Sylvia Moes is Project Manager and Innovation Manager Media at the VU University Amsterdam, chair of the Special Interest Group (SIG) WEBstroom.
This SIG has more than 500 members in the Netherlands and Flanders, and has the goal "to power media knowlegde of staff members in higher education", via interactive live webinars, seminars and face-to-face meetings. Topics at this moment are: added value of media for education, organisation and integration, but also technical aspects are covered.
From 2005-2008 she worked as a learning technology expert for the special interest group SURF SIX at SURF, and from 2010 she is also active on "learning analytics".
She is winner of the Award for Most Innovative Project in Higher Education in 10 years (2000-2010 SURFfoundation). This award was given for ZoEp, (www.zoepportal.nl).
In this portal teachers can create their profile of interest for broadcasted licensed material. TV-programmes that matches will be automatically delivered after broadcasting. Teachers can select fragments by a virtual cutting machine, and add them to their personal virtual collection.
In the project REC:all 15 case studies have been developed with focus on how various forms of web lectures; knowledge and instruction clips, interactive live webinars, can intensivy learning. We also adressed the question on wich way these learning materials can be integrated best way into courses.
Via the case studies running in 4 universities (University College London (United Kingdom), VU University Amsterdam (The Netherlands), Université de Lorraine (France) and Universitat Politecnica de Valencia (Spain) we examine not only whether these various forms are relevant to increase study success and to intensivy learning, but also whether the student and teacher satisfaction will be increased.
These case studies are developed not only to improve the learning facilities in the classroom, but als in a blended learning situation and when students have to learn into the field.
To integrate a combination of various forms into the courses, we have investigated the higher and lower order learning goals (Sealfon 2012) for each case study. The lower-order learning goals are for e.g. understanding/remembering. Followed by the next level of learning like: applaying/analyzing. Were after we can reach higher-order learning goals as creating and evaluating.
From the project on we would like to deliver an overview by creation of a framwork where various emerging pedagogical uses of lecture capture technologies are connected to the mentioned learning goals. The case studies of REC:all give input to this model.