Larry Ferlazzo,  Originally Published: March 25, 2015 | Updated: September 14, 2015. This piece was adapted from Building a Community of Self-Motivated Learners: Strategies to Help Students Thrive in School and Beyond by Larry Ferlazzo, available March 21, 2015 from Routledge.

My previous post reviewed research on extrinsic and intrinsic motivation, and described the four qualities that have been identified as critical to helping students motivate themselves: autonomy, competence, relatedness, and relevance. Read More →

Taking Your First Online Course? Here’s Some Advice Tom Moyer, Published on June 28, 2016 on Linkedin

Many students that are new to online learning find the transition to be difficult.  Switching from an onsite environment to a virtual one is a big adjustment.  Communication is electronic rather than face-to-face, written messages replace the spoken word, and there’s no human presence – no one to hear, see and stand next to.  Your only gateway to the course is through an e-device.  It’s like landing and then living on another planet. Read More →

SURF Call for proposals stimuleringsregeling Open en online onderwijs geopend

Open en online onderwijs biedt kansen voor innovatie en kwaliteitsverbetering van het onderwijs en voor verhoging van studiesucces. De minister van OCW stelt daarom geld beschikbaar voor de stimuleringsregeling Open en online onderwijs van SURFnet. De derde call for proposals staat nu open. Je kunt tot 15 december 2016 je projectvoorstel indienen.

Dirk T. Tempelaar, André Heck, Hans Cuypers, Henk van der Kooij, Evert van de Vrie. Surf-project

Abstract
Learning analytics seeks to enhance the learning process through systematic measurements of learning related data, and informing learners and teachers of the results of these measurements, so as to support the control of the learning process. Learning analytics has various sources of information, two main types being intentional and learner activity related metadata [1]. This contribution aims to provide a practical application of Shum and Crick’s theoretical framework [1] of a learning analytics infrastructure that combines learning dispositions data with data extracted from computer-based, formative assessments. The latter data component is derived from one of the educational projects of ONBETWIST, part of the SURF program ‘Testing and Test Driven Learning’. Read More →

Written by Dr Mike Kent, Curtin University.

Executive summary
This paper reports on a study conducted in 2014 and 2015 that explored the accessibility of eLearning for students with disabilities studying fully online in Australia. The study looked at students studying through Open Universities Australia (OUA). OUA brings together 15 different independent higher education institutions to teach students fully online across a number of different fields. This diversity of institutions allowed a number of different eLearning environments, technologies and learning and teaching strategies to be canvassed. Read More →

Posted on February 12, 2016 by Félienne Hermans TU Delft
In previous posts I have written about my motivation for and experiences while making a MOOC. One of the reasons to make a MOOC of course is also to then use this material in traditional, on-campus education. That is what I did this year in my university course IN4400, I “flipped my classroom”. Too lazy to read? There is a video of me explaining this too.

What is flipping? Read More →