Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
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Conference Object Citation - Scopus: 2Moodle: Practical Advices for University Teachers(Springer Verlag service@springer.de, 2017-09-28) Pedersen, Jens Myrup; Kuran, Mehmet ŞükrüMoodle is a widely used Learning Management System, with a market share of 20% in the US/Canada and 65% in Europe. However, it is our experience that the system is too often used just as a website or repository for classical teaching material such as literature references, slides and problems for students to solve after the lectures, and that the fully potential of the platform is not exploited. In this paper we demonstrate some of the functionalities that university teachers can make use of to increase the learning experience of the students. For each of the features we demonstrate, we both show how it can be used, and give some didactic considerations. We have tested all of the presented features ourself in a blended learning course carried out as part of an Erasmus+ Strategic Partnership. © 2017 Elsevier B.V., All rights reserved.Conference Object Citation - Scopus: 13Learning Management Systems on Blended Learning Courses: An Experience-Based Observation(Springer Verlag service@springer.de, 2017-09-28) Kuran, Mehmet Şükrü; Pedersen, Jens Myrup; Elsner, RaphaelThis paper gives an overview of Learning Management System (LMS) features based on observations on a blended learning course under the Erasmus+ project COLIBRI. We explain the main features of LMSes under two main categories: accessibility content-related and underline the capabilities of four LMSes, Moodle, Blackboard Learn, Canvas, and Stud.IP with respect to these. We explain how these features were utilized to increase the efficiency, tractability, and quality of experience of the course. We found that an LMS with advanced features such as progress tracking, modular course support, interactive content support, and content access restriction is of paramount importance for blended learning courses. © 2017 Elsevier B.V., All rights reserved.Conference Object Citation - Scopus: 2Colibri: An International Blended Learning Experience Based on Real-World Problems(University of Minho, 2016) Pedersen, Jens Myrup; Kuran, Mehmet Şükrü; Frick, Jan; Mank, LeaColibri is a European project funded by Erasmus+, where seven universities, a governmental organisation and two enterprises work together and explore new and innovative approaches to teaching. As part of the project we offer a joint course during the spring semester which was followed by 30 students in 2015. It contains both course and project activities. In this paper we describe our experiences from the project work, from the initial formulation of the project problems by the companies, over the organisation of the seminars and virtual collaboration phase to the final exams. The whole course was organised as follows: First there was a virtual kick-off meeting for all students and teachers. This was followed by a phase where students studied different modules online. Each student chooses an individual combination of modules that fits his/her background while also supporting the later project work. After the online modules, the students and teachers all meet physically for a week in Istanbul to finalize the modules and begin working on the real life projects provided by the enterprises. Then there was a period of virtual collaboration in the groups followed by the final seminar in Riga where everyone (students, teachers, and company representatives) met to finalize the projects, prepare for presentations/exams, and conduct examinations. Overall, the project was successful and received positive evaluations from the students, particularly regarding the international and interdisciplinary dimensions. On the other hand, we also learned how important it is to facilitate the collaboration, group work, and project planning during the first physical seminar. We found that it is both challenging and important to be very explicit about what exactly is expected from the students, as both students and supervisors have differing understandings of what a project is. Discussing the learning objectives with the students to obtain a common understanding can be a useful tool. © 2017 Elsevier B.V., All rights reserved.