Managing self-regulated, blended learning a process of change in education dr. Petra Fisser Supporting Sustainable e-Learning Forum (SSeLF) University of Dundee, 27 May 2005

This presentation Managing self-regulated blended learning

Managing self-regulated blended learning

This presentation Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face and technology supported learning

Managing self-regulated blended learning

Blended learning: a 'blend' of face-to-face and technology supported learning

This presentation Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face and technology supported learning Self-regulated: student-centred instead of teacher-centred education

Managing self-regulated blended learning

Blended learning: a 'blend' of face-to-face and technology supported learning

Self-regulated: student-centred instead of teacher-centred education

This presentation Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face and technology supported learning Self-regulated: student-centred instead of teacher-centred education Managing…

Managing self-regulated blended learning

Blended learning: a 'blend' of face-to-face and technology supported learning

Self-regulated: student-centred instead of teacher-centred education

Managing…

This presentation Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face and technology supported learning Self-regulated: student-centred instead of teacher-centred education Managing… the process of implementing self-regulated blended learning

Managing self-regulated blended learning

Blended learning: a 'blend' of face-to-face and technology supported learning

Self-regulated: student-centred instead of teacher-centred education

Managing… the process of implementing self-regulated blended learning

The implementation process Pilot Implementation Result Result Result Result Environment End Project leader Decision maker

The implementation process The implementation process: a pilot with certain results -> the pilot is scaled up -> it is implemented in a broader context

The implementation process:

a pilot with certain results ->

the pilot is scaled up ->

it is implemented in a broader context

The implementation process An other way to describe this in “stages of change” Incidental and isolated use of ICT (pilot) Increasing awareness of ICT relevance for education (scaling-up) Coordinated and supported activities (implementation) ICT integrated in teaching and learning (integration)

An other way to describe this in “stages of change”

Incidental and isolated use of ICT (pilot)

Increasing awareness of ICT relevance for education (scaling-up)

Coordinated and supported activities (implementation)

ICT integrated in teaching and learning (integration)

Example for blended-learning Incidental and isolated use of ICT (pilot): -> a try-out in one course Increasing awareness of ICT relevance for education (scaling-up): -> more instructors use a blended-learning approach Coordinated and supported activities (implementation): -> the whole department uses a blended-learning approach ICT integrated in teaching and learning (integration): -> the whole university uses a blended-learning approach

Incidental and isolated use of ICT (pilot): -> a try-out in one course

Increasing awareness of ICT relevance for education (scaling-up): -> more instructors use a blended-learning approach

Coordinated and supported activities (implementation): -> the whole department uses a blended-learning approach

ICT integrated in teaching and learning (integration): -> the whole university uses a blended-learning approach

Support for implementation The simplified model is not enough A general strategy for implementation not available In higher education a need for support in the process from piloting to implementation and integration pedagogical models in relation to ICT in education These two issues are often combined, because of the belief that the ICT applications that are implemented need some kind of pedagogical foundation to be successful

The simplified model is not enough

A general strategy for implementation not available

In higher education a need for support in

the process from piloting to implementation and integration

pedagogical models in relation to ICT in education

These two issues are often combined, because of the belief that the ICT applications that are implemented need some kind of pedagogical foundation to be successful

Actors The support for implementation is of interest for actors responsible for the implementation process But which actors are involved? Is it the teacher? Or the educational manager? Or the project manager that is responsible for the implementation? Or the technical support unit that has to implement the technological aspects? Or…?

The support for implementation is of interest for actors responsible for the implementation process

But which actors are involved?

Is it the teacher?

Or the educational manager?

Or the project manager that is responsible for the implementation?

Or the technical support unit that has to implement the technological aspects?

Or…?

Actors Actors involved College board members President/rector/ principal Vice president/vice chancellor/provost/policy advisor Deans ICT steering group Middle managers/educational managers Chair/head of department Faculty, instructors, teachers Members of staff development unit Members of pedagogical support unit Members of infrastructure and computing unit Staff members of the library Students Ministry of education External institutions

Actors involved

College board members

President/rector/ principal

Vice president/vice chancellor/provost/policy advisor

Deans

ICT steering group

Middle managers/educational managers

Chair/head of department

Faculty, instructors, teachers

Members of staff development unit

Members of pedagogical support unit

Members of infrastructure and computing unit

Staff members of the library

Students

Ministry of education

External institutions

External stimulus to change External institutions Ministry of education External Supporting the implementation process Members of staff development unit pedagogical support unit infrastructure / computing unit library Support Education Students Students Education and research Faculty, instructors, teachers Faculty Leadership, policy-making, stimulating faculty Middle managers / educational managers Chair / head of department Middle management Leadership, policy-making, strategy, budget/ and resource-allocation Vice president / vice chancellor / policy advisor Deans ICT steering group Higher management Leadership, vision, strategy College board members President/rector/ principal Board Role and activity of the actor Actors within the category Category

Members of

staff development unit

pedagogical support unit

infrastructure / computing unit

library

Actors and roles

Middle management Crucial actor: middle management Educational management / director Head of department Role: influence the implementation process (success or failure) Many responsibilities Leadership!

Crucial actor: middle management

Educational management / director

Head of department

Role: influence the implementation process (success or failure)

Many responsibilities

Leadership!

Leadership Needed in all stages of the implementation process Tasks: Creating commitment Creating a shared vision Support of the implementation process

Needed in all stages of the implementation process

Tasks:

Creating commitment

Creating a shared vision

Support of the implementation process

Management & Leadership The middle management is involved in all the stages of the implementation process Leadership is an important role and activity in the implementation process It is assumed that these two are connected to each other The middle manager plays a key role in the implementation process He or she should be involved in all steps

The middle management is involved in all the stages of the implementation process

Leadership is an important role and activity in the implementation process

It is assumed that these two are connected to each other

The middle manager plays a key role in the implementation process

He or she should be involved in all steps

Are we expecting too much? Many expectations from the middle manager Vision Strategy Leadership Projectmanagement Educational background Background related to content of study … .. How does he/she do it?

Many expectations from the middle manager

Vision

Strategy

Leadership

Projectmanagement

Educational background

Background related to content of study

… ..

How does he/she do it?

Top-down or bottom-up? Top-down: the managment decides Bottom-up: initiative from the teacher Strategies Management: You have to use Blackboard! Ok…..  /  Teacher: I would like to use Blackboard! Ok…..  /  Personal Organisational

Top-down or bottom-up?

Top-down: the managment decides

Bottom-up: initiative from the teacher

Top-down and bottom-up! Oh no.. I have to puzzle… Teacher Idea! Manager That is nice… Maybe you like? Look what my teacher did! All of the university should do this! That is nice! Oh no.. Now I have to show everybody Board This is nice! Look at colleague! Show! I want this too! I give you support and money I will use it Me too Me too Me too Me too Me too Me too

Other strategies Concerns-based Adoption Model The Colour Theory

Concerns-based Adoption Model

The Colour Theory

Concerns-based Adoption Model This model applies to anyone experiencing change (policy makers, teachers, parents, students) The model holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is

This model applies to anyone experiencing change (policy makers, teachers, parents, students)

The model holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is

Concerns-based Adoption Model In general, early questions are more self-oriented What is it? and How will it affect me? When these questions are resolved, questions emerge that are more task-oriented: How do I do it? How can I organize myself? and Why is it taking so much time? Finally, when self- and task concerns are largely resolved, the individual can focus on impact. Is this change working for students? and Is there something that will work even better?

In general, early questions are more self-oriented

What is it? and How will it affect me?

When these questions are resolved, questions emerge that are more task-oriented:

How do I do it? How can I organize myself? and Why is it taking so much time?

Finally, when self- and task concerns are largely resolved, the individual can focus on impact.

Is this change working for students? and Is there something that will work even better?

The Colour Theory Based on change theories 5 strategies with different colours Yellow Blue Red Green White

Based on change theories

5 strategies with different colours

Yellow

Blue

Red

Green

White

The Colour Theory: Yellow Yellow = power! Discover collective interests Play a power game Reach a win-win situation Goal: change beliefs and policy

Yellow = power!

Discover collective interests

Play a power game

Reach a win-win situation

Goal: change beliefs and policy

The Colour Theory: Blue Blue = blueprint Thinking and planning Rational / logical process Knowing the outcome Result: guaranteed success!

Blue = blueprint

Thinking and planning

Rational / logical process

Knowing the outcome

Result: guaranteed success!

The Colour Theory: Red Red = passion and temptation Bring together organisational & individual goals Give people a stimulus and motivate them Human resource management important

Red = passion and temptation

Bring together organisational & individual goals

Give people a stimulus and motivate them

Human resource management important

The Colour Theory: Green Green = growing and nature Bring people in a learning situation Stimulate the learning process Find the solution together Keyword: the learning organisation

Green = growing and nature

Bring people in a learning situation

Stimulate the learning process

Find the solution together

Keyword: the learning organisation

The Colour Theory: White White = the colour of light and openness Offer freedom for spontaneous revolution Breaking through existing patterns Dynamic and self-regulated process Outcome: unpredictable!

White = the colour of light and openness

Offer freedom for spontaneous revolution

Breaking through existing patterns

Dynamic and self-regulated process

Outcome: unpredictable!

The Colour Theory Always: yellow (commitment) and red (combination of people and organisation) Choice: Blue, Green or White Recommendation: Blue (result-based): routine problems Green (project-based): non-routine problems White (creativity-based): vague problems

Always: yellow (commitment) and red (combination of people and organisation)

Choice: Blue, Green or White

Recommendation:

Blue (result-based): routine problems

Green (project-based): non-routine problems

White (creativity-based): vague problems

Assignment Fill in the form: Which actor are you? Which actor is next to you? Where is the educational manager? What strategy does he/she use?

Fill in the form:

Which actor are you?

Which actor is next to you?

Where is the educational manager?

What strategy does he/she use?

Strategies for implementation of Self-Regulated Blended Learning and Reuse of Learning Objects Strijker, A. (2005, May 27). Strategies for implementation of Self Regulated Blended Learning and Reuse of Learning Objects . Dundee, UK.

Reuse of Learning Objects Learning Objects Assignments, Videofragments, Animations, Lectures, Articles, Pictures

Learning Objects

Assignments, Videofragments, Animations, Lectures, Articles, Pictures

Learning Objects Learning objects are defined as digital entities, available for use or reuse in different learning settings. These objects themselves may or may not have been originally created as learning objects; it is their use for learning purposes that makes them learning objects. Definition used in the research: A learning object is any digital entity that may be used for learning, education, or training.

Learning objects are defined as digital entities, available for use or reuse in different learning settings.

These objects themselves may or may not have been originally created as learning objects; it is their use for learning purposes that makes them learning objects.

Definition used in the research: A learning object is any digital entity that may be used for learning, education, or training.

Contexts The research describes issues related to the reuse of learning objects and the implementation of learning technology standards for reuse of these learning objects in different contexts and the human and technical aspects involved: University, Military, Corporate Learning.

The research describes issues related to the reuse of learning objects and the implementation of learning technology standards for reuse of these learning objects in different contexts and the human and technical aspects involved:

University,

Military,

Corporate Learning.

Human aspects Human perspective – What human aspects are important to support reuse of learning material? Human aspects: Why takes reuse place, Who is involved.

Human perspective – What human aspects are important to support reuse of learning material?

Human aspects:

Why takes reuse place,

Who is involved.

Technical Aspects Technical perspective - What tools and technologies are important to support reuse of learning material Technical aspects: What's reused, How is reuse supported, and Where are learning objects stored.

Technical perspective - What tools and technologies are important to support reuse of learning material

Technical aspects:

What's reused,

How is reuse supported, and

Where are learning objects stored.

Overall Research Question Combining human and technical perspectives - What are key dimensions to guide the selection of tools, technologies, and human procedures to support reuse of learning material for users in different usage contexts, particularly university, corporate learning, and military training?

Combining human and technical perspectives - What are key dimensions to guide the selection of tools, technologies, and human procedures to support reuse of learning material for users in different usage contexts, particularly university, corporate learning, and military training?

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.

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 Reuse The research identified dimensions related to use of learning technology standards for reuse such as: Cultures within the context, Learning scenarios, Incentives for reuse, Work processes, How learning objects are stored.

The research identified dimensions related to use of learning technology standards for reuse such as:

Cultures within the context,

Learning scenarios,

Incentives for reuse,

Work processes,

How learning objects are stored.

Dimensions for Reuse Locally Repository How learning objects are stored Personal Organizational Work processes Personal habits Formal workflow Incentives for reuse Participation Acquisition Learning scenarios The world of inspiration The Merchant world The world of Opinion The Civic world The Domestic world The industrial world Cultures within the context Personal Oriented Systems Oriented

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.

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.

Results The use of specifications for learning technology may not have the expected impact on adaptive learning and building courses based on learning objects from large repositories as expected by many.

The use of specifications for learning technology may not have the expected impact on adaptive learning and building courses based on learning objects from large repositories as expected by many.

Results Instead, new developments for specifications may focus on support for more-personal reuse strategies.

Instead, new developments for specifications may focus on support for more-personal reuse strategies.

Assignment Dimensions 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

Dimensions

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

Example Implementing self-regulated blended learning with reuse possibilities

Implementation process Actors 1 chair (prof. Betty Collis) 6 teachers Support staff Management master programme Problem Students with different backgrounds Students on- and off campus Students not self-reliant Teachers wnat to offer better guidance

Actors

1 chair (prof. Betty Collis)

6 teachers

Support staff

Management master programme

Problem

Students with different backgrounds

Students on- and off campus

Students not self-reliant

Teachers wnat to offer better guidance

Implementation process Solution: Task-based learning Strategies Combination of top-down and bottom-up At first a white strategy… Now more and more yellow and red Green also important: learning from each other

Solution: Task-based learning

Strategies

Combination of top-down and bottom-up

At first a white strategy…

Now more and more yellow and red

Green also important: learning from each other

Task-based learning Self-reliant learning Active learning Guidance and support Teacher extensive education Blended learning and Distance learning

Self-reliant learning

Active learning

Guidance and support

Teacher extensive education

Blended learning and Distance learning

Kind of tasks Kinds of tasks Learning task Discussion task Strategy task Application task But also Problem solving task Collaborative learning tasks Project tasks Taks-based learning does not rule out other pedagogcial approaches!

Kinds of tasks

Learning task

Discussion task

Strategy task

Application task

But also

Problem solving task

Collaborative learning tasks

Project tasks

Taks-based learning does not rule out other pedagogcial approaches!

Designing tasks: a checklist Title Short description Objectives of the course related to the Assignment Previous knowledge and skills needed for this task Objective of the Assignment Expectations from the student Way of testing Criteria for grading Possibilities for extra help Example of the task

Title

Short description

Objectives of the course related to the Assignment

Previous knowledge and skills needed for this task

Objective of the Assignment

Expectations from the student

Way of testing

Criteria for grading

Possibilities for extra help

Example of the task

Example of task-based learning Course: Pedagogies for flexible learning supported by technology (Master course) 13 students with different backgrounds 7 different countries and languages, some with work experience, some other study (not related to Educational Design) 3 DE-students, 10 blended learning Different learning styles Different interests And only 1 course!!

Course: Pedagogies for flexible learning supported by technology (Master course)

13 students with different backgrounds

7 different countries and languages, some with work experience, some other study (not related to Educational Design)

3 DE-students, 10 blended learning

Different learning styles

Different interests

And only 1 course!!

Example of task-based learning

Interactive task Develop a strategy for self-regulated blended learning with reuse possibilities

Blended learning scenarios Organisation-regulated Learner-regulated Face-to-face E-learning Scenario A: Classroom teaching Lecture, room, teacher–student, fixed times Scenario B: Study landscape Collaboration, facilities, tutor-student, self-management within boundaries Scenario C: Communities of Practice Meetings, collaboration, students as members, self-reliant, responsible Scenario D: Workplace learning Online resources, learning to learn, work-related, self-reliant, responsible

Knowing in the Classroom Teacher/ expert learner learner learner learner source

Scenario characteristics Participants: teacher/expert learners Process: Knowing, building knowledge Flexibility low: Fixed meetings at specific locations Predetermined rosters Passive learners: low interaction, pre-cooked one-way communication High level of structure: Teacher-led scenario of lesson

Participants:

teacher/expert

learners

Process:

Knowing, building knowledge

Flexibility low:

Fixed meetings at specific locations

Predetermined rosters

Passive learners:

low interaction, pre-cooked one-way communication

High level of structure:

Teacher-led scenario of lesson

Knowing how in the study landscape l e a r n e r l e a r n e r Learner l e a r n e r learner Teacher/ expert source source source source

Scenario characteristics Participants: Teacher/expert Learners External sources Process: Knowing, building knowledge Flexibility medium-low: Less need for large rooms Smaller groups  easier time planning Semi-passive learners: teacher provides sources but promotes active knowledge management from learners Semi-structured: structure made by teacher in collaboration with learners

Participants:

Teacher/expert

Learners

External sources

Process:

Knowing, building knowledge

Flexibility medium-low:

Less need for large rooms

Smaller groups  easier time planning

Semi-passive learners:

teacher provides sources but promotes active knowledge management from learners

Semi-structured:

structure made by teacher in collaboration with learners

Applying in a community of practice learner learner learner learner learner source source source source

Scenario characteristics Participants: Learners External sources Process: Knowing, building knowledge Flexibility medium high: Opportunities for virtual collaboration No teacher  less need for formal meetings Active learners: learners build knowledge Semi-structured: learners determine workflow and knowledge framework

Participants:

Learners

External sources

Process:

Knowing, building knowledge

Flexibility medium high:

Opportunities for virtual collaboration

No teacher  less need for formal meetings

Active learners:

learners build knowledge

Semi-structured:

learners determine workflow and knowledge framework

Integrating in the workplace learner source source source source source source

Scenario characteristics Participants: Learner External sources Process: integration of knowledge in the workplace activities Flexibility high: Time schedules to be determined by the learner Learner can learn at any place at any time Active learners: the learner builds a knowledge framework based on individual interpretation of information from external sources Individually structured: the individual learner as decision maker in the learning process

Participants:

Learner

External sources

Process:

integration of knowledge in the workplace activities

Flexibility high:

Time schedules to be determined by the learner

Learner can learn at any place at any time

Active learners:

the learner builds a knowledge framework based on individual interpretation of information from external sources

Individually structured:

the individual learner as decision maker in the learning process

Interactive task Choose a scenario Imagine that you are the educational manager Two missions Make the scenario self-regulated and blended Assure that reuse is possible

Choose a scenario

Imagine that you are the educational manager

Two missions

Make the scenario self-regulated and blended

Assure that reuse is possible

Interactive task Decide upon actors Who is involved? Who should be involved? What is your role as manager? Decide upon strategies Top-down or bottom-up? Colours? Dimensions?

Decide upon actors

Who is involved?

Who should be involved?

What is your role as manager?

Decide upon strategies

Top-down or bottom-up?

Colours?

Dimensions?

More information? Allard Strijker, [email_address] Petra Fisser, [email_address]

Cultures within the context Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system 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. The Industrial World Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help, thoughtful, careful, reactive, opportunist Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others; contract; competition, rivalry, opportunism, freedom, 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 Merchant World Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests. The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions). 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 Civic World Being an actor, contributive, communicative, participative, personality, celebrity Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility, Identification. To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare. The World of Opinion Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty 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 Domestic World Spontaneous, passionate, risk taking, open-minded, independent, intuitive Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness. The World of Inspiration Attitudes Value features Verbs

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

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

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.

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

Objectives

Training

Drill and practice

Awareness

Knowing

CBT

Authoring

Participation

Collaboration

Communication

Competences

Learning

Application

Synthesis

Analyses

ELO

Mentoring

Acquisition vs Participation Belonging, participating, communicating Having, possessing Nature of knowing Facilitator, mentor, "Expert participant, preserver of practice/discourse" (p. 7) Delivering, conveying, facilitating, clarifying Role of instructor Mutuality; community building Individualized learning Ideal "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) "The individual mind and what goes into it" (Sfard, p. 6); the "inward movement of knowledge" (p. 6) Stress on… Apprenticeship, situatedness, contextuality, cultural embeddedness, discourse, communication, social constructivism, cooperative learning Knowledge, concept, misconception, meaning, fact, contents; acquisition, construction, internalization, transmission, attainment, accumulation; Key words: 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) Learning as knowledge acquisition and concept development; having obtained knowledge and made it one's own; individualised Key definition of learning: Participation Acquisition

Learning objectives (Bloom, 1956) assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize - compare and discriminate between ideas - assess value of theories, presentations - make choices based on reasoned argument - verify value of evidence - recognize subjectivity Evaluation combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite - use old ideas to create new ones - generalize from given facts - relate knowledge from several areas - predict, draw conclusions Synthesis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer - seeing patterns - organisation of parts - recognition of hidden meanings - identification of components Analysis apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover - use information - use methods, concepts, theories in new situations - solve problems using required skills or knowledge Application summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend - understanding information - grasp meaning - translate knowledge into new context - interpret facts, compare, contrast - order, group, infer causes - predict consequences Comprehension list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. - observation and recall of information - knowledge of dates, events, places - knowledge of major ideas - mastery of subject matter Knowledge Question Cues Skills Demonstrated Competence

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

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

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

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.

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.