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Wikiwijs, driver for innovation 20110527
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Robert Schuwer
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ESSIE Annual Meeting. 27 mei 2011 Leuven (Belgium).
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As a global society, we are producing data at an incredible rate, fuelled by the increasing ubiquity of the Web, and stoked by social media, sensors, and mobile devices. However, as the amount of produced data continues to increase, so does the demand for practitioners who have the necessary skills to manage and manipulate this data. The European Data Science Academy (EDSA) is looking to bridge the data science skills gap by developing multimodal open courseware tailored to the real needs of data practitioners. The EDSA courseware is implemented as a combination of living learning materials and activities (eBook, online courses, webinars, face-to-face training), produced via a rigorous process and validated by the data science community through continuous feedback.
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This presentation was given together with Marjon Baas. To gain more insight into practices of reuse of open learning materials, a survey study has been conducted in two different settings: 1) within a Bachelor program for ICT offered within one institution and 2) in a national Community of Practice on Bachelor of Nursing. A total of 74 teachers responded on the survey for ICT and 118 teachers for Nursing. An overview of results: Learning materials most used (overall) Nursing: Slide decks, assignments, video; ICT: Assignments, slide decks, video Learning materials most reused as-is (relative) Nursing: Papers, video, 3rd party courses; ICT: Papers, digital books, digital tools (e.g. online coding environment) Learning materials most reused with adaptations (relative) Nursing: Courses from colleagues, slide decks, assignments; ICT: Courses from colleagues, 3rd party courses, slide decks Learning materials created with no or limited reuse (relative) Nursing: Tests, games, slide decks; ICT: Tests, assignments, slide decks Chi-square tests have been executed to find out if observed differences on the use of learning materials are statistically significant. These tests revealed that reuse is significantly more common among teachers in ICT than in Nursing. Furthermore, significant differences were found in the types of learning materials used by teachers in the two settings. Possible explanations for these results as provided by participants during a presentation are differences in pedagogy, different demands from society on the programs and ICT professionals being more accustomed to reuse. Additional research is needed to explore these differences. In the coming months, we plan to execute the survey within several Universities of Applied Sciences across different disciplines to gain more insight in the extent and the different types of reuse. The results can be used to provide more tailored support to teachers on adoption of OER. In the presentation we will report and discuss the results of this study.
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On 1 January 2019, an ambitious program took off to boost innovation of Higher Education in the Netherlands using ICT. The shared ambitions of this program are: better connection to the job market, making education more flexible and learning smarter and better by using technology. The program is divided into 7 areas (zones. In each zone, institutions of HE cooperate to realize these ambitions. One of the zones is called “Towards digital (open) educational resources”. In this zone, 7 universities and 2 UoAS collaborate to realize the ambition that in 2023, HE institutions in the Netherlands are able to offer teachers and learners the opportunity to determine and use an optimal mix of learning resources. To accomplish this, a.o. improving the technical and organisational infrastructure and enhancing an open infrastructure seamless and transparent with a more closed one is needed. Stimulating the use of open resources is part of the ambition, but open is not considered a dogma in the optimal mix. This is an important difference compared to other programs aiming at stimulating sharing and reuse of OER, treating openness in isolation with non-open resources. We believe that this difference, together with taking the educational vision of the teacher as starting point will widen adoption of open sharing and reuse. For 2019, the main activity of this zone is to conduct research into the ways students and teachers determine their optimal mix of learning resources and the underlying principles. The results will be the basis for the zone activities in the remaining time of the program. Other activities in 2019 comprise improvements to the available national technical infrastructure and creating awareness among teachers about the opportunities of open pedagogy and open educational practices. In the presentation we will report about the activities and the results of the research.
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Presentatie voor de Adviesraad van VO-Content, 6 juni 2018 in Utrecht
Adviesraad VO-Content 6-6-2018
Adviesraad VO-Content 6-6-2018
Robert Schuwer
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Eindsymposium lectoraat OER
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Adviesraad VO-Content 6-6-2018
Adviesraad VO-Content 6-6-2018
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In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of ECOLOGICAL SUCCESSION under the ECOSYSTEM point in this presentation points like ecological succession , types of ecological succession like primary and secondary explain with diagram. Students having deep knowledge about Ecological Succession after studying this presentation.
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christianmathematics
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Wikiwijs, driver for innovation 20110527
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Wikiwijs Robert Schuwer
27 May 2011, Leuven Using OER as Driver for Innovation
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Wikiwijs architecture Wikiwijs
search Standard metadatamodel “ National” harvester Need for structure on Learning objects
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