No abstract

This article reports on learning experiences from the INNOTOUR project that aims to raise the quality of tourism education by use of Web 2.0 technology, new pedagogy, and values-based education. The article describes the main areas of the INNOTOUR platform, associated teacher training, and examples of course implementation. A discussion on key challenges sets into perspective handling of formal requirements, which incorporation of Web 2.0 tools and learning poses to participants, and alignment of curricula and exam forms to reflect new teaching methods and the Web 2.0 philosophy. In conclusion, reflections are provided on Web 2.0, the forming of identity and contestation of current university practice.

Value of teAching in a virTuAl world (AVATAR) perteneciente al Programa Comenius, del Lifelong Learning Programme (Programa de Aprendizaje a lo largo de la vida), es un proyecto financiado por la Comisión Europea, en la que participan siete socios europeos: Consorzio FOR.COM

This article accounts for the design of the massive open online course (MOOC) Hans Christian Andersen's Fairy tales on FutureLearn and reports on the effectiveness of this design in terms of engaging learners in social learning and encouraging a deep approach to learning. A learning pathway was designed that provided learners with relevant knowledge, allowed them to practice their analysis skills and provided model responses. In the first run of the MOOC, a light facilitation approach was used to motivate and engage learners. In the second run, this was supplemented with live Q & A sessions and increased educator feedback. Course data show that that some learners use the space provided for social interaction and mutual support. A learning pathway that engages learners in discussion and progression from week to week facilitates a deep approach to learning. However, this requires more support from the educators and the course host.

Denne artikel gør rede for det læringsdesign, der blev anvendt på Teaching for Tomorrow (T4T), som er et online kursus rettet mod undervisere på videregående uddannelser. Kurset omhandler de pædagogiske og tekniske aspekter ved flipped learning, blended learning og fjernundervisning. Hovedformålet med læringsdesignet var at motivere og engagere deltagerne til aktiv deltagelse. Læringsdesignet er baseret på voksenlæring, arbejdspladsrelateret læring, e-tivities, peer feedback, kollaboration, træning af praktiske færdigheder, asynkrone og synkrone læringsaktiviteter og badges. Der er indhentet kvalitative og kvantitative data, der viser, at læringsdesignet har potentiale ift. at motivere og engagere lærende. Imidlertid gør også andre faktorer sig gældende, såsom den enkelte deltagers specifikke situation ift. undervisning, samlet arbejdsbelastning og graden af support fra kolleger og ledelse. Det anbefales at anvende læringsdesignet men at sikre en følelse af forpligtethed både hos deltagerne og deres ledelse, at gøre designet tilstrækkeligt fleksibelt samt at tilbyde tilstrækkelig support.