De SURF Onderwijsdagen OWD 2017 My top 3 takeaways

Educational innovation acceleration agenda: evidence-based innovation

voTo my great delight, SURF has drawn up an educational innovation acceleration agenda that was presented at the opening of this day. Not only does the acceleration of the agenda with regard to educational innovation appeal to me, but what I am most pleased about is the fact that it shows that a national research program is being drawn up. As far as I am concerned, this is one of the agenda items for the consultations between NRO, SURF and the research workgroup of the SURF special interest group Blended Learning of which I am co-chair.

Open online education

As far as I am concerned, Blended Learning and Open Online Education are more than adjacent areas. In addition to a well thought design in which f2f activities and online activities complement and preferably mutually strengthen each other, open online education offers countless opportunities to enrich our education and it contributes substantially to the reduction of inventing all kinds of the almost the same wheels. Nicolai van der Woerd (Radboud University) and Marjon Baas (Saxion) explained their research activities on this important subject. Interesting to hear both the attention for policy and teacher professionalization. Kirsten Veelo (SURF) presented the SURF Sharekit which can be integrated within Learning management systems, also with the aim to offer a national database for teachers. Closer collaboration with the SURF SIGs Open Education and Blended Learning is on my list, nice to be able on a day like this to discuss this directly with the people involved, to be continued…

What do you have to do (still) in a class?

Mary Dankbaar (Erasmus University) and Sonja Wagenaar (Leiden University) gave practical answers to this question in the context of flipped classroom. An anthology from their tips and suggestions: vary in teaching methods (both online and f2f), during lectures; room for deepening (conform the higher levels of Bloom’s taxonomy), prepares knowledge clips with assignments, let students practice role play at the f2f meeting, make a case, discuss an article or video in response to in-depth questions, facilitate time for teachers to do develop (or find, see previous paragraph) appropriate  (online) material and last but certainly not least, link the online part to the f2f meetings, sounds like an open door, practice (and theory) shows that this is not so easy. We live (partly) in a beautiful world, one world to understand ….

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