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Dutch Digtial Curriculum Framework and Personalized Learning

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How can a digital curriculum support personalized learning and what is the role of linked data. How can learning trajectories be used as to describe personalized learning paths and how can content and objectives be described.

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Dutch Digtial Curriculum Framework and Personalized Learning

  1. 1. SLO ● Netherlands institute for curriculum development Allard Strijker 2015-03-10, Utrecht Dutch Digital Curriculum Framework and Personalized Learning
  2. 2. Curriculum Personalized learning Learning trajectories
  3. 3. Personalized learning • Personalized learning within education refers to providing optimal learning processes (learning activities, pedagogical approaches,) that relate to the personal qualities (Strengths) and individual needs (Ambition) of learners. • Learners work in their own way (Personal learning trajectory, Pedagogies, Staffing & roles) in their own pace (time) and to individual learning objectives (Attainment goals) fitting their level of knowledge, skills and competences. • For each course, subject or topic (content and objectives) the learner receives a tailored program according to its own progress (Level of mastery) and preferences (Personal learning trajectory). • The learner is stimulated (progress, certificates, badges) to make choices in content and objectives in relation to a redesign of a personalized curriculum (based on Strength, Interest and Ambition) • where the teacher supports (Mentoring, Guiding) the learner by giving effective feedback (continuing evaluation) and by facilitating the learner with rich learning experiences (variation in learning activities).
  4. 4. What is a Learning Trajectory 1? • A learning trajectory is a reasoned structured set of intermediate objectives and content leading to a certain core objective
  5. 5. Learning Trajectories Objectives Core objective Intermediate objective Intermediate objective Intermediate objective Intermediate objective
  6. 6. What are Learning Trajectories 2? • Depending on the exact function, context and audience curricula vary in the extent to which • different implications for curriculum elements are developed.
  7. 7. The curricular spider web
  8. 8. Curriculum Elements COMPONENT CORE QUESTION Rationale Why are they learning? Level What knowledge or competence is required? Objectives Towards which goals are they learning? Content What are they learning? Learning activities How are they learning? Teacher role How is the teacher facilitating their learning? Materials and resources With what are they learning? Grouping With whom are they learning? Location Where are they learning? Time When are they learning? Assessment How is their learning assessed?
  9. 9. Theme: People and society Subject: Geography Learning trajectory: Citizenship Core objective Primary education Core objectives Lower secondary education Exam standards Upper Secondary education Exam standards Vocational education
  10. 10. Theme: People and society Subject: Geography Learning trajectory: Citizenship Core objective Primary education Core objectives Lower secondary education Exam standards Upper Secondary education Exam standards Vocational education
  11. 11. Secondary Upper education Objectives Secondary lower education Primary education Objectives Core objective Core content topic Objectives Core subtopic Content Core objective Core content topic Content Exam standard Core content topic Core subtopic Content Core subtopic
  12. 12. Secondary Upper education Objectives Secondary lower education Primary education Objectives Core objective Core content topic Objectives Core subtopic Content Core objective Core content topic Content Exam standard Core content topic Core subtopic Content Core subtopic Learning resourceLearning resourceLearning resourceLearning resourceLearning resource Learning resourceLearning resourceLearning resourceLearning resourceLearning resource Learning resourceLearning resourceLearning resourceLearning resourceLearning resource Learning resourceLearning resourceLearning resourceLearning resourceLearning resource Learning resourceLearning resourceLearning resourceLearning resourceLearning resource
  13. 13. Basic types and granularity (Aggrigationlevel) Type NT Content Course, Subject, Topic, Domain, Task, Profile, Core Level Mastery, Age, Group, IQ, Study year, Skill level, School level, Reference levels, Learner characteristics (Cognitive, Psychomotor, Affective)... Objective Objective, intermediate goal, learning goal, learning objective, targets, attainment targets, core objectives, between goals, integral goals, examination program Content ObjectiveLevel
  14. 14. Content, Objectives and Levels Content ObjectiveLevel
  15. 15. Curriculumlevels and modeling Curriculum Course Lesson Topic Content ObjectiveLevel
  16. 16. Secondary Upper education Objectives Secondary lower education Primary education Objectives Core objective Core content topic Objectives Core subtopic Content Core objective Core content topic Content Exam standard Core content topic Core subtopic Content Core subtopic Contents Levels Objectives Objectives
  17. 17. Content ObjectiveLevel
  18. 18. Content ObjectiveLevel
  19. 19. Vragen? • Allard Strijker a.strijker@slo.nl • http://Leerplaninbeeld.slo.nl

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