Dit Trendrapport Open Educational Resources 2013 beschrijft de trends op het gebied van open educational resources (OER) en open onderwijs in binnen- en buitenland, geschreven vanuit de context van het Nederlandse hoger onderwijs. Dat gebeurt aan de hand van vijftien artikelen van Nederlandse experts op het gebied van open en online onderwijs. Ook bevat het vijftien korte intermezzo’s met spraakmakende voorbeelden.
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Dit rapport beschrijft de trends in binnen- en buitenland op het gebied van Open Educational Resources. Dat gebeurt aan de hand van twaalf artikelen van Nederlandse experts op het gebied van open leermaterialen in het hoger onderwijs. Ook bevat het rapport twaalf intermezzo’s met spraakmakende voorbeelden.
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Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning. New ideas and concepts about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice supports teachers' technology professional development. Different learning alternatives such as distance learning, workplace learning as well as blended forms of learning will enhance lifelong learning which forces a rethinking of traditional forms of education. However, most institutions for education foster just-in-case learning while new technologies foster just-in-time learning. As a result of new learning perspectives and the potential pedagogical benefits of ICTs in educational contexts, teachers have to learn how to integrate new technologies in teaching and learning. It is recommended that teacher professional development should be situated in multiple learning settings in which learning is teacher-centred. Next to classroom settings and cross-institutional learning communities, virtual learning communities (VCoPs) are a significant source for learning. There is an overlap between the educational values of interned-based learning and social theories of learning such as Lave & Wenger's situated learning theory and Wenger's theory of communities of practice. Drawing upon these theories, offers a perspective on social learning that emphasizes social processes within (V)CoPs where community participants engage in collective learning and knowledge creation. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach. The paper concludes that VCoPs are learning environments since these network-based learning communities push learners to take more control of their learning and provide tasks which are more contextualised and meaningful.
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While the creation and adoption of new technologies has increased in recent years, the educational sector often limits technology use. Despite this, many researchers are convinced of the vital role that technologies can play in learning and teaching. Student Reactions to Learning with Technologies: Perceptions and Outcomes brings together recent research findings about the views and expectations of students when including technologies in their studies. The chapters in this book suggest that the use of technologies in teaching not only makes learning more interesting but also offers possibilities for variations in the learning processes. While this book does not offer irrevocable opinions and definitive views or insights, it provides a useful lens for viewing the world of students and providing insights into the possibilities for accessing and conducting similar research.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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The ‘Dancing with Mathematics’ workshop includes a variety of hands-on educational activities that combine these two seemingly incompatible disciplines through motion-capture technologies. A heterogeneous group of researchers with diverse academic backgrounds and expertise, that collaborate in the HORIZON-WIDERA project ‘TransEET’ (Transforming Education with Emerging Technologies) has: first, extended two digital technologies widely used for mathematics education (GeoGebra and MaLT2) with motion-capture technologies for embodied interaction; and then, co-developed the ‘Dancing with Mathematics’ pilot educational activities connecting dance and mathematics for different grades. In the workshop, participants will have the opportunity to engage in an innovative learning experience of using their bodies to express mathematical concepts for creating dancing animations. The workshop aims to collect feedback from the arts-related community to feed the redesign phase of the resources for the main phase of the TransEET project and discuss sustainable ways to support arts integration in the main body of school disciplines.
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The integrated use of technologies in learning in formal education and training in The Netherlands is far from realized, and there is still a long way to go to reach that goal. But what are the views of students and early career teachers about learning with technologies? This chapter focuses on Dutch research into the expectations and experiences of students and early career teachers as to their views of learning with technologies in education and training. A survey was conducted online, followed by focus group interviews among all groups studied. The most important findings of the research are being presented here. Special attention is given to the use of mobile technologies and the Internet, social networking sites and gaming, bullying, spam and plagiarism, homework and learning, technologies in schools and in learning, motivation of students and the role of teachers.
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This paper introduces the design principle of legibility as means to examine the epistemic and ethical conditions of sensing technologies. Emerging sensing technologies create new possibilities regarding what to measure, as well as how to analyze, interpret, and communicate said measurements. In doing so, they create ethical challenges for designers to navigate, specifically how the interpretation and communication of complex data affect moral values such as (user) autonomy. Contemporary sensing technologies require layers of mediation and exposition to render what they sense as intelligible and constructive to the end user, which is a value-laden design act. Legibility is positioned as both an evaluative lens and a design criterion, making it complimentary to existing frameworks such as value sensitive design. To concretize the notion of legibility, and understand how it could be utilized in both evaluative and anticipatory contexts, the case study of a vest embedded with sensors and an accompanying app for patients with chronic obstructive pulmonary disease is analyzed.
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There is a paucity of recent, formal education research that listens directly to students’ views of learning with technologies. Much of the research that has been conducted has tended to focus on evaluating students’ current experiences within a specific course, or concerned with tangible issues such as frequency of computer use, access to computers and the Internet, and evaluations of technical skill levels. Available research has tended to use quantitative or mixed method approaches, with data collected through surveys using convenience samples, Likert scales and free response questions. These methods are sometimes supplemented with interviews and observations. To establish an understanding of existing research, and to provide a foundation for the chapters that follow, this chapter reviews a selection of studies published since 2005 that collected data directly from students. It is apparent from this chapter that there is room for more formal research that listens to students’ views of learning with technologies.
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Aim: There is often a gap between the ideal of involving older persons iteratively throughout the design process of digital technology, and actual practice. Until now, the lens of ageism has not been applied to address this gap. The goals of this study were: to voice the perspectives and experiences of older persons who participated in co-designing regarding the design process; their perceived role in co-designing and intergenerational interaction with the designers; and apparent manifestations of ageism that potentially influence the design of digital technology. Methods: Twenty-one older persons participated in three focus groups. Five themes were identified using thematic analysis which combined a critical ageism ‘lens’ deductive approach and an inductive approach. Results: Ageism was experienced by participants in their daily lives and interactions with the designers during the design process. Negative images of ageing were pointed out as a potential influencing factor on design decisions. Nevertheless, positive experiences of inclusive design pointed out the importance of “partnership” in the design process. Participants defined the “ultimate partnership” in co-designing as processes in which they were involved from the beginning, iteratively, in a participatory approach. Such processes were perceived as leading to successful design outcomes, which they would like to use, and reduced intergenerational tension. Conclusions: This study highlights the potential role of ageism as a detrimental factor in how digital technologies are designed. Viewing older persons as partners in co-designing and aspiring to more inclusive design processes may promote designing technologies that are needed, wanted and used.
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