New media and the role of teachers at the Johan Cruyff University

1. New media and the role of teachersat the Johan Cruyff University Fons Vernooij, Thomas Thijssenwww.incasa.nl Hogeschool of Amsterdam University of Amsterdam

2. The Johan Cruyff University • The Johan Cruyff University offers: • a program in commercial economics • for elite athletes in all kinds of sports • with a dedicated program • and special facilities for examinations • and with a lot of virtual communication. Hogeschool of Amsterdam / University of Amsterdam

3. Ideas behind the JCU • Johan Cruyff supports: • the possibilities for elite athletes to study economics while they are performing • the positioning of ex elite athletes in commercial departments of sponsors • the positioning of ex elite athletes in sport organizations. Hogeschool of Amsterdam / University of Amsterdam

4. Structure of this presentation • Content: • New roles for teachers • The educational structure at the JCU • Evaluation of this structure • Required competencies for teachers Hogeschool of Amsterdam / University of Amsterdam

5. New roles for teachers • Two developments are leading to new roles: • competency learning • incorporation of ICT • The main question is • What competencies can be acquired because there are new media? Hogeschool of Amsterdam / University of Amsterdam

6. Influence of competency learning (1) • Competencies combine: • knowledge • skills • motivation and attitudes. • This leads to a distinction of three roles: • the instructor, who transfers knowledge • the trainer, who develops skills • the navigator, who shapes attitudes. Hogeschool of Amsterdam / University of Amsterdam

7. Influence of competency learning (2) • Competency learning distinguishes: • testing: separate parts of the program • and judging the development of competencies. • Testing is done by instructors and trainers. • Judging leads to a new role: • the assessor. Hogeschool of Amsterdam / University of Amsterdam

8. Developments in ICT • Developments in ICT offer new opportunities: • students can consult teachers by e-mail • teachers support virtual learning. • This leads to two separate roles: • the consultant, who is available when needed • the navigator, who supports virtual learning. Hogeschool of Amsterdam / University of Amsterdam

9. Teachers at the JCU • Thus the following roles exist: • navigator: attitude / ICT specialist • trainer: skills specialist • instructor: content specialist • consultant: content specialist • assessor: judgement specialist • Different roles are performed by different people. Hogeschool of Amsterdam / University of Amsterdam

10. Characteristics new concept • Student is responsible for his/her own study • Ongoing development of competencies • Constructivist approach of knowledge creation • Study guidance is a virtual process. Hogeschool of Amsterdam / University of Amsterdam

11. The educational structure at the JCU • (As developed by Jos Baeten, Citowoz ) • The assessors formulate the required competencies • Students formulate desired learning outcomes • Students negotiate those outcomes with their assessor at the start of a term • The assessor follows the competency development • Students prove they have acquired the learning outcomes. Hogeschool of Amsterdam / University of Amsterdam

12. Study methods vs learning outcomes • In fact they form a matrix • Learning outcomes are one dimension • Study methods are the second dimension • Testing is along study methods • While judgement is along learning outcomes • So a transformation must be made. Hogeschool of Amsterdam / University of Amsterdam

13. Judgement process Skillperformances Incidentalinformation Group project Lessons learned Knowledge exam Assessment Check on learning outcomes Discussion student - assessor Hogeschool of Amsterdam / University of Amsterdam

14. The rewarding system A year takes 40 weeks plus 2 for re-examination Every year a student must acquire 40 study points There are 4 terms, at the end of each, students get: 10 points if all learning outcomes are okay 10 points plus extra learning outcomes for next term(s) if skills are insufficient 0 points if learning outcomes are insufficient Students who fail, get an extra chance. Hogeschool of Amsterdam / University of Amsterdam

15. The role of virtual learning • For athletes distance learning is important • Worldwide they can log in on the JCU-intranet • The intranet supports virtual learning: • cognitive processes: knowledge • communicative processes: skills • affectionate processes: motivation • regulatory processes: monitoring Hogeschool of Amsterdam / University of Amsterdam

16. Evaluation of the JCU-system • Learning to learn: a revolution • Formulating learning outcomes • Development of competencies • Logistics • Separation of roles. Hogeschool of Amsterdam / University of Amsterdam

17. Competencies for navigators • Navigators must be able to support: • the use of Internet (knowledge) • the processes in groups (skills) • students to take initiative (motivation) • learning to learn (monitoring). Hogeschool of Amsterdam / University of Amsterdam

18. Competencies for consultants • Consultants must be able to: • explore the potentials of new media • build a homepage with basic information • organize support by e-mail and chat • organize the students in groups • build lists of frequently asked questions • They are the source of virtual learning. Hogeschool of Amsterdam / University of Amsterdam

19. Competencies for assessors • Assessors must be able to: • formulate competencies • build a supportive intranet • develop assessments • assess competencies • combine all relevant feedback • These are all monitoring functions. Hogeschool of Amsterdam / University of Amsterdam

20. Example: www.fons-vernooij.nl Hogeschool of Amsterdam / University of Amsterdam