Table of Contents
ICT in Dutch and Flemish Higher Education
Why this title?
Structure
Conclusions
The context
The context
But
State-of-the-art: The Netherlands 2000
State-of-the-art: The Netherlands 2002
State-of-the-art: Flanders 2002
Macro-level: The Netherlands
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Macro-level: The Netherlands
Macro-level: The Netherlands
Macro-level: Flanders
Macro-level: Flanders
Macro-level: challenge
Macro
Meso-level
Meso-level: The Netherlands
Meso-level: The Netherlands
Meso-level: The Netherlands
Meso-level: Flanders
Meso-level: Flanders
Meso-level: Flanders
Meso-level: Flanders
Meso-level: Flanders
Meso-level: Flanders
Meso-level: Flanders
Meso-level:exiting examples
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Open University of the Netherlands
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Micro-level
Micro-level
Micro-level
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High levels of task-oriented interaction: 88%
BUT
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Micro-level: The teacher
Micro-level: The teacher
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Micro-level: the student
Micro-level: the student
Profile of the ‘new student’
« New student » profile: incongruency
Home-madeversus
New tools
Conclusions
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