Strijker, A. (2002, April 03). Reuse And Metadata In Practice

HNPa berritu behar zuzendariei aurkezpena20090604

HNPberritzekoLanakMintegietanAurkezteko

Het Kempens stilteplatform is voor de deelnemers nog steeds een plek voor ontmoeting en uitwisseling en een bron van inspiratie. Blijvend inzetten op sensibilisatie en stiltebeleving is belangrijk en samenwerkingen stimuleren over sectoren heen is nodig. Tenslotte hield men een pleidooi om op intergemeentelijk niveau verder samen te werken rond ruimtelijke ontwikkeling om zo gebieden die stilte, rust en ruimte kunnen bieden te vrijwaren. Benieuwd naar de stiltewerking in vogelvlucht? Die vind je hier.

Hnp Berritu Behar Zuzendariei Aurkezpena

Plantilla Db

Gantt Chart

kolmnurk

Vaccines for-preventing-influenza-clinical

rubenroa

160222 Stilteplatform Oud-Turnhout

Vormingplus Kempen: projecten en activiteiten

Diagnostikoaz2 irakurri interpretatuondorioakatera_13

De smultuin

Strijker, A. (2008 06 03). Workshop Inrichten Van Surfgroepen Voor Projecten

Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulatio...

Hnp berritu behar. Zuzendarientzako aurkezpena

HNPBeritzekoLanakIkastetxeanAurkezteko

God Exists

antso

Guia autoevaluacion

Jules Sancho

Liesbeth De Winter (FOV) over het nieuwe decreet op lokaal cultuurbeleid

Destaque (20)

Ejemplo

Zorionak09

HNPa berritu behar zuzendariei aurkezpena20090604

HNPberritzekoLanakMintegietanAurkezteko

Hnp Berritu Behar Zuzendariei Aurkezpena

Plantilla Db

Gantt Chart

kolmnurk

Vaccines for-preventing-influenza-clinical

160222 Stilteplatform Oud-Turnhout

Vormingplus Kempen: projecten en activiteiten

Diagnostikoaz2 irakurri interpretatuondorioakatera_13

De smultuin

Strijker, A. (2008 06 03). Workshop Inrichten Van Surfgroepen Voor Projecten

Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulatio...

Hnp berritu behar. Zuzendarientzako aurkezpena

HNPBeritzekoLanakIkastetxeanAurkezteko

God Exists

Guia autoevaluacion

Liesbeth De Winter (FOV) over het nieuwe decreet op lokaal cultuurbeleid

Semelhante a Strijker, A. (2002, April 03). Reuse And Metadata In Practice

Strijker, A. (2002). Teletop Techniek En Didactiek

Strijker, A. (2003 03 12). Standards For Re Use In Practice For

References and bibliographic management within Moodle

guest354b520

Towards educational resource cloud

Mart Laanpere

Strijker, A. (2004 11 27). Lcmss

IL Group (CILIP Information Literacy Group)

Opening up MOOCs for OER management on the Web of linked data

Gilbert Paquette

The Learning Federation, Taiwan Roundtable X10

Jane Finnis

Moodle @ Purchase

Keith Landa

James, Robertson & Bell - Why, why, why DELILA? A project to promote the open...

Overview of the ASPECT Project

David Massart

Leeuwenhof Webdevelopment

Wilna Smith

KnowledgeNET conference 2010

Paul Seiler

Collaborative km-from-seci-model-tiim

amooool2000

Collaborative km-from-seci-model-tiim

amooool2000

Iadis2013 linti Integrando y Metadateando OER en cursos de informatica

Javier Diaz

Capturing of Information about Knowledge Document and Learning Resource Usage

Christoph Rensing

Constructing a Learner Centric Semantic Syllabus for Automatic Text Book Gen...

Aliabbas Petiwala

Content is created throughout the organization by different functions on different schedules, with different tools, and by different processes. The result is redundant information that is out-of-date, inconsistent, unfindable, and often doesn’t align with business goals or customer needs. This happens throughout the enterprise and most companies have no idea of the magnitude of the problem. The challenge is figuring out how to move toward a global information experience. This webinar looks at key factors such as: * understanding the unique value content from each function provides * the need to understand the customer’s perspective * the role of information architecture * the link between standardization and quality * use of a common operating model to lower costs

Envisioning the Global Information Experience

dclsocialmedia

2010 SUNY Freedonia Teaching and Learning conference - "Universal Design for Learning: Accessible and Assistive Technologies to Enhance Student Learning" Session description: Over the past 18 months, Purchase College has migrated from Blackboard to Moodle for our campus learning management system. Our decision was partially driven by the lower total costs for Moodle as an open source product and our desire to avoid the risks and lack of control associated with commercial applications. Our primary consideration however was that Moodle provides a pedagogically stronger learning platform, and its openness allows us to integrate it with other learning applications that faculty would like to use to promote student engagement. This session will focus on the pedagogical aspects of Moodle as a learning platform. We will briefly discuss the process and findings Purchase College used to develop a consensus among faculty, students and technology staff to switch to Moodle. Participants will then spend the bulk of the session in a directed exploration of the diverse learning activities in Moodle that promote student engagement and learning, to facilitate discussion of how Moodle compares to ANGEL and Blackboard. We will examine examples of how Moodle’s open architecture allows it to integrate with external Web 2.0 applications, and finally discuss options for no-cost hosted Moodle solutions that will allow participants to evaluate Moodle for their campuses.

Moodle: using an open learning management system to support student learning

Keith Landa

This work describes the application of semantic wikis in distant learning for Semantic Web courses. The resulting system focuses its application of existing and new wiki technology in making a wiki-based interface that demonstrates Semantic Web features. A new layer of wiki technology, called “OWL Wiki Forms” is introduced for this Semantic Web functionality in the wiki interface. This new functionality includes a form-based interface for editing Semantic Web ontologies. The wiki then includes appropriate data from these ontologies to extend existing wiki RDF export. It also includes ontology-driven creation of data entry and browsing interfaces for the wiki itself. As a wiki, the system provides the student an educational tool that students can use anywhere while still sharing access with the instructor and, optionally, other students. Lloyd Rutledge and Rineke Oostenrijk. Applying and Extending Semantic Wikis for Semantic Web Courses, In: Proceedings of the 1st International Workshop on eLearning Approaches for the Linked Data Age (Linked Learning 2011) at the 8th Extended Semantic Web Conference (ESWC 2011), Heraklion, Greece, May 29th, 2011. http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-717/paper9.pdf

Applying and Extending Semantic Wikis for Semantic Web Courses

Open University in the Netherlands

Semelhante a Strijker, A. (2002, April 03). Reuse And Metadata In Practice (20)

Strijker, A. (2002). Teletop Techniek En Didactiek

Strijker, A. (2003 03 12). Standards For Re Use In Practice For

References and bibliographic management within Moodle

Towards educational resource cloud

Strijker, A. (2004 11 27). Lcmss

Opening up MOOCs for OER management on the Web of linked data

The Learning Federation, Taiwan Roundtable X10

Moodle @ Purchase

James, Robertson & Bell - Why, why, why DELILA? A project to promote the open...

Overview of the ASPECT Project

Leeuwenhof Webdevelopment

KnowledgeNET conference 2010

Collaborative km-from-seci-model-tiim

Iadis2013 linti Integrando y Metadateando OER en cursos de informatica

Capturing of Information about Knowledge Document and Learning Resource Usage

Constructing a Learner Centric Semantic Syllabus for Automatic Text Book Gen...

Envisioning the Global Information Experience

Moodle: using an open learning management system to support student learning

Applying and Extending Semantic Wikis for Semantic Web Courses

Mais de Saxion

Samenwerking in CoPs Kennisdeling binnen Saxion – Allard Strijker (Saxion) – ...

Fisser strijker (2019 12-07) ivlp a future-proof curriculum with digital lite...

Strijker a (2019 02-12) expertmeeting (v)mbo

Strijker a, (2019 01-24) digitale geletterdheid in het curriculum van vmbo-sl...

In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.

Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacy

In 2018 the Netherlands started the development of a new curriculum framework for primary, lower and upper secondary education. New themes in curriculum are Digital Literacy, citizenship and a strong focus on 21st century skills. Digital Literacy is defined as a combination of ICT skills, media literacy, information literacy and Computational Thinking. Starting with a vision on a theme such as Digital Literacy and using this vision as a starting point for describing big ideas. For Digital Literacy eight big ideas were described: data and information, safety and privacy, using and controlling, communication and cooperation, digital citizenship, digital economy, applying and designing, and sustainability. Computational Thinking is integrated in each of these big ideas. The underlying framework for Computational Thinking is based on ISTE and CSTA and each big idea is specified as a learning trajectory describing learning objectives leading to a new legal curriculum framework in 2022.

Strijker & Fisser (2019-06-26) A new curriculum for the netherlands including...

Strijker a (2019 05-17-3) computationeel denken VLEVA

Digitale geletterdheid verdiepingssessie curriculum nu | Strijker a (2018 09-19)

This presentation shows the current status for curriculum development for Digital literacy as the whole of ICT (basic) skills, media literacy, information skills, and computational thinking. ICT (basic) skills - able to deal with ICT; Media literacy - conscious, active and critical use of media; Information literacy - search, select, process and use relevant information; Computational thinking - (re) formulating problems so that they can be solved with the computer

Digital literacy and 21st century skills curriculum in the netherlands | Stri...

Digitale geletterdheid is de combinatie van de digitale vaardigheden: ICT-basisvaardigheden, Mediawijsheid, Informatievaardigheden en Computational thinking. In het huidige curriculum is nog te weinig aandacht voor digitale geletterdheid. Als er al aandacht voor is, dan is deze versnipperd en weinig samenhangend. In het onderwijs van de toekomst krijgen digitale vaardigheden een prominentere plaats. Samen met scholen ontwikkelt SLO een doorlopende leerlijn digitale geletterdheid waarin aandacht wordt besteed aan mediawijsheid, informatievaardigheden, computational thinking en ICT basisvaardigheden. Voor elk van de digitale vaardigheden zijn leerplankaders gemaakt, leerlijnen ontwikkeld en passende leermiddelen gezocht.

Strijker a (2017) sbl webinar digitale geletterdheid in het onderwijs

Strijker a (2017 ) workshop terra college digitale geletterdheid in het onder...

Strijker a (2017 ) workshop digitale geletterdheid voor inspiratiedag decanen

Strijker a (2017 ) jonkmanlezing digitale geletterdheid in het onderwijs (lite)

Strijker a (2017 ) instruct digitale geletterdheid in het onderwijs (lite)

Om in toekomstige ontwikkelingen over leerlijnen een eenduidig begrippenkader aan te geven heeft SLO een definitie van leerlijnen geformuleerd op basis van bestaande leerlijnen en discussie met inhoudsdeskundigen op het gebied van leerplanontwikkeling, uitgeverijen en vakverenigingen. De definitie die door SLO (Strijker, 2010 [2] ) wordt gebruikt luidt: Een leerlijn is een beredeneerde opbouw van tussendoelen en inhouden, leidend naar een einddoel. Afhankelijk van de precieze functie, gebruikscontext en doelgroep variëren leerlijnen in de mate waarin implicaties voor verschillende leerplanelementen zijn uitgewerkt.

Strijker, a. (2016) o2 g2 leerlijnen ontwikkelen

Computational thinking is het procesmatig (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om met computertechnologie het probleem op te lossen. Het gaat daarbij om een verzameling van denkprocessen waarbij probleemformulering, gegevensorganisatie, -analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en -gereedschappen.

Strijker, a. (2016) minisymposium computational thinking

Strijker (2018) edusummit 2017 twg 5 site challenges for formative assessment...

Strijker (2018) learning and teaching computational thinking

Digitale geletterdheid in het onderwijs - 21e eeuwse vaardigheden | NOT 2017

Designing learning trajectories for computational thinking | SITE2017