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I-HE2020 KU Leuven Practices

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Presentation by Veerle Van Rompaey (KU Leuven)

Publicado en: Educación
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I-HE2020 KU Leuven Practices

  1. 1. KU Leuven practices Veerle Van Rompaey, PhD Faculty of Economics and Business
  2. 2. 2 KU Leuven practices • Micro level – Course level The Great war and Modern Philosophy • Micro level – Programme level ALPACAS • Meso level – Institute level KU Leuven learning lab call
  3. 3. KU Leuven practices The Great war and Modern Philosophy
  4. 4. The Great war and Modern philosophy
  5. 5. “The idea is that the MOOC and the kind of learning experience in the MOOC doesn't replace the offline it just enhances it. It wasn't one replaces the other or makes the other redundant. It is just we can do things in the online which we can't do in the offline. Likewise, we can do things in the offline that we can't do in the online so let's bring them together.” 5
  6. 6. In-class Discussion Lecture F2F Online MOOC Watch video Peer-to-peer assignments Discussion assignments In-depth Lecture Read material CC-BY 4.06 Blended learning wave
  7. 7. KU Leuven practices ALPACAS
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  10. 10. 10 Adaptive Learning Paths for ACtivation and Assessment of Students Goal: Establish active learning in programs at the Faculty of Economics and Business of the KU Leuven (FEB) Problem: • When multiple blended courses and active learning approaches are integrated (e.g. flipped classroom) in one program, this might put a strain on the students, overwhelming them. Moreover, if courses are designed by individuals or teaching teams without coordination at the program level, this may result in increased, possibly high study load (in particular periods). • On the other hand, when students are only taught a limited number of blended courses in a program, students tend to put most effort in these. This leads to an unbalanced study load for the other courses and deficient student learning.
  11. 11. 11 Adaptive Learning Paths for ACtivation and Assessment of Students Focus: Increasing student success by changing/improving programme coherence in all first year courses at FEB Design and Impact: • The ALPACAS project envisions that students carry out a particular amount of active learning tasks each week. These are directed towards achieving the learning goals of the program. • In the initial phase of the project, 4 courses per semester are transformed with an average of 6 formative tests per course. A project manager is appointed in order to aid individual lecturers or teaching teams when designing courses, and to ensure that deadlines and learning activities are aligned across courses. • A board of stakeholders meets every semester to discuss experiences and suggest improvements. In addition, insights gained from learning analytics at the level of the course and the program are documented and shared. Based on this evidence and evaluations regarding student experiences, the study load of the program is adjusted subsequently.
  12. 12. KU Leuven practices KU Leuven Learning lab call
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