Lunchsessie social learnig platform
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Presentatie Lunchsessie bij Bright Alley gehouden op 17 mei 2011 door Luuk Terbeek, Marijn Jenné en Job Bilsen
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Lunchsessie social learnig platform
- 1. Lunchsessie Social Learning Platforms Social learning? dinsdag 17 mei 2011 Luuk Terbeek, Marijn Jenné, Job Bilsen
- 3. Wat is leren? Formeel vs. Informeel
- 4. Social Learning? Onderschrift [ Font: Georgia. Lettergrootte:9. Kleur: groen (R: 118 G:192 B:68)] Afbeeldingen hebben een lichte outline en een schaduw.
- 9. 5 ontwerpprincipes 1. Benoem abassadeurs 2. Beloon participatie 3. Intuïtieve interfaces 4. Take the road most travelled 5. Ontwikkel snel en vaak
- 10. Game Layers 1. Progression 2. Appointments 3. Influence & Status 4. Communal Discovery
- 11. Het resultaat?
- 14. Oplossingen – Holland Casino
- 15. Oplossingen – KPN Connect
- 16. Moodle 2.0: My home, Messages, Forums, Comment Block
- 19. Mahara – 3 stappen
- 20. Mahara – Feedback & Watchlist
- 21. Mahara - View
- 22. Bright Alley Moodle gebruikers
- 25. Kaltura
- 27. Elgg (Social Networking Software)
- 29. Yammer
Notas del editor
- 17/05/11
- W elkom en wie is wie? Turven op social media type
- 17/05/11 F ormele training werkt lang niet altijd, veel inverstering weinig rendement (bronnen) Het nieuwe leren
- 17/05/11 Leren is niet bepaald populair, Het systeem ook niet maar het delen van ervaringen… (en kennis…)
- 17/05/11 L eren in organisaties verandert
- 17/05/11 Oplossing kan liggen in combinatie formeel en informeel: Social Learning. Lerende krijgt zelf mogelijkheid input te geven aan de leercommunity.
- Combinatie van verschillende vormen van leren waarin de lerende zijn eigen leerproces bepaalt. @Erik 17/05/11
- 17/05/11 Oplossing kan liggen in combinatie formeel en informeel: Social Learning. Lerende krijgt zelf mogelijkheid input te geven aan de leercommunity.
- 17/05/11 Oplossing kan liggen in combinatie formeel en informeel: Social Learning. Lerende krijgt zelf mogelijkheid input te geven aan de leercommunity.
- 17/05/11 Oplossing kan liggen in combinatie formeel en informeel: Social Learning. Lerende krijgt zelf mogelijkheid input te geven aan de leercommunity.
- 17/05/11 Oplossing kan liggen in combinatie formeel en informeel: Social Learning. Lerende krijgt zelf mogelijkheid input te geven aan de leercommunity.
- Van onbewust onbekwaam naar bewust bekwaam in een Social Learning Platfom 17/05/11
- 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. 2006 In 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 goals An 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 2005 An 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 . 17/05/11
- 17/05/11 Oplossing kan liggen in combinatie formeel en informeel: Social Learning. Lerende krijgt zelf mogelijkheid input te geven aan de leercommunity.
- 17/05/11 Oplossing kan liggen in combinatie formeel en informeel: Social Learning. Lerende krijgt zelf mogelijkheid input te geven aan de leercommunity.