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Designing An E Course

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Filip Vervenne
Filip Vervenne
Formation
1  sur  23
DESIGNING EFFECTIVE ONLINE TEACHING Filip Vervenne MAD KATHO
Content of this contribution ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Oostende Brugge Torhout Tielt Roeselare Kortrijk Gent
KATHO in Belgium?
KATHO in Europe?
 
[object Object], Each curriculum has his own approach Aantal Bachelor in de agro- en biotechnologie, dierenzorg 63 Bachelor in het bedrijfsmanagement, eventmanagement 56 Bachelor in het onderwijs, kleuteronderwijs 233 Bachelor in het onderwijs, lager onderwijs 357 Bachelor in het onderwijs, secundair onderwijs 135 Bachelor in de maatschappelijke veiligheid 21 Bachelor in de toegepaste informatica 74 Bachelor in de verpleegkunde 39 Bachelor in de vroedkunde 51 totaal 1029
F2F blended No f2F Only online ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
2. EFFECTIVE ONLINE TEACHING…
 
 
 
3. E-BOX ,[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Schematic diagram e-box   1. Learning outcomes Determine -learning objectives -final competences 2. Determine education vision Quickscan -education vision
Quickscan Matrix 1: intended appraoch Student-ownership content lecturer  student Student  lecturer Student  student  lecturer Student  Mentor  lecturer Theoretical knowledge Skills Competence based Reflection
After the quickscan 3. Methodology choice 3.1 Development Based on the ‘quickscan education vision’ suitable concepts for development are selected (=didactics) 3.2 Assessment Based on the ‘quickscan education vision’ suitable concepts for assessment are selected.
e-box? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Concrete approach: ‘e-tools’ ,[object Object],a-synchronic software synchronic software Video-streaming Videoconferencing Wiki Digitale phone Weblog Chat e-mail Online-discussiongroups E-portfolio
4. REFLECTION: characteristics of Effective Online Pedagogy… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Designing An E Course

  • 1. DESIGNING EFFECTIVE ONLINE TEACHING Filip Vervenne MAD KATHO
  • 2.
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  • 5. Oostende Brugge Torhout Tielt Roeselare Kortrijk Gent
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  • 9.
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  • 11. 2. EFFECTIVE ONLINE TEACHING…
  • 12.  
  • 13.  
  • 14.  
  • 15.
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  • 17.
  • 18. Schematic diagram e-box   1. Learning outcomes Determine -learning objectives -final competences 2. Determine education vision Quickscan -education vision
  • 19. Quickscan Matrix 1: intended appraoch Student-ownership content lecturer  student Student  lecturer Student  student  lecturer Student  Mentor  lecturer Theoretical knowledge Skills Competence based Reflection
  • 20. After the quickscan 3. Methodology choice 3.1 Development Based on the ‘quickscan education vision’ suitable concepts for development are selected (=didactics) 3.2 Assessment Based on the ‘quickscan education vision’ suitable concepts for assessment are selected.
  • 21.
  • 22.
  • 23.