Hergebruik van leermaterialenWaarom we het wel doen,
maar toch niet willen
Dr. Allard Strijker, Universiteit Twente14 december 2006
Overzicht van de presentatie
• Hergebruik van leermaterialen waarom we het wel doen, maar toch niet willen
Leermaterialen
• Verschillen in onderwijsbenaderingen
Voorbeelden van cursusonderdelen
• Activiteit• Competentie• Leerdoel• Vraag• Taak• Toets• Opdracht• Probleem• Introductie• Inleiding• Strategie
• Voorbeeld• Uitwerking• Model antwoord• Rol• Criterium• Evaluatie• Cursist• Peer beoordeling• Bron• Zelf beoordeling• Discussie• Groep
Exe Authoring tool
Standaarden
Vormgeving
Structuur
Leeromgevingen
• Electronische Leeromgevingen
• Persoonlijke Leeromgevingen
Context
• Het onderzoek richt zich op de problemen voor technische en menselijke aspecten die te maken hebben met hergebruik van leermateriaal en de invoering van standaarden voor leertechnologie in verschillende organisaties zoals:– Universiteit– Commerciële instellingen– Defensie
Universiteit Commercieel DefensieProjecten
Resultatenonderzoek
Project
Project
Project Project Project
Project Project
ProjectProject
Project
Resultaten Defensie
Resultaten Universiteit
Resultaten Commercieel
Menselijke aspecten• Menselijke aspecten hebben te maken met motivatie
voor hergebruik, organisatorische belangen en de gebruikte onderwijs benaderingen.
• Onderzoeksvraag: Menselijk perspectief - Welke menselijke perspectieven zijn belangrijk om de verschillende fasen van de levenscyclus van een leerobject te ondersteunen?
• Menselijke aspecten– Waarom vindt hergebruik plaats– Wie zijn er betrokken bij hergebruik
Technische Aspecten• Technische aspecten voor hergebruik omvatten de
ontwikkeling van leerobjecten, databases, database functionaliteiten en de technologie om leerobjecten uit te wisselen.
• Onderzoeksvraag: Technisch perspectief - Welke toepassingen en technologieën zijn belangrijk om de verschillende stadia van de levenscyclus van een leerobject te ondersteunen?
• Technische aspecten– Wat wordt er hergebruikt– Hoe wordt hergebruik ondersteund in termen van systemen– Waar worden leerobjecten opgeslagen
Voorbeeld van leerobjecten in Teletop
Leerobjecten
• Leerobjecten zijn gedefinieerd als digitale eenheden, die beschikbaar zijn voor gebruik en hergebruik in verschillende onderwijssituaties
• Deze objecten zijn niet allemaal specifiek gemaakt om gebruikt te worden als leerobjecten: het gebruik binnen het onderwijs maakt hen tot leerobject
Levenscyclus voor het hergebruik van leerobjecten
• Verkrijgen
• Labelen
• Aanbieden
• Selecteren
• Gebruiken
• Onderhouden
Verkrijgen
Labelen
Aanbieden
Selecteren
Gebruiken
Onderhouden
Aanpassen
Onderzoeksvraag
• Combineren van menselijke en technische perspectieven - Wat zijn de belangrijkste aspecten bij het begeleiden van gebruikers bij de selectie van toepassingen, technologieën en activiteiten om de verschillende stadia van de levenscyclus van een leerobject in verschillende gebruikscontext te ondersteunen, in het bijzonder de universitaire, de commerciële en de militaire context?
Dimensies voor hergebruik
• Het onderzoek identificeert verschillende dimensies die gerelateerd zijn aan standaarden voor leertechnologie voor hergebruik zoals:– Cultuur binnen een organisatie– Onderwijsbenaderingen– Motivatie voor hergebruik– Werkprocessen– Hoe leerobjecten zijn opgeslagen
Context
• Systeem oriëntatie– De systeem georiënteerde kant richt zich
op technische specificaties, regels, beleid en procedures als belangrijkste kenmerken
• Persoonlijke oriëntatie– De persoonlijk georiënteerde kant richt zich
op menselijke interactie, persoonlijke behoeften, persoonlijke motivatie en persoonlijke waarden.
Dimensies voor hergebruikSystems Oriented
Personal Oriented
Cultures
within the
context
The industrial world
The Domestic world
The Civic world
The world of Opinion
The Merchant world
The world of
inspiration
Learning scenarios
Acquisition Participation
Incentives for reuse
Formal workflow
Personal habits
Work processes
Organizational Personal
How learning objects are stored
Repository Locally
Resultaten
• De resultaten van het onderzoek tonen aan dat hergebruik en uitwisseling van leermateriaal misschien niet wereldwijd zal plaatsvinden
• Het hergebruik van leermateriaal zal veel meer lokaal gebeuren binnen afdelingen
• Hergebruik zal vooral gericht zijn op eigen ontwikkeld materiaal
Huidige ontwikkelingen• Digitale Universiteit gebruikt repository Learn
Exact• Surf richt zich op het toegankelijk maken van
bronmateriaal met Dare• Uitgeverijen leveren meerdere methoden aan
als leerobjecten• Defensie gaat gebruik maken van een CMS
gebaseerd op leerobjecten• Shell is bezig om kennis management te
integreren in onderwijs als leerobjecten.
Resultaten
• Het gebruik van standaarden voor hergebruik van leermateriaal hebben waarschijnlijk niet direct de verwachte impact op zelfstandig adaptief leren.
• Cursus ontwikkeling gebaseerd op leerobjecten die uit een grote database komen is niet waarschijnlijk.
Resultaten
• Het ontwikkelen van nieuwe specificaties zou gericht moeten worden op de ondersteuning van meer individuele strategieën voor hergebruik.
Cultures within the context
Verbs Value features Attitudes
The World of Inspiration
To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.
Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance
Spontaneous, passionate, risk taking, open-minded, independent, intuitive
The Domestic World
To behave, to give, receive and give back; to respect; to keep the convenient distance; to be polite (with both inferiors & superiors); to interact.
Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty
Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable
The World of Opinion
To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.
Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility, Identification.
Being an actor, contributive, communicative, participative, personality, celebrity
The Civic World
To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify, to delegate, to represent and to be represented, to show solidarity, to share.
The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).
Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.
The Merchant World
To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.
Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others; contract; competition, rivalry, opportunism, freedom,
Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help, thoughtful, careful, reactive, opportunist
The Industrial World
To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.
Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system
Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication
Cultures within the context: Attitudes
• The World of Inspiration– Spontaneous, passionate, risk taking, open-minded, independent, intuitive
• The Domestic World– Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive,
cautious, reliable• The World of Opinion
– Being an actor, contributive, communicative, participative, personality, celebrity• The Civic World
– Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.
• The Merchant World– Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing
to help, thoughtful, careful, reactive, opportunist• The Industrial World
– Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication
Cultures within the context: Value features
• The World of Inspiration– Singularity, difference, innovation, originality, irrationality, imaginary, spirituality,
unconscious, chance• The Domestic World
– Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty
• The World of Opinion– Image, reputation, fame, success, honour, acknowledgement, visibility, audience,
credibility, Identification.• The Civic World
– The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).
• The Merchant World– Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to
others; contract; competition, rivalry, opportunism, freedom,• The Industrial World
– Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system
Cultures within the context: Verbs• The World of Inspiration
– To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.
• The Domestic World– To behave, to give, receive and give back; to respect; to keep the convenient
distance; to be polite (with both inferiors & superiors); to interact.• The World of Opinion
– To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.
• The Civic World– To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify,
to delegate, to represent and to be represented, to show solidarity, to share.• The Merchant World
– To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.
• The Industrial World– To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to
detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.
Learning scenarios
• Acquisition– Objectives– Training– Drill and practice– Awareness– Knowing– CBT– Authoring
• Participation– Collaboration– Communication– Competences– Learning– Application– Synthesis– Analyses– ELO– Mentoring
Acquisition vs Participation Acquisition Participation
Key definition of learning: Learning as knowledge acquisition and concept development; having obtained knowledge and made it one's own; individualised
Learning as participation, the process of becoming a member of a community, "the ability to communicate in the language of this community and act according to its norms" (Sfard, p. 6); "the permanence of having gives way to the constant flux of doing" (p. 6)
Key words: Knowledge, concept, misconception, meaning, fact, contents; acquisition, construction, internalization, transmission, attainment, accumulation;
Apprenticeship, situatedness, contextuality, cultural embeddedness, discourse, communication, social constructivism, cooperative learning
Stress on… "The individual mind and what goes into it" (Sfard, p. 6); the "inward movement of knowledge" (p. 6)
"The evolving bonds between the individual and others" (p. 6); "the dialectic nature of the learning interaction: The whole and the parts affect and inform each other" (p. 6)
Ideal Individualized learning Mutuality; community building
Role of instructor Delivering, conveying, facilitating, clarifying
Facilitator, mentor, "Expert participant, preserver of practice/discourse" (p. 7)
Nature of knowing Having, possessing Belonging, participating, communicating
Learning objectives (Bloom, 1956)
Competence Skills Demonstrated Question Cues
Knowledge - observation and recall of information - knowledge of dates, events, places - knowledge of major ideas - mastery of subject matter
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension - understanding information - grasp meaning - translate knowledge into new context - interpret facts, compare, contrast - order, group, infer causes - predict consequences
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application - use information - use methods, concepts, theories in new
situations - solve problems using required skills or
knowledge
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis - seeing patterns - organisation of parts - recognition of hidden meanings - identification of components
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis - use old ideas to create new ones - generalize from given facts - relate knowledge from several areas - predict, draw conclusions
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation - compare and discriminate between ideas - assess value of theories, presentations - make choices based on reasoned argument - verify value of evidence - recognize subjectivity
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Pedagogies related to organisational setting
Pedagogies related to organizational setting
Incentives for reuse
• Organizational– Knowledge management– Human resource
management– Sustainable development– Saving money– Efficiency– Organizational capital
• Personal– Helping Colleagues– Saving time– Efficiency– Communities of practice– Networks of excelence
Work processes
• Formal workflow– Roles– Responsibilities– Versioning– Quality control– Management– Ownership
• Personal habits– Individual products– One person all roles– Teacher in control– Copyrights– Independent
How objects are stored
• Repositories- Knowledge
management systems
– (Learning) Content Management Systems
– Electronic Learning Environments
• Locally– Hard disks– Personal websites
Context Orientations
• Personal oriented– Personal orientation is related to human
interaction, personal needs, personal incentives, and personal values.
• Systems oriented– The Systems orientation focuses on
technical specifications, rules, policy, and procedures.
Dimensions for ReuseSystems Oriented
Personal Oriented
Cultures
within the
context
The industrial world
The Domestic world
The Civic world
The world of Opinion
The Merchant world
The world of
inspiration
Learning scenarios
Acquisition Participation
Incentives for reuse
Organizational Personal habits
Work processes
Formal workflow
Personal
How learning objects are stored
Repository Locally
Discussion
• Try to map your current context (the environment you work in) on the dimensions.– If the focus is on the left side (Systems),
you are in a context that provides different aspects for reuse
– If the emphasis on the right side (Personal), the implementation of a reuse strategy in your context is problematic
Results
• The results of the research show that reuse in practice may not so much be focused on a wide exchange of all available material but rather on local level sharing within departments and even primarily on the reuse of one’s own course material.
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