Online master in Wageningen: niet eenzaam achter de eigen PC

Onderwijs op maat: MSc Nutritional Epidemiology and Public Health

Dr. ir. MC (Cora) Busstra

Opbouw presentatie

2

Waarom?Onderwijs op

maat

OntwikkelprocesDemonstratie:

didactische principeswerkvormen Opbrengst

In de aanloop naar 2015 NuHuidige ervaringen Toekomst

2015

Wat was

lasti

g?

Aanleiding (1/2): doelgroep

Volledig master program (120 ec), kwalificeert voor PhD

Geaccrediteerd Part-time (4 ipv 2 jaar)

●2 jaar vakken●1 of 2 jaar thesis

and internship Short stay on campus

3

randvoorwaarden

Vragen/uitdagingen

Hoeveel flexibiliteit?

Heterogeniteit (voorkennis)

Resultaat: het curriculum

Year 3 (full-time) or Year 3 & 4 (part-time)• Master thesis• Academic internship

Onderwijs op maat?Wel:• Parttime• Flexibiliteit binnen courses• Tijd/plaats onafhankelijk (asynchroon)

Niet:• Keuze welke vakken (komt wel)• Flexibele roostering (????)

Aanleiding (2/2): eerdere ervaringen

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Online learningClassroom Learning

Blended Learning

Master specialisation‘Nutritional Epidemiology and public health’

(MSc plant breeding)

MOOC

Vragen/uitdagingen

Samenwerkend leren Toepassen Discussiëren Academische vaardigheden

Opbouw presentatie

Waarom?Onderwijs op

maat

ontwikkelproces

2015

Demonstratie:didactische principes

werkvormen

Werkvormen Leeromgeving Modereren Toetsen

Organization Administration Financial

structure Marketing

Werkvormen

Knowledge dimension

Cognitive process dimension

Remember Understand Apply Analyse Evaluate Create

Factual knowledge

Conceptual knowledge

Procedural knowledge

Meta-cognitive knowledge

Lectures knowledge clips

Lectures: - Knowledge clips (< 10 min, simple questions)- Recordings live lectures ( not preferred)- Interviews (guest lectures)

Activating interactive e-modules:- Interactive more complex exercises +

feedback- animation,- JIT information

Simple online questions

Simple online questions/quizzes + feedback

(text)book, readings, self-study (+ quizzes/questions)

Activating interactive e-modulesScreen recordings

Screen recordings

Group work (or individual assignments) + feedback- Asynchrone groupwork (writing products, e-mail, discussions)- Asynchrone feedback (e-mail, forum, peer review)- Synchrone feedback (skype, chat etc)

Group work (or individual assignments)

Typical course :- Information acquisition (red)- Knowledge construction, transfer (green)

Tutorials

Practicals (on campus)

Group work (or individual assignments ) + feedback/peer reviewThesisInternship

Tutorials

De leeromgeving: demonstratie werkvormen

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Studying online & E-moderating

(Salmon 2003)

Onboa

rding

week

Supervision: organisation

Peer-to-peer E-moderator for a course Experts as back-up Technical support Study advisor:

year 1-4 student student

E-moderator

Content experts

Study advisor

Tech

Toetsen: online proctering (Rpnow softwaresecure)

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Sec: 0.42 - 1.27

Opbouw presentatie

13

Waarom?Onderwijs op

maat

ontwikkelproces opbrengst

In de aanloop naar 2015 NuHuidige ervaringen toekomst

2015

Opbrengst in de aanloop naar 2015 (1/2)

Intervisie docenten Content/didactiek Curriculum

Opbrengst in de aanloop naar 2015 (2/2)

Online learningClassroom Learning

Blended Learning

e-modules (blended learning) Kennisclips (flipped classroom) Ervaring nieuwe werkvormen

(since 2015)

Huidige opbrengst since start online MSc

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Docent professionalisering: online cursus: ‘teaching online’ 24 ‘extra’ studenten, nieuwe doelgroep

Ervaringen studenten Ervaringen docenten

I am very inspired and happy to do this Online Maser Study in NEPH. The lectures-video were interesting and give right directions for studying, feedback with lectures is immediate and comprehensive and very friendly, the content of the study is veryinteresting and well presented, it is given in such way that it opens "the door" to knowledge of very exciting field of science and publiclife. I’m very glad to follow this master.

I think the course moderation was perfect and sufficient. You reactions were quick and applicable.

Ervaringen studenten (1/2)

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How to use the online set up took a while, not everything

was properly functioning.

Technische p

roblem

en

Part-time masters: Working full-time with the work load and the unclear things while starting up/figuring out online studying made ithard to balance.

Work load

The groups work is not practice during an online master

program

The teaching method did meet my expectation, i like the fact

the we are able to work in group as well as individual

level.Werkvormen

Positive: the course is challenging in a positive way. The moderators always respond to questions and follow discussions well andstimulate students to participate. Tips offered by lectures/moderators are good.Negative: the interaction has theoretically well thought out, but practically there`s still some hiccups. Some contribute more.

Interaction

Evaluatie vraag ( n = 16) Score (SD) (5 pt scale)

During the course I kept up with the course work. 3.9 (1.0)I could handle the workload of this course. 3.6 (1.2)The course material was clear and understandable 4.3 (0.9)The teaching methods used in this course helpedme achieve the course’s learning outcomes.

4.1 (1.0)

The teaching methods (exercises, assignments) stimulated me to interact with fellow students

3.9 (0.8)

Interacting with fellow students contributed to mylearning process

3.8 (1.0)

The contribution of the course moderator(s) washelpful and stimulated my learning process

4.3 (0.8)

I was challenged by this course. 4.3 (0.8)This course is inspiring. 4.7 (0.5)I learned a lot from this course. 4.6 (0.5)My learning process was not hampered by technicalissues

2.9 (1.4)

If you look at all the aspects of the course, whichgrade would you award this course? 1 (poor) -5 (excellent)

4.1 (0.7)

Ervaringen docenten (anecdotisch)

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“I think being a moderator online is very interactive. I got to know these students a lot better than the students I met during a Master Study day during the Introduction days. I guess that in two years I might know these students better than twenty random MSc students on campus!”

- Kennisclips opnemen uit comfort zone

- Paradigma verandering ‘wat moet ik als docent vertellen’ ‘wat moet de student doen’

- Leren modereren

- Goede inhoudelijke discussies.

Opbrengst in de toekomst

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> 25 studenten: 40 – 50 per jaar? Meer courses online aanbieden meer keuze mogelijkheden,

onderwijs op maat, individueel programma (net als on campus) MOOCs als onderdeel van curriculum?

Andere master programma’s online? Heroverwegen: balans tussen tijd onafhankelijk leren en

samenwerkend leren.

Opbouw presentatie

21

Waarom?Onderwijs op

maat

ontwikkelproces opbrengst

In de aanloop naar 2015 NuHuidige ervaringen toekomst

2015

Wat was

lasti

g?

Wat was lastig: valkuilen

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Afhankelijkheid van techniek (kennisclips, feedbackfruits) Technische zaken (browser, internet connection, toegang tot

systemen etc) Inschrijvingsprocessen (accounts) Balans: samenwerken <-> eigen tempo Modereren: niet actieve studenten. Docenten anders leren denken

‘wat doe ik al docent’ ‘wat moet de student doen’ Modulaire korte kennisclips ipv 45 min colleges Online modereren

Project groupOnderwijsontwikkelaars/docenten: Cora Busstra, Joanne Leerlooijer, Truus van Woudenbergh, Marianne Geleijnse

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Onderwijsdirecteur: Rolf Marteijn

Director distance learning:Ulrike Wild

Staff: Division of Human Nutrition

Edusupport/IT/ESD

Study adviseur:Rosalie Dhonukshe-rutten

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For more information: www.wageningenuniversity.eu/onlinemaster

https://www.youtube.com/embed/UtpacOceuA4