Özoran, Dinçer
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Dinçer, Özoran
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ozorand@mef.edu.tr
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01. MEF University
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Former Staff
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Sustainable Development Goals
1NO POVERTY
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2ZERO HUNGER
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3GOOD HEALTH AND WELL-BEING
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4QUALITY EDUCATION
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5GENDER EQUALITY
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6CLEAN WATER AND SANITATION
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7AFFORDABLE AND CLEAN ENERGY
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8DECENT WORK AND ECONOMIC GROWTH
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9INDUSTRY, INNOVATION AND INFRASTRUCTURE
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10REDUCED INEQUALITIES
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11SUSTAINABLE CITIES AND COMMUNITIES
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12RESPONSIBLE CONSUMPTION AND PRODUCTION
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13CLIMATE ACTION
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14LIFE BELOW WATER
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15LIFE ON LAND
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16PEACE, JUSTICE AND STRONG INSTITUTIONS
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17PARTNERSHIPS FOR THE GOALS
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5
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1307/15910
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0.00
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3
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| Journal | Count |
|---|---|
| Blackboard Akademik Adaptasyon Günü | 1 |
| Blackboard Francophone Meeting | 1 |
| OEB Global 2018 | 1 |
| TLC Europe '18 | 1 |
| Yüksek Öğrenimde Dijitalleşme ve E-Öğrenme Etkinliği | 1 |
Current Page: 1 / 1
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Conference Object Dijital dönüşümün filizlenmesi için gerekli koşullar: MEF’te öğrendiklerimiz(2019) Dinçer, ÖzoranAşağıdaki Adımlara göre MEF'teki dönüşümü nasıl yönettiğimizi açıklıyoruz: 6 Characteristics To Increase Technology Adoption -Thorpe, L. (2015) 1 - Leadership from the top 2 - Institutional commitment and investment 3 - Robust and reliable infrastructure 4 - Effective and available support for academic staff 5 - Ability to demonstrate the benefits to the student and staff experience 6 - Evidence-based decision-making and a continuous cycle of improvementConference Object The Vital Role of Digital and Adaptive Learning Platforms in a Flipped Learning Approach(OEB Global, 2018) Dinçer, ÖzoranFlipped Classroom also referred as Flipped Learning is beneficial for because: It gives students the chance to expose to content before-class, as long as they want, when they want, and where they want, giving more control on the pace of consuming the content until they feel comfortable. Students are pre-exposed to the content before class where they work on basics of the content (lower levels of Bloom’s taxonomy), during the time saved from these basic knowledge transfer students can work more on the higher order learning (as referred in Bloom’s Taxonomy) with the help of the active learning in-class activities. Problem of Flipped Learning From Instructors side both preparing engaging pre-class content and in-class activities are highly demanding. More content and more activities means more need for more checkpoints on student understanding and skills development in the process, which also means creating more questions, more answers, doing more scoring and giving more feedback. From students side, while the pace and timing of the learning are customizable, the learning path, i.e. the questions students answer and the content provided are mostly same. There is not much occasion for personalization for individual learning experience. In most flipped learning designs pre-class activities also leave students alone, sometimes directly defined as “individual working space”, makes it highly challenging for students especially when they are totally stranger to a content and need immediate assistance and feedback. Flipped Learning coupled with Digital and Adaptive Learning Platforms offered by top textbook publishers has big impact on overcoming the mentioned problems. Digital and Adaptive Learning Platforms offer huge amount of highly rich content. Text, videos, questions, answers, etc… Instructors no longer spend time on repetitive tasks such as preparing questions, creating answers, solutions, grading, basic feedback and also lecturing. They can more focus on creating authentic in-class tasks and providing just-in-time and complex individual feedback to make sure the students are engaged and develop persistent skills. Will Digital and Adaptive Learning Platforms replace instructors? Probably not in the near feature. These platforms can be seen as cognitive assistants which automate repetitive tasks and personalize student learning experience by its computational power. With the help of these platforms Instructors will become more curators of the rich content provided and will focus more on creative aspects of the learning experience, such as authentic problems, cases, projects, etc. At MEF University, where flipped learning is embraced as institutional instructional philosophy including all Faculties and all Departments, we begin to complement our flipped learning approach with Digital and Adaptive Learning Platforms with a pilot period beginning from Spring 2017-2018. We will share our experience and take outs from this transition process including technological challenges and perspectives from students and instructors.Conference Object Yeni Nesil Adaptif ve Dijital Platformların Blackboard ile Entegrasyonu ve Ters Yüz Öğrenme'deki (flipped Learning) Önemli Rolü(2018) Dinçer, ÖzoranYeni Nesil Adaptif ve Dijital Platformların Blackboard ile Entegrasyonu ve Ters Yüz Öğrenme'deki (Flipped Learning) Önemli RolüAdaptif ve Dijital Platformlar, kağıda basılı kitaplardan dijital kitaplara yapılan geçişin bir devamı olarak, statik dijital kitaplardan dinamik, interaktif ve adaptif dijital kitaplara geçişin ürünleri olarak karşımıza çıkıyor. Peki bu akıllı kitaplar ders hocalığının, öğretmenliğin ortadan kalkmasını beraberinde getirecek mi? Sunumda MEF Üniversitesi'nde Ocak 2019'da başlattığımız Adaptif ve Dijital Platformların kullanımının yaygınlaştırılması sürecinde karşılaştığımız sorunlar ve ürettiğimiz çözümler üzerinden deneyimlerimizi paylaşacağız.Conference Object Adaptation à l'apprentissage Adaptatif Avec Blackboard: Le Cas de l'université MEF(2018) Dinçer, ÖzoranExpliqué les application de l'apprentissage numerique et adaptif chez l'Université MEF Leadership de la directionEngagement/ investissement institutionnelInfrastructure robuste, fiableEnseignement et apprentissage efficacesSoutien au personnel universitaire (enseignant & admin.) et aux étudiantsPrise de décision fondée sur des données probantesConference Object Adapting to adaptive learning with Blackboard, the case of MEF University(2018) Özoran, DinçerAdaptive learning (AL) systems are long studied but only recently begin to make an impact in education. As MEF, a Flipped University who embraced Flipped Learning Approach in its all faculties, we also got interested in integration of these systems. Each AL platform has its own design of UI and UX. Already learning an LMS is a challenge, understanding how a brand new platform works may hinder student motivation for learning. Blackboard Learn, being the number one prefered LMS platform in the world in higher education, has integration options with most of AL platforms. This integration facilitates to navigate and focus more on the learning tasks and experience for students. While having a solid and widely used LMS is an advantage, there are still challenges in adapting AL systems for an institution. Individual adoption of Instructors results with student resistance, as they have to pay extra fee for the platform. When students reject to pay, then Instructor cannot implement his course design. At MEF, first contact with AL platforms happened thanks to individual efforts of some instructors. Once we see the potential, we asked different platforms for trial this semester and now we have unlimited access to two big platforms and promised them to pay as an Institution. In approximately 20 courses (%5 of total) we use AL and to understand the effectiveness of these platforms, we will use six level ACUE Effective Practice Framework©: faculty engagement, faculty learning, faculty implementation, student engagement, course-level student outcomes and institutional outcomes.