Oo hub 20130111

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  • At the K.U.Leuven we answer this question by using this scheme. It visualizes the different basic components of an educational practice and the connections between these components.Analysis & Design is everywhere.
  • Link with e-learning: learning environment can be partially (blended) or completely online.More on “blended” learning?
  • Apart from teaching methods, students can also be supported by offering them study material and challenging them to become actively involved in the subject matter. Examples are: syllabi, background texts, PCs, lab material, handbooks, cd-roms, interim tests, exercises, examples of exam questions, set of instruments, applets, videos, schemes, concept binders, protocols, etc.
  • Oo hub 20130111

    1. 1. Onderwijskundig OntwerpenHet effectief inzetten van technologie in de onderwijsleerpraktijk.Vrijdag 11 januari 2013Stijn Van LaerKU Leuven, Directie Onderwijs en Leren KU Leuven,Departement Onderwijsontwikkeling en ondersteuning,Cel Academische Vorming
    2. 2. 1: Teken onderwijzen…
    3. 3. 1: Teken onderwijzen… Wil er iemand kort vertellen wat hij/zij tekende?
    4. 4. Onderwijs-opvattingen van toekomstige leerkrachtenmet tekeningen achterhaald(Herremans & Elen 2012)
    5. 5. Overzicht1. Technologie als doel2. Technologie als middel3. Technologie en didactiek4. Leersituatie en leeromgeving5. Onderwijskundig ontwerpen6. Bewegend beeld als ondersteunend medium
    6. 6. Technologie als doel Technologie als doel op zich heeft geen toegevoegde waarde! Hoogstens een vervangende waarde… “We continue to invest in technology and proceed on the basis of our implicit faith in technology−enhanced learning and instruction.” (Spector, 2010)
    7. 7. Technologie als middel Technologie als middel, kan een (toegevoegde) waarde hebben wanneer er een nood aan technologie is en het design van de onderwijsleeractiviteit afgestemd is op de te bereiken leerdoelen, de context en de studentkenmerken. The learning goal (especially the kind of knowledge or skill to be learned) determines to a great extent how to design effective support for learning. (Gagné, 1970)
    8. 8. Technologie en didactiek Gebruik van Didactische technologie? afstemming?
    9. 9. Leersituatie & Leeromgeving• Leersituatie vs Leeromgeving Wat kan / moet gemaakt worden …Wat is op het moment …
    10. 10. Onderwijskundig Ontwerpen (Instructional Design)
    11. 11. Onderwijskundig ontwerpen (instructional design)The process by which instruction is improved through theanalysis of learning needs and a systematic design anddevelopment of learning environments and materials.(Morrison, Ross, & Kemp, 2004).Instructional designers often use technology and multimedia as tools to enhance instruction.
    12. 12. AudioVisual Instruction Movement For example, during the war the United States Army Air Force produced more than 400 training films and 600 filmstrips, and during a two-year period (from mid-1943 to mid-1945) it was estimated that there were more than four million showings of training films to United States military personnel. (Reiser, 2001) … after the war ended, the German Chief of General Staff said: "We had everythingcalculated perfectly except the speed with which America was able to train its people.Our major miscalculation was in underestimating their quick and complete mastery of film education. (Olsen & Bass, 1983)
    13. 13. Verschillende ontwerpmodellen (ID-modellen) • 4C-ID Model (Jeroen van Merriënboer) • Algo-Heuristic Theory (Lev Landa) • ARCS (John Keller) • ASSURE (Heinich, Molenda, Russel, and Smaldino) • Backward Design (Wiggins & McTighe) • Conditions of Learning (Robert Gagne) • Component Display Theory (David Merrill) • Criterion Referenced Instruction (Robert Mager) • Integrative Learning Design Framework for Online Learning (Debbaugh) • Spiral Model (Boehm) • Rapid Prototyping (Tripp & Bichelmeyer) • Kemp Design Model (Morrison, Ross, and Kemp) • Organizational Elements Model (OEM) (Roger Kaufman) • Transactional Distance (Michael Moore) • …
    14. 14. ADDIE-model• Het ADDIE model is een generisch model vaak gebruikt door Instructional Designers en Training Developers.• De vijf fasen - Analysis, Design, Development, Implementation, en Evaluation - representeren een dynamische, flexibele leidraad voor het bouwen van effectieve trainingen en ondersteuning.• De meeste huidige ontwerpmodellen (ID-modellen) zijn Spin-offs of variaties op het ADDIE-model.
    15. 15. Onderwijskundig Ontwerpen (Instructional Design) Analysis Design conceptualization Theory specification prototyping Technology Development Implementation Evaluation
    16. 16. Context Objectives Evaluation Learning Activities Support Contents Teaching Methods Materials By whom Learning EnvironmentAnalysis Student CharacteristicsDesign
    17. 17. Design of the Learning Environment (I)• Conceptualization o The most crucial stage of the design process is conceptualization: from many requirements defined in the Analysis stage to a simple concept, preferably defined as a metaphor (the learning environment as an academy, campus, library, hospital, restaurant, boat, cloud, post office etc).
    18. 18. Design of the learning Environment (II)• The Camp Fire: This is a social learning space where students face each other, and in doing so gain an expectation that each should contribute something to the discussion and activities.• The Cave: This is a personal learning space where students can be on their own. Personal learning spaces enable them to reflect on their learning, and create their own learning pathways.• The Sandpit: Sandpits are places where young people can try out new ideas and experiment without fear of failure. They can take risks and ask the what if questions, in a psychologically safe environment.• The Watering Hole: Informal spaces where students can gather spontaneously, either inside or outside the school. Children can meet at the foot of a stairwell or under a tree to discuss anything, whether it is school related or not.• The Mountain Top: Here young people can share their work and ideas. They can publish or broadcast them in a public performance space, or use blogs, podcasts, videos and other technology tools to share their content with their peers and the world. http://steve-wheeler.blogspot.be/2012/04/creative-learning-spaces.html
    19. 19. Rol van technologie?
    20. 20. Context Objectives Evaluation Learning Activities Support Contents Teaching Methods Materials By whom Learning Environment Student Characteristics
    21. 21. Context Objectives Syllabi, Evaluation background texts, PCs, lab material, Learning Activities Support handbooks, cd- Contents roms, interim tests, exercises, Teaching Methods examples of Materials exam questions, By whom set of instruments, Learning applets, videos, Environment articles, schemes, Student concept binders, Characteristics protocols, etc.
    22. 22. Richtvraag: Maakt media het verschil? NEE JA• Waarom niet? • Wanneer of hoe maakt het een• Waarom besteden we zoveel verschil? geld aan computers? • Waarom toont onderzoek geen• Wat doen we? verschil tussen media?• … • Wat zijn de implicaties hiervan? • …
    23. 23. Clark RE Clark - Educational technology research and development, 1994 - Springer• Weinig bewijs dat het medium zelf, leren beïnvloed.• Ontwerp en methode wordt verward met het medium.• Aanbevelingen: o Stop met het vergelijkend mediaonderzoek. o Focus op goed ontwerpen.
    24. 24. KozmaRB Kozma - Educational Technology Research and Development, 1994 - Springer• Het medium is belangrijk(soms).• Wat zijn de voordelen van boeken?• Wat zijn de voordelen van televisie?• Wat zijn de voordelen van computers?• Wat zijn de voordelen van multimedia?
    25. 25. Tot slotEen zeer specifiekeomschrijving van wat de‘right tool for the job’ is,vergemakkelijkt je zoektochtaanzienlijk!
    26. 26. Blended Learning,Afstandsonderwijs,etc.Achtergrondinformatie
    27. 27. Garrison, D. R. and H. Kanuka (2004). "Blended learning: Uncovering its transformative potential in highereducation." The internet and higher education 7(2): 95-105.
    28. 28. Oliver, M. and K. Trigwell (2005). "CanBlended LearningBe Redeemed?" E-learning and Digital Media 2(1): 17-26. Rovai, A. P. and H. Jordan (2004). "Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses." The International Review of Research in Open and Distance Learning 5(2).
    29. 29. Bernard, R. M., P. C. Abrami, et al. (2004). "How does distance education compare with classroom instruction? A meta-analysis of the empirical literature." Review of educational research 74(3): 379-439.
    30. 30. Vragen?E-mail: stijn.vanlaer@kuleuven.beTwitter: @Stijn_Van_LaerFacebook: Stijn Van Laer

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