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Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project
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Strijker, A. (2006 12 1). Educational Models Within The Leonardo S(T)Imulation Project

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Educational Models Within The Leonardo S(T)Imulation Project

Educational Models Within The Leonardo S(T)Imulation Project

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  • 1. Educational models within the Leonardo S(t)imulation project Allard Strijker, University of Twente 1 December 2006
  • 2. Overview <ul><li>Expertise within the project </li></ul><ul><li>Educational approaches </li></ul><ul><li>Authoring tools </li></ul><ul><li>Structured development of content </li></ul><ul><li>How to proceed / Action points </li></ul>
  • 3. Expertise within the project <ul><li>Development and research </li></ul><ul><ul><li>Course Management System </li></ul></ul><ul><ul><li>Support Lex Digitale Universiteit </li></ul></ul><ul><ul><li>Reuse of Learning Material </li></ul></ul><ul><ul><li>Standards for educational technology </li></ul></ul>
  • 4. Educational approaches <ul><li>Distance learning </li></ul><ul><li>Face to Face </li></ul><ul><li>Blended Learning </li></ul><ul><li>Pedagogies </li></ul><ul><li>Interactivity </li></ul><ul><ul><li>students </li></ul></ul><ul><ul><li>instructors </li></ul></ul><ul><ul><li>system </li></ul></ul><ul><li>Instructional strategies </li></ul>
  • 5. Instructional Strategies <ul><li>Learner-Centered </li></ul><ul><li>Experiential </li></ul><ul><li>Teacher Directed </li></ul><ul><li>Possibilities should be inventoried </li></ul>
  • 6. Learner Centered Approacehhes
  • 7. Experiential Approaches
  • 8. Teacher-Directed Approaches
  • 9. Learning Cycle Kolb
  • 10. Structured development of content <ul><li>Development based on instructional strategy </li></ul><ul><li>Use of templates / patterns for instructional strategy </li></ul><ul><li>Selection of criteria for templates </li></ul><ul><li>Prestructuring / Use of Patterns / Modeling </li></ul>
  • 11. Aggregation Levels for templates <ul><li>the smallest level of aggregation, e.g., raw media data or fragments. </li></ul><ul><li>a collection of level 1 learning objects,e.g., a lesson. </li></ul><ul><li>a collection of level 2 learning objects, e.g., a course. </li></ul><ul><li>the largest level of granularity,e.g., a set of courses that lead to a certificate. </li></ul><ul><ul><li>Level 4 objects can contain level 3 objects, or can recursively contain other level 4 objects. </li></ul></ul>
  • 12. Blended Learning
  • 13. Task-Based Learning
  • 14. Template for Task-Based Learning
  • 15. Nine Events of Instruction
  • 16. Learner Centered Approacehhes
  • 17. Webquest
  • 18.  
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  • 22.  
  • 23.  
  • 24. Structure vs Lay-out
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  • 31. Authoring Tools (Learn Exact) <ul><li>Possibilities </li></ul><ul><li>Limitations </li></ul><ul><li>Interaction </li></ul><ul><li>Development </li></ul><ul><li>Reuse </li></ul><ul><li>Interoperability </li></ul><ul><li>Internet applications </li></ul>
  • 32. How to proceed <ul><li>Suggestions? </li></ul><ul><li>Ideas? </li></ul><ul><li>Action Points? </li></ul><ul><ul><li>Inventory of requirements / existing materials </li></ul></ul><ul><ul><li>Inventory of models </li></ul></ul><ul><ul><li>Design of templates </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul><ul><li>[email_address] </li></ul>

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