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Facilitating Online Learning Conversations
Exploring tool affordances in higher education
Jakko van der PolIVLOS, UU/ Onderwijscentrum VU
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Het Annotatiesysteem (nieuw)
www.annotatiesysteem.nl
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‘Succesvol’: dat de leeropbrengst de investering de moeite waard maakt?
Van der Pol, J., & Admiraal, W. F. (2003). Het succesvol inzetten van asynchrone elektronische discussies. Onderzoek van Onderwijs, June 2003.
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Wat je niet wilt:
Klemm, W. R. (1998). Eight ways to get students more engaged in online conferences. T.H.E. Journal, August.
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Samenhang inhoud - vorm
Mening – ‘debat’
Inhoud - ‘dialoog’
Järvelä & Häkkinen (2000) - independent comments ‘low’- cross-referenced, experience-based postings ‘progressive’- theory-based negotiations ‘deep’
Järvelä, S. & Häkkinen, P. (2000). Levels of Web-based discussion: Theory ofperspective-taking as a tool for analysing interaction. In B. Fishman & S.O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference onthe Learning Sciences (pp. 22–26). Mahwah, NJ: Erlbaum.
Both Discussion and Dialogue can be valuable forms of group communication. Most groups, however, automatically tend toward the former. It takes willful desire to build a context for thinking and learning together. Despite the effort required, Dialogue is oftentimes the better vehicle when learning is the goal. (Quinn, ….)
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Studie 1: BB - Annotatiesysteem
Figure 2: standard ‘threaded’ discussion Figure 3: annotation system
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Typisch vb. BB
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Typisch vb. annotatiesysteem
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Vb: EMP UBVU ‘Nieuwe Testament’
- Overeenkomst doelen: tekstkritiek + lezen oud Grieks.
- Samen onderzoekend leren: door bestudering noten de verhalen ontdekken achter de ontwikkeling v/d tekst.
-Directe meerwaarde van samenwerking (ook ontcijferen oude Grieks).
- Geïntegreerd in cursus (bereidt voor en bouwt voort op bijeenkomsten).
- Authentiek (meeschrijven aan ‘echte’ bespreking voor website).
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Vb. Uva Frans
- Met gerichte leesvragen
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Vb. UU Godgeleerdheid
- Meer open opdracht
+ waardeer-mogelijheid
(zie disc. overAuteur + context)
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Vb. VU Ontwikkelingsbiologie
- Ingezet voorpeer feedback
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Van der Pol, J., & Admiraal, W. F. (2003). Het succesvol inzetten van asynchrone elektronische discussies. Onderzoek van Onderwijs, June 2003.
‘Regenton model’ beperkende factor
‘relevantie’, studie 2
Meten resultaten: peer feedback, studie 3
inhoud, studie 1
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Dialoog:
‘Domme’ vragen durven stellen
Docent aanwezig maar wel ‘kleine stapjes verder’ (passief-responsief)
Doorbouwen door aansluiting: specifiek en concreet reageren op de geuite ideeën
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Aanvullende info:www.onderwijscentrum.vu.nl
> contact/ medewerkers > Pol, Jakko van der
> Overzicht downloadbare publicaties
En om te onthouden: www.annotatiesysteem.nl
Bedankt!