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

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New media and the role of teachersat the Johan
Cruyff University

• Fons Vernooij, Thomas Thijssenwww.incasa.nl
• Hogeschool of Amsterdam
• University of Amsterdam

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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.

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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.

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Structure of this presentation

• Content
• New roles for teachers
• The educational structure at the JCU
• Evaluation of this structure
• Required competencies for teachers

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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?

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Judgement process
Skillperformances
Incidentalinformation
Group project
Lessons learned
Knowledge exam
Assessment
Check on learning outcomes
Discussion student - assessor
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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.

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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

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Evaluation of the JCU-system

• Learning to learn a revolution
• Formulating learning outcomes
• Development of competencies
• Logistics
• Separation of roles.

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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).

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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.

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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.

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Example www.fons-vernooij.nl