Change Your Course - Social Learning
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Presentatie van 21 juni gehouden op Change Your Course; het jaarlijkse seminar van Bright Alley en Human Capital Group
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Semelhante a Change Your Course - Social Learning
Semelhante a Change Your Course - Social Learning (20)
Change Your Course - Social Learning
- 1. Tuesday 21 June 2011 Sociaal leren faciliteren Change your Course 21 juni 2011 Job Bilsen en Luuk Terbeek
- 2. Agenda
- 3. Wat is leren? Formeelvs.Informeel
- 5. Waarmeeleren? Nieuwe technologie veel gebruikt in dagelijks leven, nog weinig in leren… (Daily Divide| Wiley & Hilton II, 2009)
- 8. Nieuwe generatie(Crocetti, 2001) (Senge, 1991) (Simons, 2001).
- 9. Leren op de werkplek & in Social CommunitiesInformal Training: A Review of Existing Data, (Loewenstein and Spletzer, 1994)
- 11. Social Learing Tools Weapon of massdistraction?
- 12. Teaching Paradox
- 14. Alternatieve wijze van beoordelen
- 16. Social Learning? Onderschrift [Font: Georgia. Lettergrootte:9. Kleur: groen (R: 118 G:192 B:68)] Afbeeldingen hebben een lichte outline en een schaduw.
- 17. Voordelen van Social Learning Directewaarde: activities and interactions Potentiëlewaarde: Knowledge capital Toegepastewaarde: verandering in praktijk Gerealiseerdewaarde: Performance improvement Herbepalingwaarde: Redefining success
- 20. Kosten besparen, LEAN learning, Time-to-market
- 23. Proces, Tools,Voorbeelden en Randvoorwaarden
- 24. Corporate learning academy solutions- Class
- 25. Corporate learning academy solutions- Class
- 27. 40 mln gebruikers, 200 landen, 80 talen
- 28. Gebouwd vanuit onderwijs & soc. Constructivistisch gedachte goed
- 29. opleidingenportal (overzicht, uitnodigingen, vastleggen toetsuitslagen)
- 30. toegang tot e-elarningmodules (zelf ontwikkeld of ingekocht)
- 31. monitoring deelnemers (voortgang en resultaten)
- 32. leeromgeving deelnemers (vele vormen voor het delen van kennis)
- 33. gebruikersbeheer (individuele rechten, groepen, rollen, profielen)
- 34. managementrapportages (diverse rapportage voor diverse rollen)
- 36. Moodle (2.0) & Het Nieuwe Leren – Moodle en (levels van) didactiek
- 39. Nederlandstalige Moodle vereniging Ned-Moove
- 41. Forums
- 42. Online users
- 43. Messages
- 44. Comments
- 45. Groepen
- 46. Wiki’s
- 47. Workshop module
- 49. Mahara - opensource e-portfolio system
- 50. Mahara - opensource e-portfolio system
- 52. Watchlist
- 53. Feedback
- 54. Blogs
- 55. Groups
- 56. Forums
- 59. Ontwerpprincipes 2. Beloon participatie 5 1. Benoem abassadeurs 3. Intuïtieve interfaces 5. Ontwikkel snel en vaak 4. Take the road most travelled
- 60. Game Layers 1. Progression 3. Influence & Status 2. Appointments 4. Communal Discovery
- 61. Concepten: Moodle & Gamification
- 62. Wrap Up
- 63. Vragen en contact info @bilsen @luuk_terbeek job.bilsen@brightalley.nl luuk.terbeek@brightalley.nl
Notas do Editor
- 1. Immediate value: activities and interactions> What happened and what was my eperience of it?2. Potential value: Knowledge capital> The potential of (new) formed knowledge capital in terms of eg. new connections (social capital), new gained resources.3. Applied value: Changes in practice> What difference did the participation in a community made to the employees practice. Did they changed the way they do their work?4. Realized value: Performance improvement> Did the changes in practice lead to actual improvement of performance?5. Reframing value: Redefining success> Did social learning contribute to a redefinition of strategies, goals or values? This can be applied on individual, collective and organizational levels.
- Combinatie van verschillende vormen van leren waarin de lerende zijn eigen leerproces bepaalt. @Erik
- An electronic portfolio or ePortfolio is a generic term encompassing as wide a range of types and products as there are reasons for using them. The simplest starting point is to consider an ePortfolio as an extension of the paper based-portfolio, bringing with it the obvious benefit of making a portfolio of evidence portable and shareable anywhere that you have Internet access – "the new generation of the three ring binder" JISC My World Project Final Report, Roberts. 2006In fact, an ePortfolio has a much broader scope as an online collection of reflections and digital Artefacts (such as documents, images, blogs, resumés, multimedia, hyperlinks and contact information). Learners and staff can use an ePortfolio to demonstrate their learning, skills and development and record their achievements over time to a selected audience.There are sound applications for the learner, the teacher, the institution – and sometimes combinations of the three. A teacher and learner for example can be one and the same person, with differing requirements from the same ePortfolio. It can be used to create collections of artefacts to share with fellow students, peers, family and friends, to present to potential employers and to complement applications for research funding. In short, it is an online space from which to manage your life, learning and goalsAn ePortfolio is an ideal tool for meeting the needs of established and emerging pedagogy and approaches to learning.Reflective learning is "..a form of mental processing that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas" HE Academy Guides for busy academics, no 4, Moon 2005An ePorfolio allows for building in reflective activities for learners and staff, through blog functions and the creation of 'Critical incident diaries' in which users reflect on their learning and experiences over a given period or activity. For example, this could be reflections on how a student dealt with a problem, or processed some new information on a given topic. This can become a two way process with a tutor or peer providing feedback via the same diary.It works as a user-centred, personalised learning space allowing the user to shape the way they present themselves to the world. Content and layout can be personalised to create multiple Views which meet the specific, differing or changing requirements of the user. This ties in with one of the key tenets of personalised learning, that students become key partners in the design of learning to suit their needs."Personalising learning involves thinking about knowledge as an active process. Students get to be informed, active participants in their own learning, they contribute to decisions about what learning can work best for them, and they have a much better understanding of how they are progressing."Minister of Education, NZ, 2007.