�ݺ�ߣshows by User: sverjans

�ݺ�ߣshows by User: sverjans / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: sverjans / Wed, 06 Nov 2024 12:49:15 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: sverjans Show me what you can! - Digital video in support of practice-based education: lessons learned from 7 case studies at a Flemish college /slideshow/show-me-what-you-can-digital-video-in-support-of-practice-based-education-lessons-learned-from-7-case-studies-at-a-flemish-college/273070082 a15verjansaltc23-241106124915-5b8eb744
Presentation at the Association for Learning Technology conference 2023. - https://altc.alt.ac.uk/2023/ - (Available at https://youtu.be/QhU0F1sA2g0?si=Qj_nTeUf7kKnC1iT) Show me what you can! - Digital video in support of practice-based education: lessons learned from 7 case studies at a Flemish college Verjans, S., Fastré, G., Billiau, K., Garone, A. & Verburgh, A. – University colleges Leuven-Limburg This session discusses the results of a study exploring the use of digital video registration in higher education programs. Seven pilot studies were set up in one university college in Belgium (Flanders) in course modules related to the acquisition and training of practical and complex skills. Video has proven to be a powerful tool in practice-oriented education, since it has much to offer in registering student behaviour during practice via the powerful combination of moving images and sound (Epstein et al., 2020). It offers a lot of opportunities to livestream students in action, but also to record, replay and analyse students’ actions. Video as a tool has proven even more useful since the COVID-19 pandemic where distance education, also for practical education, was the only option. The use of these technologies will likely remain after the pandemic and may play an important role in acquiring and evaluating professional skills (Dyki et al., 2020; McCullagh, 2021). However, important considerations need to be made to ensure privacy and safe handling of video materials, while communicating clearly the added value of video pedagogy to the students. Moreover, the study shows that, in order to maximise the benefits of video registration, a gradual scaffolding approach is needed throughout the curriculum, as well as very specific assignments by the lecturer. Dyki, M., Singorahardjo, M., & Cotronei-Baird, V. S. (2020). Preparing graduates with the employability skills for the unknown future: reflection on assessment practice during COVID-19. Accounting Research Journal. Epstein, I., Baljko, M., Thumlert, K., Kelly, E., Smith, J. A., Su, Y., ... & May, N. M. (2020). " A Video of Myself Helps Me Learn": A Scoping Review of the Evidence of Video-Making for Situated Learning. International Journal for the Scholarship of Teaching and Learning, 14(1), 9. McCullagh, J. (2021). Using Digital Video in Initial Teacher Education. Critical Publishing.]]>
Presentation at the Association for Learning Technology conference 2023. - https://altc.alt.ac.uk/2023/ - (Available at https://youtu.be/QhU0F1sA2g0?si=Qj_nTeUf7kKnC1iT) Show me what you can! - Digital video in support of practice-based education: lessons learned from 7 case studies at a Flemish college Verjans, S., Fastré, G., Billiau, K., Garone, A. & Verburgh, A. – University colleges Leuven-Limburg This session discusses the results of a study exploring the use of digital video registration in higher education programs. Seven pilot studies were set up in one university college in Belgium (Flanders) in course modules related to the acquisition and training of practical and complex skills. Video has proven to be a powerful tool in practice-oriented education, since it has much to offer in registering student behaviour during practice via the powerful combination of moving images and sound (Epstein et al., 2020). It offers a lot of opportunities to livestream students in action, but also to record, replay and analyse students’ actions. Video as a tool has proven even more useful since the COVID-19 pandemic where distance education, also for practical education, was the only option. The use of these technologies will likely remain after the pandemic and may play an important role in acquiring and evaluating professional skills (Dyki et al., 2020; McCullagh, 2021). However, important considerations need to be made to ensure privacy and safe handling of video materials, while communicating clearly the added value of video pedagogy to the students. Moreover, the study shows that, in order to maximise the benefits of video registration, a gradual scaffolding approach is needed throughout the curriculum, as well as very specific assignments by the lecturer. Dyki, M., Singorahardjo, M., & Cotronei-Baird, V. S. (2020). Preparing graduates with the employability skills for the unknown future: reflection on assessment practice during COVID-19. Accounting Research Journal. Epstein, I., Baljko, M., Thumlert, K., Kelly, E., Smith, J. A., Su, Y., ... & May, N. M. (2020). " A Video of Myself Helps Me Learn": A Scoping Review of the Evidence of Video-Making for Situated Learning. International Journal for the Scholarship of Teaching and Learning, 14(1), 9. McCullagh, J. (2021). Using Digital Video in Initial Teacher Education. Critical Publishing.]]> Wed, 06 Nov 2024 12:49:15 GMT /slideshow/show-me-what-you-can-digital-video-in-support-of-practice-based-education-lessons-learned-from-7-case-studies-at-a-flemish-college/273070082 sverjans@slideshare.net(sverjans) Show me what you can! - Digital video in support of practice-based education: lessons learned from 7 case studies at a Flemish college sverjans Presentation at the Association for Learning Technology conference 2023. - https://altc.alt.ac.uk/2023/ - (Available at https://youtu.be/QhU0F1sA2g0?si=Qj_nTeUf7kKnC1iT) Show me what you can! - Digital video in support of practice-based education: lessons learned from 7 case studies at a Flemish college Verjans, S., Fastré, G., Billiau, K., Garone, A. & Verburgh, A. – University colleges Leuven-Limburg This session discusses the results of a study exploring the use of digital video registration in higher education programs. Seven pilot studies were set up in one university college in Belgium (Flanders) in course modules related to the acquisition and training of practical and complex skills. Video has proven to be a powerful tool in practice-oriented education, since it has much to offer in registering student behaviour during practice via the powerful combination of moving images and sound (Epstein et al., 2020). It offers a lot of opportunities to livestream students in action, but also to record, replay and analyse students’ actions. Video as a tool has proven even more useful since the COVID-19 pandemic where distance education, also for practical education, was the only option. The use of these technologies will likely remain after the pandemic and may play an important role in acquiring and evaluating professional skills (Dyki et al., 2020; McCullagh, 2021). However, important considerations need to be made to ensure privacy and safe handling of video materials, while communicating clearly the added value of video pedagogy to the students. Moreover, the study shows that, in order to maximise the benefits of video registration, a gradual scaffolding approach is needed throughout the curriculum, as well as very specific assignments by the lecturer. Dyki, M., Singorahardjo, M., & Cotronei-Baird, V. S. (2020). Preparing graduates with the employability skills for the unknown future: reflection on assessment practice during COVID-19. Accounting Research Journal. Epstein, I., Baljko, M., Thumlert, K., Kelly, E., Smith, J. A., Su, Y., ... & May, N. M. (2020). " A Video of Myself Helps Me Learn": A Scoping Review of the Evidence of Video-Making for Situated Learning. International Journal for the Scholarship of Teaching and Learning, 14(1), 9. McCullagh, J. (2021). Using Digital Video in Initial Teacher Education. Critical Publishing. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/a15verjansaltc23-241106124915-5b8eb744-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation at the Association for Learning Technology conference 2023. - https://altc.alt.ac.uk/2023/ - (Available at https://youtu.be/QhU0F1sA2g0?si=Qj_nTeUf7kKnC1iT) Show me what you can! - Digital video in support of practice-based education: lessons learned from 7 case studies at a Flemish college Verjans, S., Fastré, G., Billiau, K., Garone, A. & Verburgh, A. – University colleges Leuven-Limburg This session discusses the results of a study exploring the use of digital video registration in higher education programs. Seven pilot studies were set up in one university college in Belgium (Flanders) in course modules related to the acquisition and training of practical and complex skills. Video has proven to be a powerful tool in practice-oriented education, since it has much to offer in registering student behaviour during practice via the powerful combination of moving images and sound (Epstein et al., 2020). It offers a lot of opportunities to livestream students in action, but also to record, replay and analyse students’ actions. Video as a tool has proven even more useful since the COVID-19 pandemic where distance education, also for practical education, was the only option. The use of these technologies will likely remain after the pandemic and may play an important role in acquiring and evaluating professional skills (Dyki et al., 2020; McCullagh, 2021). However, important considerations need to be made to ensure privacy and safe handling of video materials, while communicating clearly the added value of video pedagogy to the students. Moreover, the study shows that, in order to maximise the benefits of video registration, a gradual scaffolding approach is needed throughout the curriculum, as well as very specific assignments by the lecturer. Dyki, M., Singorahardjo, M., & Cotronei-Baird, V. S. (2020). Preparing graduates with the employability skills for the unknown future: reflection on assessment practice during COVID-19. Accounting Research Journal. Epstein, I., Baljko, M., Thumlert, K., Kelly, E., Smith, J. A., Su, Y., ... & May, N. M. (2020). " A Video of Myself Helps Me Learn": A Scoping Review of the Evidence of Video-Making for Situated Learning. International Journal for the Scholarship of Teaching and Learning, 14(1), 9. McCullagh, J. (2021). Using Digital Video in Initial Teacher Education. Critical Publishing.

Show me what you can! - Digital video in support of practice-based education: lessons learned from 7 case studies at a Flemish college from Steven Verjans

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0 Apples or oranges: Comparing two approaches to online professional development for Flemish EdTech staff. /slideshow/apples-or-oranges-comparing-two-approaches-to-online-professional-development-for-flemish-edtech-staff/273069755 a10verjansaltc23-241106123330-fee2671b
Presentation at the Association for Learning Technology conference 2023. - https://altc.alt.ac.uk/2023/ (available on https://youtu.be/rXFcApdFimI?si=q777K9IdvnrZEm9B) Verjans, S., Boelen, B., Claes, K., Bongaerts, K., Mannaert, K., Helsen, N., Fastré, G. & Schoups, E. – University colleges Leuven-Limburg In this session we want to compare and contrast the educational design of two different online programmes for the professional development of educational technologists in Flemish compulsory education. The programmes are offered by the same institution, are intended for the same audience, have a similar study load, yet they use completely different approaches to online learning. During the session we want to discuss the lessons learned from the past two years of running these two programmes. As of September 2021, the Flemish Department of Education (Dutch-speaking part of Belgium) subsidises schools at all levels of compulsory education to hire and appoint educational technologists. Those EdTech staff do not need to have a teaching certificate, but are expected to have some form of relevant expertise, such as a background in ICT or computer science. The Department of Education has defined two sets of qualifications for Educational technologists, but has not (yet) enforced those qualifications as a condition for hiring or appointing educational technologists. The first set of qualifications is related to the the so-called pedagogical ICT-coordinator, the second set relates to the so-called technical ICT-coordinator (Desmedt, E., Sempels, Y., & Pauwels, M., 2022). Since two years, quite a few colleges (Universities of applied science) have offered part-time professional development programmes for EdTech staff in different formats, usually with the status of a post-graduate certificate at bachelor’s level with a study load of in between 20 and 30 ECTS. Most colleges offer a programme for both sets of qualifications, i.e. pedagogical and technical ICT-coordination. As far as delivery mode: some programmes are purely campus-based, most offer a hybrid delivery, and one college offers the programmes as purely online curricula. Since 2021, the University Colleges Leuven-Limburg (UCLL) have offered two fully online programmes – Educational technologist (ET) and ICT-coordinator (IC) – that together have attracted an average of 40 participants per year (https://www.ucll.be/nl/microcredential/ict). The programmes have two common modules, but most modules are specific to each programme. In the development of the two programmes, two quite different approaches were used. The IC programme started from existing face-to-face modules within the teacher training programme that were adapted to an online audience, whereas the ET programme started from scratch in order to design a programme tailored to educational professionals. The different starting points explain some of the differences between the two programmes, but other factors are involved as well.]]>
Presentation at the Association for Learning Technology conference 2023. - https://altc.alt.ac.uk/2023/ (available on https://youtu.be/rXFcApdFimI?si=q777K9IdvnrZEm9B) Verjans, S., Boelen, B., Claes, K., Bongaerts, K., Mannaert, K., Helsen, N., Fastré, G. & Schoups, E. – University colleges Leuven-Limburg In this session we want to compare and contrast the educational design of two different online programmes for the professional development of educational technologists in Flemish compulsory education. The programmes are offered by the same institution, are intended for the same audience, have a similar study load, yet they use completely different approaches to online learning. During the session we want to discuss the lessons learned from the past two years of running these two programmes. As of September 2021, the Flemish Department of Education (Dutch-speaking part of Belgium) subsidises schools at all levels of compulsory education to hire and appoint educational technologists. Those EdTech staff do not need to have a teaching certificate, but are expected to have some form of relevant expertise, such as a background in ICT or computer science. The Department of Education has defined two sets of qualifications for Educational technologists, but has not (yet) enforced those qualifications as a condition for hiring or appointing educational technologists. The first set of qualifications is related to the the so-called pedagogical ICT-coordinator, the second set relates to the so-called technical ICT-coordinator (Desmedt, E., Sempels, Y., & Pauwels, M., 2022). Since two years, quite a few colleges (Universities of applied science) have offered part-time professional development programmes for EdTech staff in different formats, usually with the status of a post-graduate certificate at bachelor’s level with a study load of in between 20 and 30 ECTS. Most colleges offer a programme for both sets of qualifications, i.e. pedagogical and technical ICT-coordination. As far as delivery mode: some programmes are purely campus-based, most offer a hybrid delivery, and one college offers the programmes as purely online curricula. Since 2021, the University Colleges Leuven-Limburg (UCLL) have offered two fully online programmes – Educational technologist (ET) and ICT-coordinator (IC) – that together have attracted an average of 40 participants per year (https://www.ucll.be/nl/microcredential/ict). The programmes have two common modules, but most modules are specific to each programme. In the development of the two programmes, two quite different approaches were used. The IC programme started from existing face-to-face modules within the teacher training programme that were adapted to an online audience, whereas the ET programme started from scratch in order to design a programme tailored to educational professionals. The different starting points explain some of the differences between the two programmes, but other factors are involved as well.]]> Wed, 06 Nov 2024 12:33:30 GMT /slideshow/apples-or-oranges-comparing-two-approaches-to-online-professional-development-for-flemish-edtech-staff/273069755 sverjans@slideshare.net(sverjans) Apples or oranges: Comparing two approaches to online professional development for Flemish EdTech staff. sverjans Presentation at the Association for Learning Technology conference 2023. - https://altc.alt.ac.uk/2023/ (available on https://youtu.be/rXFcApdFimI?si=q777K9IdvnrZEm9B) Verjans, S., Boelen, B., Claes, K., Bongaerts, K., Mannaert, K., Helsen, N., Fastré, G. & Schoups, E. – University colleges Leuven-Limburg In this session we want to compare and contrast the educational design of two different online programmes for the professional development of educational technologists in Flemish compulsory education. The programmes are offered by the same institution, are intended for the same audience, have a similar study load, yet they use completely different approaches to online learning. During the session we want to discuss the lessons learned from the past two years of running these two programmes. As of September 2021, the Flemish Department of Education (Dutch-speaking part of Belgium) subsidises schools at all levels of compulsory education to hire and appoint educational technologists. Those EdTech staff do not need to have a teaching certificate, but are expected to have some form of relevant expertise, such as a background in ICT or computer science. The Department of Education has defined two sets of qualifications for Educational technologists, but has not (yet) enforced those qualifications as a condition for hiring or appointing educational technologists. The first set of qualifications is related to the the so-called pedagogical ICT-coordinator, the second set relates to the so-called technical ICT-coordinator (Desmedt, E., Sempels, Y., & Pauwels, M., 2022). Since two years, quite a few colleges (Universities of applied science) have offered part-time professional development programmes for EdTech staff in different formats, usually with the status of a post-graduate certificate at bachelor’s level with a study load of in between 20 and 30 ECTS. Most colleges offer a programme for both sets of qualifications, i.e. pedagogical and technical ICT-coordination. As far as delivery mode: some programmes are purely campus-based, most offer a hybrid delivery, and one college offers the programmes as purely online curricula. Since 2021, the University Colleges Leuven-Limburg (UCLL) have offered two fully online programmes – Educational technologist (ET) and ICT-coordinator (IC) – that together have attracted an average of 40 participants per year (https://www.ucll.be/nl/microcredential/ict). The programmes have two common modules, but most modules are specific to each programme. In the development of the two programmes, two quite different approaches were used. The IC programme started from existing face-to-face modules within the teacher training programme that were adapted to an online audience, whereas the ET programme started from scratch in order to design a programme tailored to educational professionals. The different starting points explain some of the differences between the two programmes, but other factors are involved as well. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/a10verjansaltc23-241106123330-fee2671b-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation at the Association for Learning Technology conference 2023. - https://altc.alt.ac.uk/2023/ (available on https://youtu.be/rXFcApdFimI?si=q777K9IdvnrZEm9B) Verjans, S., Boelen, B., Claes, K., Bongaerts, K., Mannaert, K., Helsen, N., Fastré, G. & Schoups, E. – University colleges Leuven-Limburg In this session we want to compare and contrast the educational design of two different online programmes for the professional development of educational technologists in Flemish compulsory education. The programmes are offered by the same institution, are intended for the same audience, have a similar study load, yet they use completely different approaches to online learning. During the session we want to discuss the lessons learned from the past two years of running these two programmes. As of September 2021, the Flemish Department of Education (Dutch-speaking part of Belgium) subsidises schools at all levels of compulsory education to hire and appoint educational technologists. Those EdTech staff do not need to have a teaching certificate, but are expected to have some form of relevant expertise, such as a background in ICT or computer science. The Department of Education has defined two sets of qualifications for Educational technologists, but has not (yet) enforced those qualifications as a condition for hiring or appointing educational technologists. The first set of qualifications is related to the the so-called pedagogical ICT-coordinator, the second set relates to the so-called technical ICT-coordinator (Desmedt, E., Sempels, Y., & Pauwels, M., 2022). Since two years, quite a few colleges (Universities of applied science) have offered part-time professional development programmes for EdTech staff in different formats, usually with the status of a post-graduate certificate at bachelor’s level with a study load of in between 20 and 30 ECTS. Most colleges offer a programme for both sets of qualifications, i.e. pedagogical and technical ICT-coordination. As far as delivery mode: some programmes are purely campus-based, most offer a hybrid delivery, and one college offers the programmes as purely online curricula. Since 2021, the University Colleges Leuven-Limburg (UCLL) have offered two fully online programmes – Educational technologist (ET) and ICT-coordinator (IC) – that together have attracted an average of 40 participants per year (https://www.ucll.be/nl/microcredential/ict). The programmes have two common modules, but most modules are specific to each programme. In the development of the two programmes, two quite different approaches were used. The IC programme started from existing face-to-face modules within the teacher training programme that were adapted to an online audience, whereas the ET programme started from scratch in order to design a programme tailored to educational professionals. The different starting points explain some of the differences between the two programmes, but other factors are involved as well.

Apples or oranges: Comparing two approaches to online professional development for Flemish EdTech staff. from Steven Verjans

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0 Open University of The Netherlands: Educational models, virtual learning environments and support for e-learning /slideshow/open-university-of-the-netherlands-educational-models-virtual-learning-environments-and-support-for-elearning/43273552 20140602armazegpresentationstevenverjans-150107032110-conversion-gate02
Presentation about the educational models, virtual learning environments and e-learning support at the Open University in The Netherlands. This presentation was held on June 2nd 2014 at an International workshop at K.U.Leuven with participants from Armenian and Georgian universities within the framework of the European Tempus IV project Armazeg.]]>
Presentation about the educational models, virtual learning environments and e-learning support at the Open University in The Netherlands. This presentation was held on June 2nd 2014 at an International workshop at K.U.Leuven with participants from Armenian and Georgian universities within the framework of the European Tempus IV project Armazeg.]]> Wed, 07 Jan 2015 03:21:10 GMT /slideshow/open-university-of-the-netherlands-educational-models-virtual-learning-environments-and-support-for-elearning/43273552 sverjans@slideshare.net(sverjans) Open University of The Netherlands: Educational models, virtual learning environments and support for e-learning sverjans Presentation about the educational models, virtual learning environments and e-learning support at the Open University in The Netherlands. This presentation was held on June 2nd 2014 at an International workshop at K.U.Leuven with participants from Armenian and Georgian universities within the framework of the European Tempus IV project Armazeg. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20140602armazegpresentationstevenverjans-150107032110-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation about the educational models, virtual learning environments and e-learning support at the Open University in The Netherlands. This presentation was held on June 2nd 2014 at an International workshop at K.U.Leuven with participants from Armenian and Georgian universities within the framework of the European Tempus IV project Armazeg.

Open University of The Netherlands: Educational models, virtual learning environments and support for e-learning from Steven Verjans

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0 Leeractiviteiten ontwerpen (Mooc blended learning ontwikkelen week 6) /slideshow/leeractiviteiten-ontwerpen-mooc-blended-learning-ontwikkelen-week-6/41156975 moocblendedlearningontwikkelenweek6-141105081251-conversion-gate02
�ݺ�ߣshow used during live session of the OUNL MOOC on Developing Blended Learning. Topic of week 6 was Learning Design, with references to the work of Conole, Laurillard and others. The live session of that week is available on Youtube: http://youtu.be/AO_dxII90Iw and is inserted in this slideshow.]]>
�ݺ�ߣshow used during live session of the OUNL MOOC on Developing Blended Learning. Topic of week 6 was Learning Design, with references to the work of Conole, Laurillard and others. The live session of that week is available on Youtube: http://youtu.be/AO_dxII90Iw and is inserted in this slideshow.]]> Wed, 05 Nov 2014 08:12:51 GMT /slideshow/leeractiviteiten-ontwerpen-mooc-blended-learning-ontwikkelen-week-6/41156975 sverjans@slideshare.net(sverjans) Leeractiviteiten ontwerpen (Mooc blended learning ontwikkelen week 6) sverjans �ݺ�ߣshow used during live session of the OUNL MOOC on Developing Blended Learning. Topic of week 6 was Learning Design, with references to the work of Conole, Laurillard and others. The live session of that week is available on Youtube: http://youtu.be/AO_dxII90Iw and is inserted in this slideshow. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/moocblendedlearningontwikkelenweek6-141105081251-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds" /> �ݺ�ߣshow used during live session of the OUNL MOOC on Developing Blended Learning. Topic of week 6 was Learning Design, with references to the work of Conole, Laurillard and others. The live session of that week is available on Youtube: http://youtu.be/AO_dxII90Iw and is inserted in this slideshow.

Leeractiviteiten ontwerpen (Mooc blended learning ontwikkelen week 6) from Steven Verjans

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0 How social media changes the way we work together /slideshow/how-social-media-changes-the-way-we-work-together/19990366 20130426rwesomeintheworkplace-130425210542-phpapp01
A presentation held at RWE.de for an internal conference on social intranet.]]>
A presentation held at RWE.de for an internal conference on social intranet.]]> Thu, 25 Apr 2013 21:05:42 GMT /slideshow/how-social-media-changes-the-way-we-work-together/19990366 sverjans@slideshare.net(sverjans) How social media changes the way we work together sverjans A presentation held at RWE.de for an internal conference on social intranet. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20130426rwesomeintheworkplace-130425210542-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> A presentation held at RWE.de for an internal conference on social intranet.

How social media changes the way we work together from Steven Verjans

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0 Sociale media - Kritisch en zinvol gebruik in het hoger onderwijs /slideshow/sociale-media-kritisch-en-zinvol-gebruik-in-het-hoger-onderwijs/16028086 20130117socialemediahub-130116162952-phpapp02
Presentation held at the Onderwijsdag PO 2012 at the Hogeschool Universiteit Brussel / KaHo in Aalst (Belgium), about the use of social media in higher education.]]>
Presentation held at the Onderwijsdag PO 2012 at the Hogeschool Universiteit Brussel / KaHo in Aalst (Belgium), about the use of social media in higher education.]]> Wed, 16 Jan 2013 16:29:52 GMT /slideshow/sociale-media-kritisch-en-zinvol-gebruik-in-het-hoger-onderwijs/16028086 sverjans@slideshare.net(sverjans) Sociale media - Kritisch en zinvol gebruik in het hoger onderwijs sverjans Presentation held at the Onderwijsdag PO 2012 at the Hogeschool Universiteit Brussel / KaHo in Aalst (Belgium), about the use of social media in higher education. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20130117socialemediahub-130116162952-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation held at the Onderwijsdag PO 2012 at the Hogeschool Universiteit Brussel / KaHo in Aalst (Belgium), about the use of social media in higher education.

Sociale media - Kritisch en zinvol gebruik in het hoger onderwijs from Steven Verjans

]]> 872 2 https://cdn.slidesharecdn.com/ss_thumbnails/20130117socialemediahub-130116162952-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 Sociale media en tablets. Wat kan je ermee in het basisonderwijs /slideshow/sociale-media-en-tablets-in-het-basisonderwijs/15714012 20121219socialemediatabletsvsv-121220092614-phpapp02
Deze presentatie was een deel vand e training die ik gaf aan de docenten van de Vlissingse Schoolvereniging (http://www.vsvsite.nl/), de winnaar van de publieksprijs van de Jos van Kemenade award 2012. http://look.ou.nl/portal/app/index.jsp?module=316 De video over hun winnende project vind je op http://www.leraar24.nl/video/3624]]>
Deze presentatie was een deel vand e training die ik gaf aan de docenten van de Vlissingse Schoolvereniging (http://www.vsvsite.nl/), de winnaar van de publieksprijs van de Jos van Kemenade award 2012. http://look.ou.nl/portal/app/index.jsp?module=316 De video over hun winnende project vind je op http://www.leraar24.nl/video/3624]]> Thu, 20 Dec 2012 09:26:14 GMT /slideshow/sociale-media-en-tablets-in-het-basisonderwijs/15714012 sverjans@slideshare.net(sverjans) Sociale media en tablets. Wat kan je ermee in het basisonderwijs sverjans Deze presentatie was een deel vand e training die ik gaf aan de docenten van de Vlissingse Schoolvereniging (http://www.vsvsite.nl/), de winnaar van de publieksprijs van de Jos van Kemenade award 2012. http://look.ou.nl/portal/app/index.jsp?module=316 De video over hun winnende project vind je op http://www.leraar24.nl/video/3624 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20121219socialemediatabletsvsv-121220092614-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Deze presentatie was een deel vand e training die ik gaf aan de docenten van de Vlissingse Schoolvereniging (http://www.vsvsite.nl/), de winnaar van de publieksprijs van de Jos van Kemenade award 2012. http://look.ou.nl/portal/app/index.jsp?module=316 De video over hun winnende project vind je op http://www.leraar24.nl/video/3624

Sociale media en tablets. Wat kan je ermee in het basisonderwijs from Steven Verjans

]]> 1256 5 https://cdn.slidesharecdn.com/ss_thumbnails/20121219socialemediatabletsvsv-121220092614-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post

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0 Social media in relation to higher education /slideshow/social-media-in-relation-to-higher-education/15610765 20121211someandhigheredkks-121212141159-phpapp01
�ݺ�ߣshow from a seminar held at Stockholm's Knowledge Foundation (http://www.kks.se) on December 12th 2012. The topic dealt with social media for use with online/blended learners and for developing novel work-placed learning curricula and courses. I would like to acknowledge the kind support of Stockholm University's Department of Computer and Information Research (http://dsv.su.se/) in the organisation of this seminar.]]>
�ݺ�ߣshow from a seminar held at Stockholm's Knowledge Foundation (http://www.kks.se) on December 12th 2012. The topic dealt with social media for use with online/blended learners and for developing novel work-placed learning curricula and courses. I would like to acknowledge the kind support of Stockholm University's Department of Computer and Information Research (http://dsv.su.se/) in the organisation of this seminar.]]> Wed, 12 Dec 2012 14:11:59 GMT /slideshow/social-media-in-relation-to-higher-education/15610765 sverjans@slideshare.net(sverjans) Social media in relation to higher education sverjans �ݺ�ߣshow from a seminar held at Stockholm's Knowledge Foundation (http://www.kks.se) on December 12th 2012. The topic dealt with social media for use with online/blended learners and for developing novel work-placed learning curricula and courses. I would like to acknowledge the kind support of Stockholm University's Department of Computer and Information Research (http://dsv.su.se/) in the organisation of this seminar. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20121211someandhigheredkks-121212141159-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> �ݺ�ߣshow from a seminar held at Stockholm's Knowledge Foundation (http://www.kks.se) on December 12th 2012. The topic dealt with social media for use with online/blended learners and for developing novel work-placed learning curricula and courses. I would like to acknowledge the kind support of Stockholm University's Department of Computer and Information Research (http://dsv.su.se/) in the organisation of this seminar.

Social media in relation to higher education from Steven Verjans

]]> 1148 4 https://cdn.slidesharecdn.com/ss_thumbnails/20121211someandhigheredkks-121212141159-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post

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0 Social Media and e-coaching in teaching /slideshow/social-media-and-ecoaching-in-teaching/15585968 20121211someandecoachingdsv-121211035147-phpapp01
�ݺ�ߣshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media. I would like to acknowledge the kind support of the Knowledge Institute (http://www.kks.se/) in the organisation of this seminar.]]>
�ݺ�ߣshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media. I would like to acknowledge the kind support of the Knowledge Institute (http://www.kks.se/) in the organisation of this seminar.]]> Tue, 11 Dec 2012 03:51:47 GMT /slideshow/social-media-and-ecoaching-in-teaching/15585968 sverjans@slideshare.net(sverjans) Social Media and e-coaching in teaching sverjans �ݺ�ߣshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media. I would like to acknowledge the kind support of the Knowledge Institute (http://www.kks.se/) in the organisation of this seminar. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20121211someandecoachingdsv-121211035147-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> �ݺ�ߣshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media. I would like to acknowledge the kind support of the Knowledge Institute (http://www.kks.se/) in the organisation of this seminar.

Social Media and e-coaching in teaching from Steven Verjans

]]> 878 7 https://cdn.slidesharecdn.com/ss_thumbnails/20121211someandecoachingdsv-121211035147-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 Social (media) learning - Wat doe je ermee als universiteit /slideshow/social-media-learning-wat-doe-je-ermee-als-universiteit/14553912 20121002sociallearning-121002055420-phpapp02
A presentation given by webconference to the members of the SURF ICT&O Podiumoverleg, Utrecht, The Netherlands.]]>
A presentation given by webconference to the members of the SURF ICT&O Podiumoverleg, Utrecht, The Netherlands.]]> Tue, 02 Oct 2012 05:54:18 GMT /slideshow/social-media-learning-wat-doe-je-ermee-als-universiteit/14553912 sverjans@slideshare.net(sverjans) Social (media) learning - Wat doe je ermee als universiteit sverjans A presentation given by webconference to the members of the SURF ICT&O Podiumoverleg, Utrecht, The Netherlands. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20121002sociallearning-121002055420-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> A presentation given by webconference to the members of the SURF ICT&O Podiumoverleg, Utrecht, The Netherlands.

Social (media) learning - Wat doe je ermee als universiteit from Steven Verjans

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0 Sociale Media - Een deel van de onderwijsmix? /slideshow/sociale-media-een-deel-van-de-onderwijsmix/14481486 20120926socialemediagent-120927040616-phpapp02
Sociale media zijn alomtegenwoordig, vooral in het leven van jongeren. Facebook en YouTube zijn virtuele ontmoetingsplaatsen waar jongeren veel tijd doorbrengen met chatten, video's kijken en spelletjes spelen. Maar wil of moet je ook iets met die sociale media in onderwijssituaties? Kan het gebruik van sociale media toegevoegde waarde hebben? En indien ja, wanneer en waarom? Aan de hand van enkele voorbeelden uit basis-, secundair-, hoger en volwassenenonderwijs zoeken we samen naar toegevoegde waarde, naar kansen en valkuilen, naar mogelijkheden en risico's. Maar we kijken ook naar sociale media voor kennisprofessionals. Kan je in onze snel veranderende kennismaatschappij nog zonder een online netwerk van collega's, experten en kennisbronnen? Hoe zorg je dat je bijblijft in je kennisdomein? Zijn je traditionele bronnen nog voldoende? Voldoende aanleiding voor een goede discussie, dus.]]>
Sociale media zijn alomtegenwoordig, vooral in het leven van jongeren. Facebook en YouTube zijn virtuele ontmoetingsplaatsen waar jongeren veel tijd doorbrengen met chatten, video's kijken en spelletjes spelen. Maar wil of moet je ook iets met die sociale media in onderwijssituaties? Kan het gebruik van sociale media toegevoegde waarde hebben? En indien ja, wanneer en waarom? Aan de hand van enkele voorbeelden uit basis-, secundair-, hoger en volwassenenonderwijs zoeken we samen naar toegevoegde waarde, naar kansen en valkuilen, naar mogelijkheden en risico's. Maar we kijken ook naar sociale media voor kennisprofessionals. Kan je in onze snel veranderende kennismaatschappij nog zonder een online netwerk van collega's, experten en kennisbronnen? Hoe zorg je dat je bijblijft in je kennisdomein? Zijn je traditionele bronnen nog voldoende? Voldoende aanleiding voor een goede discussie, dus.]]> Thu, 27 Sep 2012 04:06:12 GMT /slideshow/sociale-media-een-deel-van-de-onderwijsmix/14481486 sverjans@slideshare.net(sverjans) Sociale Media - Een deel van de onderwijsmix? sverjans Sociale media zijn alomtegenwoordig, vooral in het leven van jongeren. Facebook en YouTube zijn virtuele ontmoetingsplaatsen waar jongeren veel tijd doorbrengen met chatten, video's kijken en spelletjes spelen. Maar wil of moet je ook iets met die sociale media in onderwijssituaties? Kan het gebruik van sociale media toegevoegde waarde hebben? En indien ja, wanneer en waarom? Aan de hand van enkele voorbeelden uit basis-, secundair-, hoger en volwassenenonderwijs zoeken we samen naar toegevoegde waarde, naar kansen en valkuilen, naar mogelijkheden en risico's. Maar we kijken ook naar sociale media voor kennisprofessionals. Kan je in onze snel veranderende kennismaatschappij nog zonder een online netwerk van collega's, experten en kennisbronnen? Hoe zorg je dat je bijblijft in je kennisdomein? Zijn je traditionele bronnen nog voldoende? Voldoende aanleiding voor een goede discussie, dus. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20120926socialemediagent-120927040616-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Sociale media zijn alomtegenwoordig, vooral in het leven van jongeren. Facebook en YouTube zijn virtuele ontmoetingsplaatsen waar jongeren veel tijd doorbrengen met chatten, video's kijken en spelletjes spelen. Maar wil of moet je ook iets met die sociale media in onderwijssituaties? Kan het gebruik van sociale media toegevoegde waarde hebben? En indien ja, wanneer en waarom? Aan de hand van enkele voorbeelden uit basis-, secundair-, hoger en volwassenenonderwijs zoeken we samen naar toegevoegde waarde, naar kansen en valkuilen, naar mogelijkheden en risico's. Maar we kijken ook naar sociale media voor kennisprofessionals. Kan je in onze snel veranderende kennismaatschappij nog zonder een online netwerk van collega's, experten en kennisbronnen? Hoe zorg je dat je bijblijft in je kennisdomein? Zijn je traditionele bronnen nog voldoende? Voldoende aanleiding voor een goede discussie, dus.

Sociale Media - Een deel van de onderwijsmix? from Steven Verjans

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0 Social content curation – tussen kennisdeling, onderwijs en onderzoek /sverjans/social-content-curation-tussen-kennisdeling-onderwijs-en-onderzoek curatortussenonderzoekenonderwijs-120607024150-phpapp01
Presentation (in Dutch) used in a workshop during the EHON 2012 conference for teacher support professionals in Dutch higher education (http://www.ou.nl/web/hoger-onderwijs-3.0) . The presentation is about content curation, and its potential for knowledge sharing/building, education and research.]]>
Presentation (in Dutch) used in a workshop during the EHON 2012 conference for teacher support professionals in Dutch higher education (http://www.ou.nl/web/hoger-onderwijs-3.0) . The presentation is about content curation, and its potential for knowledge sharing/building, education and research.]]> Thu, 07 Jun 2012 02:41:48 GMT /sverjans/social-content-curation-tussen-kennisdeling-onderwijs-en-onderzoek sverjans@slideshare.net(sverjans) Social content curation – tussen kennisdeling, onderwijs en onderzoek sverjans Presentation (in Dutch) used in a workshop during the EHON 2012 conference for teacher support professionals in Dutch higher education (http://www.ou.nl/web/hoger-onderwijs-3.0) . The presentation is about content curation, and its potential for knowledge sharing/building, education and research. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/curatortussenonderzoekenonderwijs-120607024150-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation (in Dutch) used in a workshop during the EHON 2012 conference for teacher support professionals in Dutch higher education (http://www.ou.nl/web/hoger-onderwijs-3.0) . The presentation is about content curation, and its potential for knowledge sharing/building, education and research.

Social content curation – tussen kennisdeling, onderwijs en onderzoek from Steven Verjans

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0 School of Education - Seminarie Online Begeleiden /slideshow/school-of-education-seminarie-online-begeleiden/12881027 20120510soeonlinebegeleiden-120510103302-phpapp02
Dutch presentation given through videoconferencing during the Seminar on Online Tutoring of the School of Education of the Association KULeuven on May 10th 2012. Vertrekkend vanuit een aantal concrete voorbeelden beschrijf ik een aantal kenmerken van leersituaties die een rol spelen bij het 'kiezen' van een passende online begeleiding. Ik besluit met een vooruitblik naar de rol van sociale media voor online begeleiden.]]>
Dutch presentation given through videoconferencing during the Seminar on Online Tutoring of the School of Education of the Association KULeuven on May 10th 2012. Vertrekkend vanuit een aantal concrete voorbeelden beschrijf ik een aantal kenmerken van leersituaties die een rol spelen bij het 'kiezen' van een passende online begeleiding. Ik besluit met een vooruitblik naar de rol van sociale media voor online begeleiden.]]> Thu, 10 May 2012 10:33:00 GMT /slideshow/school-of-education-seminarie-online-begeleiden/12881027 sverjans@slideshare.net(sverjans) School of Education - Seminarie Online Begeleiden sverjans Dutch presentation given through videoconferencing during the Seminar on Online Tutoring of the School of Education of the Association KULeuven on May 10th 2012. Vertrekkend vanuit een aantal concrete voorbeelden beschrijf ik een aantal kenmerken van leersituaties die een rol spelen bij het 'kiezen' van een passende online begeleiding. Ik besluit met een vooruitblik naar de rol van sociale media voor online begeleiden. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20120510soeonlinebegeleiden-120510103302-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Dutch presentation given through videoconferencing during the Seminar on Online Tutoring of the School of Education of the Association KULeuven on May 10th 2012. Vertrekkend vanuit een aantal concrete voorbeelden beschrijf ik een aantal kenmerken van leersituaties die een rol spelen bij het 'kiezen' van een passende online begeleiding. Ik besluit met een vooruitblik naar de rol van sociale media voor online begeleiden.

School of Education - Seminarie Online Begeleiden from Steven Verjans

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0 Show small close comfort and listen: how to overcome barriers to the use of social media in learning /slideshow/show-small-close-comfort-and-listen-how-to-overcome-barriers-to-the-use-of-social-media-in-learning/10260850 20111123verjans-111121153519-phpapp02
Presentation for a workshop at the 'Next generation learning' conference in Brussels on November 23rd 2011, organised by the SVEA project: 'SVEA - Promoting web 2.0 uptake for organisational and personnel development in Vocational Education and Training and adult training.']]>
Presentation for a workshop at the 'Next generation learning' conference in Brussels on November 23rd 2011, organised by the SVEA project: 'SVEA - Promoting web 2.0 uptake for organisational and personnel development in Vocational Education and Training and adult training.']]> Mon, 21 Nov 2011 15:35:17 GMT /slideshow/show-small-close-comfort-and-listen-how-to-overcome-barriers-to-the-use-of-social-media-in-learning/10260850 sverjans@slideshare.net(sverjans) Show small close comfort and listen: how to overcome barriers to the use of social media in learning sverjans Presentation for a workshop at the 'Next generation learning' conference in Brussels on November 23rd 2011, organised by the SVEA project: 'SVEA - Promoting web 2.0 uptake for organisational and personnel development in Vocational Education and Training and adult training.' <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20111123verjans-111121153519-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation for a workshop at the 'Next generation learning' conference in Brussels on November 23rd 2011, organised by the SVEA project: 'SVEA - Promoting web 2.0 uptake for organisational and personnel development in Vocational Education and Training and adult training.'

Show small close comfort and listen: how to overcome barriers to the use of social media in learning from Steven Verjans

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0 Persoonlijke leeromgeving /slideshow/persoonlijke-leeromgeving/9723191 20111024verjans-111016160215-phpapp01
Dutch presentation, used at VLHORA studiedag on 'The education highway', focusing on the contrast between personal and institutional learning environments.]]>
Dutch presentation, used at VLHORA studiedag on 'The education highway', focusing on the contrast between personal and institutional learning environments.]]> Sun, 16 Oct 2011 16:02:12 GMT /slideshow/persoonlijke-leeromgeving/9723191 sverjans@slideshare.net(sverjans) Persoonlijke leeromgeving sverjans Dutch presentation, used at VLHORA studiedag on 'The education highway', focusing on the contrast between personal and institutional learning environments. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20111024verjans-111016160215-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Dutch presentation, used at VLHORA studiedag on 'The education highway', focusing on the contrast between personal and institutional learning environments.

Persoonlijke leeromgeving from Steven Verjans

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0 Sociale media voor het OnderwijsServiceCentrum /slideshow/sociale-media-voor-het-onderwijsservicecentrum/9106415 20110902onderwijsservicecenter-110902035618-phpapp02
]]>
]]> Fri, 02 Sep 2011 03:56:17 GMT /slideshow/sociale-media-voor-het-onderwijsservicecentrum/9106415 sverjans@slideshare.net(sverjans) Sociale media voor het OnderwijsServiceCentrum sverjans <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20110902onderwijsservicecenter-110902035618-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Sociale media voor het OnderwijsServiceCentrum from Steven Verjans

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0 PhD students and social media /slideshow/social-media-and-phd-students/8411360 20110624graduatesocialmedia-110624063146-phpapp01
Presentation held during a workshop for PhD students of the Open University Graduate School in Heerlen on Friday, June 24th 2011. ]]>
Presentation held during a workshop for PhD students of the Open University Graduate School in Heerlen on Friday, June 24th 2011. ]]> Fri, 24 Jun 2011 06:31:43 GMT /slideshow/social-media-and-phd-students/8411360 sverjans@slideshare.net(sverjans) PhD students and social media sverjans Presentation held during a workshop for PhD students of the Open University Graduate School in Heerlen on Friday, June 24th 2011. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20110624graduatesocialmedia-110624063146-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation held during a workshop for PhD students of the Open University Graduate School in Heerlen on Friday, June 24th 2011.

PhD students and social media from Steven Verjans

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0 e-Leren en leerinhouden /sverjans/eleren-en-leerinhouden 20110607elearningsvj-110608034801-phpapp01
]]>
]]> Wed, 08 Jun 2011 03:47:58 GMT /sverjans/eleren-en-leerinhouden sverjans@slideshare.net(sverjans) e-Leren en leerinhouden sverjans <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20110607elearningsvj-110608034801-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

e-Leren en leerinhouden from Steven Verjans

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0 Social media, leren en kennis /slideshow/social-media-leren-en-kennis/7522066 20110405verjans-110405082546-phpapp01
My contrib to http://www.be-odl.org/ Advanced eLearner Group meeting in Leuven.]]>
My contrib to http://www.be-odl.org/ Advanced eLearner Group meeting in Leuven.]]> Tue, 05 Apr 2011 08:25:44 GMT /slideshow/social-media-leren-en-kennis/7522066 sverjans@slideshare.net(sverjans) Social media, leren en kennis sverjans My contrib to http://www.be-odl.org/ Advanced eLearner Group meeting in Leuven. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20110405verjans-110405082546-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> My contrib to http://www.be-odl.org/ Advanced eLearner Group meeting in Leuven.

Social media, leren en kennis from Steven Verjans

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0 Blended learning in het Hoger Onderwijs: Waarom, wat en hoe? /slideshow/blended-learning-in-het-hoger-onderwijs-waarom-wat-en-hoe/7345305 20110322blendedlearningsvj-110322070533-phpapp01
Dutch presentation for teachers at Hogeschool Zuyd in Heerlen about blended learning, what, why and how, a short introduction to some concepts and guidelines.]]>
Dutch presentation for teachers at Hogeschool Zuyd in Heerlen about blended learning, what, why and how, a short introduction to some concepts and guidelines.]]> Tue, 22 Mar 2011 07:05:28 GMT /slideshow/blended-learning-in-het-hoger-onderwijs-waarom-wat-en-hoe/7345305 sverjans@slideshare.net(sverjans) Blended learning in het Hoger Onderwijs: Waarom, wat en hoe? sverjans Dutch presentation for teachers at Hogeschool Zuyd in Heerlen about blended learning, what, why and how, a short introduction to some concepts and guidelines. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20110322blendedlearningsvj-110322070533-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Dutch presentation for teachers at Hogeschool Zuyd in Heerlen about blended learning, what, why and how, a short introduction to some concepts and guidelines.

Blended learning in het Hoger Onderwijs: Waarom, wat en hoe? from Steven Verjans

]]> 4194 1 https://cdn.slidesharecdn.com/ss_thumbnails/20110322blendedlearningsvj-110322070533-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 https://cdn.slidesharecdn.com/profile-photo-sverjans-48x48.jpg?cb=1732695353 Multidisciplinary researcher with a background in different research fields, focused on the role of computers and information systems for humans and organisations. Teaching experience in e-learning, learning technology, management education programmes. Specialties: Research, educational technology, project management, information systems, organisation, change management, human-computer interaction, e-learning, organisational semiotics, sensemaking www.netvibes.com/sverjans/ https://cdn.slidesharecdn.com/ss_thumbnails/a15verjansaltc23-241106124915-5b8eb744-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/show-me-what-you-can-digital-video-in-support-of-practice-based-education-lessons-learned-from-7-case-studies-at-a-flemish-college/273070082 Show me what you can! ... https://cdn.slidesharecdn.com/ss_thumbnails/a10verjansaltc23-241106123330-fee2671b-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/apples-or-oranges-comparing-two-approaches-to-online-professional-development-for-flemish-edtech-staff/273069755 Apples or oranges: Com... https://cdn.slidesharecdn.com/ss_thumbnails/20140602armazegpresentationstevenverjans-150107032110-conversion-gate02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/open-university-of-the-netherlands-educational-models-virtual-learning-environments-and-support-for-elearning/43273552 Open University of The...