Psychopedagogical bases of elaboration the electronic textbooks Aut h or: Railean Elena , Scientific advices : Rudic Gheorghe , prof es sor, doctor hab.
<ul><li>At the global level : Dakar Framework for Action, The Four Pillars of Education , UNESCO initiative: “ Education in a Globalized Society” , „Education and globalization” , etc. </li></ul><ul><li>At the European level : “Education and Training 2010”; Bologna process , Pioneer Teacher şi uTeacher ; European Qualification Framework , etc. </li></ul><ul><li>At the Republican level : Government Decision 1626 (program me Salt), Government Decision 936 , Art.13 of Law of Education , new Cod of education etc. </li></ul>Actualit y and significance of PhD t heme GLOBALI AS A TION
Measure of investigation the PhD theme : PREMISE S OF PROBLEM “ Psycho pedagogical aspects of elaboration the computer based learning” (linear approach) THEORETICAL AND METDOLOGICAL ASPECTS (behaviorist theory of learning, systemic approach) PROBLEM OF PSYCHOPEDAGOGICAL BASES OF ELABORATION THE ELECTRONIC TEXTBOOKS (meta systemic approach ) COGNITIVE PRINCIPLES OF LEARNING, ADULT LEARNING (structural –systemic approach) 191 2-1945 1945 - 1969 1970-1994 C
The aim of the research is to define the psyhopedagogical bases of elaboration the electronic textbooks through modelling the process of the electronic textbooks elaboration. <ul><li>The objectives of the research are : </li></ul><ul><li>to determine the research problems of psyhopedagogical </li></ul><ul><li>bases of elaboration the electronic textbooks and </li></ul><ul><li>structure, function and criterions of elaboration; </li></ul><ul><li>2) to determine the pedagogical configuration of electronic </li></ul><ul><li>textbooks elaboration; </li></ul><ul><li>3) to describe the principles of elaboration the electronic textbooks; </li></ul><ul><li>4) to elaborate the didactical model of design the electronic textbooks; </li></ul><ul><li>5) to validate experimentally the quality of electronic textbooks </li></ul><ul><li>6) statistical and pedagogical interpretation the experimental data. </li></ul>I come up to this research questions as result of study the linear, systemic and structural approaches of elaboration the programmed textbooks, that demonstrate 2 controversies between learning theory, process of learning, new role of technology in the Globalised Age and models of elaboration the electronic textbooks.
Scientific novelty and originality consist in defining the pedagogical bases (laws, principles, strategy, technology) of the elaboration the electronic textbooks; presentation the didactical model that describe the process of elaboration the electronic textbooks through correlation „educational ideal – objectives – competence”, implemented in effective management of projects. In metasystemic approach was defined new psychopedagogical principles. The principles was validated theoretically and practically. The research methodology includes methods of qualitative analyse (scientific documentation, comparison, syntheses, situational, phenomenological and structural analyse, scenarios through iteration, ideal type, topography, transactional method, modeling, pedagogical experiment), statistical –mathematical methods, inductive, deductive and comparative methods of analysing and interpretation of data . The results was published in 1 book and 36 articles .
Chapter 1. Theoretical study of psychopedagogical bases of elaboration the electronic textbooks Formal learning environment (local, real and global) Learning environment – „ a place or community in which a number of activities are Occurring with the purpose of supporting learning and those actors can draw upon a number of resourses when doing so” (V. Midoro, 2005) E ducational efficiency of electronic textbook = new didactic model Electronic textbook constitute the “ central component of system of didactic tools ” (Полат, 2004) and “ informational – action model of learning processes, developed in limits of didactical system c” (Хуторской, 2005). Virtual learning environment
Electronic textbooks: terminology T M ET Methodological cadre, that include goal (ob jective ) -> resourses (con text ) -> ac tions ( tasks ) -> results ( assessment ). Informational cadre ( electronic context ), operational cadre ( informational items ) , sumative assessment cadre and suggestive cadre. Structur e of cont- ext Sumar cu nivel ierarhic de structurare (modul -> capitol -> paragraf-> conţinut). Interactive and/or adaptive navigation through buton s , arows , hyperlink etc. Navigation system 1) static 2) limited number of color 3) book graphic design ( pad , photography , map , tab les , scheme, diagram etc .) 1) interactiv e 2 ) with posibility of r edimensiona lisation at all screen or on the part of interactive screen (interactive board) 3) reprezentări polidimensionale Grafic s Static structur e and unique context Dynamic , interactiv e , adaptiv e and / or personali sed structure with hyperlink and hypertext Structura of text Logical fragments of statistical text Textul can be personalised Text Unique rules of formatting the context : 1) font ( Bold, Itaic, Underline ); 2) name and dimension of font (Times New Roman 12 -14, Arial 10 -12; 3) color ( blade ); 4) logical structure : words preposition pag es (text, tables , graphical design ) chapter modul s summary (menu); 5) actional component . Traditional textbook Electronic textbook Educational software traditional textbook E-book
Diversit y of electronic textbooks <ul><li>Classification of electronic textbooks is the same as traditional textbooks (criterion: logical structure of context (Bespalco, 1989) ) </li></ul>T ME = f ( S , C , F , T ) Electronic textbook I. SPD II.FSPD I.1 didactic I.2 .declarativ II.1 .dogmatic II.2 .monogra ph I.1.1 .det. I.1.2 .nedet. I.2.1 det. I.2.2 .nedet. II.1.2 .det. II.1.2 .nedet. II.2. I.det. II.2.2 .nedet. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 S C C F F F F T T T T T T T T
Structur e and criterions of elaboration the electronic textbook Technological criterions Metodological criterions Psychopedagogical criterions Methodological recomandations Title Basic menu Items of assessment , test s Help Dat a of authors Menu c hapter 1 Menul c hapter 2 Meniul cap. N T h em e 1 T h em e 2 T h em e N T heme 1 T heme 2 T heme N T heme 1 T heme 2 T heme N
Pedagogical functions of electronic textbooks <ul><li>Function of Information </li></ul><ul><li>Function of Development </li></ul><ul><li>Function of Integration </li></ul><ul><li>Function of Systematization </li></ul><ul><li>Function of Cognition </li></ul><ul><li>Function of Self – Regulation </li></ul>1 2 3 4 5 6 1 2 3 4 <ul><li>M onograph </li></ul><ul><li>Didactic electronic textbook </li></ul><ul><li>Declarative electronic textbook </li></ul><ul><li>Dogmatic electronic textbook </li></ul>
Chapter 2. Configuration of electronic textbook according to meta - system approach values / cultur e = MODERN EDUCATION Knowledge, skills, competence + Globali sation I – SOCIET Y -TER R A 1. New learning paradigm 4. New goal to learn 3. New educative ideal 5. New learning management systems 6. New tools and resources for learning 7. New education strategy… Proferssionalism, planetary thinking and cultural pluralism
Meta - system approach of elaboration the electronic textbooks Educational system is an open s y stem , that can be described as d y namic and flexibil e , extensive and complex. Formal educational system Non –formal educational system Planetare CULTUR E Knowledge, skills and competence in transition of meta system theory S S S1 S2 S3 S4 Sn P I I O PD P S input output ME
Evolu tion of research in study psycho-pedagogical bases of elaboration the (programmed) resources Philosophy Ps ychology Pedagog y Cibernetic s Management ME sec. XVI-1950 – Age of Total Learning (reproductive knowledge) 1959 -1985 – professional knowledge (skills) From 1996 - profesionalism, planetary thinking and cultural pluralism (from 2005 - EQF standard) Sec. XVI-1950- knowledge on tabula rasa 1959 - 1985 – cognitive theory From 1996 - theory of bioecological s y stem s and quantum ps ychology Sec. XVI-1950- logical and structured knowledge 1959 -1985 – emphases of individualization and differentiator of knowledge From 1996 - pedagogy of objectives focused on competence Sec. XVI-1950- Age of Calculus 1959 -1985 – Age of Communication From 1996 - Age of Meta Cognition Sec. XVI-1950- informational management 1959 -1985 – operational management From 1996 - knowledge management Educational Ideal
Psychopedagogical principles of elaboration the electronic textbooks NEW Philosophy of learning Princip le of self -regulation Princip le of personalisation Ps ychology p rincip le of clarity Pedagog y Princip le of dinamism and flexibility Cibernetica Principle of diversity of feedback Management P rincip le of ergonomic organisation of learning at computer
Chapter 3. Pedagogical process accomplished by electronic textbooks NEW Psychopedagogical actions and behavior Proce ses of cognitive activity Cognitive, affective and psycho-motors levels (dimensions) Cognitive scheme s Cognitive, affective and ps ycho -motors scenarios COGNITIVE ACTIVIT Y M E T H O D S criterii aim SCOP personalizat adaptarea şi acomodarea la mediul globalizat T E A C H H I N G didactic pedagogic al Curricula ob jectives DIDACTICAL MODEL OF ELABORATION THE MODERN ELECTRONIC TEXTBOOKS <ul><li>functions </li></ul><ul><ul><li>Of information </li></ul></ul><ul><ul><li>Of formation </li></ul></ul><ul><ul><li>Of systematization </li></ul></ul><ul><ul><li>Of integration </li></ul></ul><ul><ul><li>Of cognition </li></ul></ul><ul><ul><li>Of self -regulastion </li></ul></ul>Psychopedagogical principles didactic Diagnostical criteri ons <ul><ul><li>knowledge, skills, competence </li></ul></ul>tehnologic al L E A RN I N G actions teaching learning A S S E S M E N T C O N Ţ I NUT aspect motivaţional aspect emotiv aspect social aspect cognitiv ACTtIVITA T Eââe P E + + - - - G L O B A L I S A T I O N A G E Met hodological N E W E D U C A T I O N A L I D E A L savoir –etre O X 1 2 3 ZC Y A BV CV E +
Pedagogy of competence Epistemological dimensions Y = D (X) Methodological dimensions: dynamic and flexible educational strategy NEW O X 1 2 3 ZC Y A BV CV E savoir -faire savoir -vivre savoir savoir-etre
Dynamic and flexible educational strategy K ≥ 0.7 NEW START x M1 M2 M3 M n y t Reproductive skills Cognitive skills + Action skills H E U R I S T I C A C T I V I T Y A L G O R T M I C A C T I V I T Y Behavior skills
Methodological aspects of implementation the strategy NEW Infnitite - - - 2 N4 ME monografic 38 > 0,3 0,5 1 1 - 2 N3 ME dogmatic - 0,7>K >0,3 - 2 1 - 3 N2 ME declarativ 15 – 20 > 0,7 fluen ce 3 1 - 4 N1 ME didactic K (min) K N Tipul ME
General procesural model describe the structure and specificity of communication /information, cognitive activity and assessment (self -assessment) processes accomplished through electronic textbooks. NEW dat a / informa tion / knowledge Level of formalisdation S interactivit y / adaptivit y Asimila tion (coefficient of assimilation ) assessment mE competen ces Personalisation corect ions Proces ses of communication / informa tion Proces ses of assessment ( self- assessment )
Indice of quality the electronic textbooks <ul><li>Indice of quality consist an average of indicator values, determined by experts and students groups ( TELE-STUDENTS şi TELE-EXPERT project) . </li></ul>Formula e permit s to evaluate technological aspects (T), cognitive, Motivational, emotive and social aspects of learning designed at planification (P), executa tion and monitoriza tion (E) and assessment (Ev).
Chapter 4. Knowledge management 1. Diagnostic of needs in new electronic resources (textbooks) 2. Elaboration the project 3. Implementation of project (4) 6.4.1; 6.4.2; 6.4.3; (2)5.2.1; 5.2.6; 220.127.116.11.4. 0 4 4 I.3 (4) 5.1.8; 5.1.16; 6.3.1; 6.3.2; 6.3.3;6.3.4; (2) 5.1.14; 5.1.18; 5.1.21; 5.1.23; 18.104.22.168.5; 6.3.6 0 4 I.2 (4) 5.1.15; 6.1.3; 6.3.2 (2) 5.1.14 0 I.1 Interdependenţ ce between themes I.3 I.2 I.1 T heme
P L A N I N G Anali se of learners , res ourses and tools Identification of long term and short term aims, writing the objectives aim Design the structure usign matrice of asdiacence and graph of knowledge , optimi sation of structure and elaboration the menu strateg y Identification of educational technology , multimedia , systems, tools etc, design the types of elective and constructive items and all possible forms of answers R E A L I S A T I O N VALIDARE Co n text Assessment E labora tion the structure of context Elaboration the grafics , anima tion , a udio and video files (in case of didactic, declarative and dogmatic electronic textbooks!) E laborarea the tasks for self – assessment and summative assessment , elaboration of data bases , preventive formative and summative test ing etc Insurance the connection between context and output of learning Apreci ation Implementa tion of electronic textbooks in learning environment Assessment throgh t utorial –tryouts and elaboration of guide E valu ation by expersts and learners according to standard corespondence problem
Experiment: same results Personalised tasks and context Clarity in task definition
“ Electronic textbooks in electronic portfolio” technology B ME(P) PE(S)
<ul><li>Thank you for your attention! </li></ul>