Open innovation – involving external stakeholders into the internal development processes (for free…) -> formats
Forum for students’ proposals – and comments by other students
Uni Bonn -> review, comments
Reward system for activities -> suggestions to implementation;
Student involvement into development processes, platforms for discussion, experiences with services and curriculum design
Question: When do students (or other stakeholders) know what they need <- Expertise vs. demand
Students’ use of LMS -> limited
App (voluntary base), courses creating virtual patients, MD theses, guide course for the practical year in medicine programme
Cases from the floor -> tasks demanding student creation (note Danish teacher education)
– resources: time and financing
– group dynamics -> in medicine very dependent on previous knowledge (groups of 6-7)
Lecturers controlling/evaluating case quality
We do use a lot of cases in modules during our BA programme: Input? Assessment? Unrelated to elearning but have we evaluated the usefulness of different cases?
Take-home consideration: Student development of projects and cases
(Point of departure is an elearning-based campus course)
Subject covered in jargon and acronyms -> students have to learn a new language.
Have students try and unravel jargon in scientific papers -> Each student has to indentify and define a number of technical expressions, tutor comments on quality of definitions
Case: Using Moodle’s glossary module (uploading and distribution reaching the group of students). Peer pressure main driver of action.
Translation into tasks for the social work programme. Platform?
(Four presentations was a bit steep)
Big data – talior-made elearning (relevant if we know our student base?)
Cloud computing (in-house, out-house services?)
“New culture of learning”
-> institution vs learner-centrered (access, obsolete knowledge)
-> collaborative learning
-> social media
Our experience that students use forums etc outside of the formal course structure, LMS technologies used to questions rather than debate. What do we actually know about our students’ use of traditional and social web resources?
Physical environment – circle structure
Wikip/edia – learning curve for students in handling the platform? Documenting collaboration?
Self-learners vs. formal demands to professionals?
Financial constraints -> teachers are expensive, knowledge cheap
Demands on evidence in professions?
Student competences in handling web creation and publication (eg personal WordPress installations) -> as against Facebook or corporate servers
Realistic to expect that students have read the syllabus in advance?
“Big” as buzzword?
Policy interventions in the 20th C -> expansion of access to HE
Technology -> In effect a tool to continue to expand access? (OECD, developing world)
Quality issues -> Technology doesn’t lift learning games/outcomes (completion, employability, skills training issues)
LMS and digital resources levelling out?
Analysis/Assessment of developments at the point of learning
Innovation: Can we have a role beyond scaling?
Interplay between technological delevopments and institutional frameworks