Learning resources in Education: Updates

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March 2010, Barcelona. EDRENE conference. Presentation of SLO and Kennisnet.

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Learning resources in Education: Updates

  1. 1. www.kennisnet.nl - updates from NL April 2010 Wim de Boer (SLO) & Henk Nijstad (Kennisnet) 5
  2. 2. Commercial publishers enter the Educational Content Chain Drivers: • Pressure of Wikiwijs / open content ? • Shrinking sales -20% ? • Leadership of the (secundary) school’s management ? • New business ?
  3. 3. Commercial publishers – discussion themes • Granularity; (Folio) Methods vs. Learning objects • Findeability vs. metadata quality • Identity based search • Measuring ‘distribution channel’ indicators (leads, clicks, orders) • Business case: • Investments in ICT, in personnel, in processes • How can we make money from this new distribution channel
  4. 4. Insight: teacher do need learning lines, not single learning objects (LO) • the ‘good-old’ folio method is the ‘learning line’ • Digital LO are additional Folio-era • Learning line will be the backbone • Folio and LO mixed in an optimum mixture • Freedom for the teacher to replace parts of the learning line Digital age
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  9. 9. td td td td td td td curr goal td td open resources textbooks
  10. 10. td td td td td td td curr goal td td textbooks open resources
  11. 11. td td td td td td td curr goal td td textbooks open resources
  12. 12. only coherent textbook packages mainly coherent textbook packages mostly self made or other materials prim ed sec ed
  13. 13. do teachers share their resources? • 90% develop (sometimes) rescourses • reason: differentiate & extra content/activities • mostly by themselves, 50% with close colleagues, < 10% with collegues from other schools • 90% shares most of their resources • almost exclusevily with near colleagues • <5% through dedicated sites/services www.slo.nl/downloads/2010/Leermiddelenmonitor-09-10.pdf/download or in English
  14. 14. Questions what is the reason to use open/flexible learning resources? • explaining, excercicing (remediating, testing) Why? • it is are more fun • connects beter to the interest of students • are more “in depth” How? • are used in projects, are often digital • adaptebility is of importance how do we label the materials in a way that will help answering the design need of a teacher? (-> metadata & interface)
  15. 15. In form prim ed sec ed goal 94% 89% form (pdf / ppt / paper / animation / etc) 92% 88% experiences in the classroom 84% 80% use with / without a PC 81% 77% number of hours 63% 73% mentioning source 26% 41% Content differentiation possibilities 96% 79% variation in pedagigical approaches 94% 84% fits in a curricululum of a year for a course 91% 78% (partial) replacement textbook 85% 82% relates to general curriculum goals 78% 67%
  16. 16. continue the good work a decent proposal
  17. 17. Thank you … April 2010 Wim de Boer (SLO) & Henk Nijstad (Kennisnet) Wim de Boer (SLO) w.deboer@slo.nl Henk Nijstad (Kennisnet) H.Nijstad@kennisnet.nl

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