Dinsdag 10 november Sessieronde 1 Titel: Online master in wageningen niet eenzaam achter de eigen pc Spreker(s): Cora Busstra (Wageningen Universiteit) Zaal: Goudriaan II

1. Online master in Wageningen: niet
eenzaam achter de eigen PC
Onderwijs op maat: MSc Nutritional Epidemiology and
Public Health
Dr. ir. MC (Cora) Busstra

2. Opbouw presentatie
2
Waarom?
Onderwijs op
maat
Ontwikkelproces
Demonstratie:
didactische principes
werkvormen
Opbrengst
In de aanloop naar 2015 Nu
Huidige ervaringen
Toekomst
2015

3. 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
Vragen/uitdagingen
 Hoeveel
flexibiliteit?
 Heterogeniteit
(voorkennis)

4. 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 (????)

5. Aanleiding (2/2): eerdere ervaringen
5
Online learning
Classroom Learning
Blended Learning
Master specialisation
‘Nutritional
Epidemiology and
public health’
(MSc plant breeding)
MOOC Samenwerkend leren
 Toepassen
 Discussiëren
 Academische vaardigheden

6. Opbouw presentatie
Waarom?
Onderwijs op
maat
ontwikkelproces
2015
Demonstratie:
didactische principes
werkvormen
 Werkvormen
 Leeromgeving
 Modereren
 Toetsen
 Organization
 Administration
 Financial
structure
 Marketing

7. 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-modules
Screen 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 review
Thesis
Internship
Tutorials

8. De leeromgeving: demonstratie werkvormen
9

9. Studying online & E-moderating
(Salmon 2003)

10. 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
T
e
c
h

11. Toetsen: online proctering (Rpnow softwaresecure)
12
Sec: 0.42 - 1.27

12. Opbouw presentatie
13
Waarom?
Onderwijs op
maat
ontwikkelproces opbrengst
In de aanloop naar 2015 Nu
Huidige ervaringen
toekomst
2015

13. Opbrengst in de aanloop naar 2015 (1/2)
 Intervisie docenten
 Content/didactiek
 Curriculum

14. Opbrengst in de aanloop naar 2015 (2/2)
Online learning
Classroom Learning
Blended Learning
 e-modules (blended learning)
 Kennisclips (flipped classroom)
 Ervaring nieuwe werkvormen
(since 2015)

15. Huidige opbrengst since start online MSc
16
 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 very
interesting and well presented, it is
given in such way that it opens "the
door" to knowledge of very exciting
field of science and public
life. I’m very glad to follow this
master.
I think the course moderation
was perfect and sufficient. You
reactions were quick and
applicable.

16. Ervaringen studenten (1/2)
17
How to use the online set up
took a while, not everything
was properly functioning.
Part-time masters: Working
full-time with the work load
and the unclear things while
starting up/figuring out online
studying made it
hard to balance.
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 and
stimulate 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

17. 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 helped
me 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 my
learning process
3.8 (1.0)
The contribution of the course moderator(s) was
helpful 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 technical
issues
2.9 (1.4)
If you look at all the aspects of the course, which
grade would you award this course? 1 (poor) -5 (excellent)
4.1 (0.7)

18. Ervaringen docenten (anecdotisch)
19
“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.

19. Opbrengst in de toekomst
20
 > 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.

20. Opbouw presentatie
21
Waarom?
Onderwijs op
maat
ontwikkelproces opbrengst
In de aanloop naar 2015 Nu
Huidige ervaringen
toekomst
2015

21. Wat was lastig: valkuilen
22
 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

22. Project group
Onderwijsontwikkelaars/docenten: Cora Busstra, Joanne
Leerlooijer, Truus van Woudenbergh, Marianne Geleijnse
23
Onderwijsdirecteur:
Rolf Marteijn
Director distance learning:
Ulrike Wild
Staff: Division of Human Nutrition
Edusupport/IT/ESD
Study adviseur:
Rosalie Dhonukshe-rutten

23. 24
For more information:
www.wageningenuniversity.eu/onlinemaster
https://www.youtube.com/embed/UtpacOceuA4