex tasks & skills
Higher Order Thinking Skills
“Two roads diverged in a wood, and I - I took the one less traveled by. And that has made all the difference.” (R. Frost, 1874-1963, The Road Not Taken)
Teacher Presence
Off-campus
On-campus
Social Presence
synchronous learning
vs.
asynchronous learning networks
(Blended)
Learning process
Cognitive presence
Content and challenging
Presence
(e.g. Garrison, Anderson, Archer)
http://www.blendedbywindesheim.nl/url/site
Blended Learning:
vision, framework, act...
Divisions:
Business, Media and Law
Healthcare & Social Work
Engineering & ICT
Human Movement & Education
On-campus education
E-learning & Blended Learning
Distance education