Hergebruik van leermaterialenWaarom we het wel doen,

maar toch niet willen

Dr. Allard Strijker, Universiteit Twente14 december 2006

Overzicht van de presentatie

• Hergebruik van leermaterialen waarom we het wel doen, maar toch niet willen

Leermaterialen

• Verschillen in onderwijsbenaderingen

Voorbeelden van cursusonderdelen

• Activiteit• Competentie• Leerdoel• Vraag• Taak• Toets• Opdracht• Probleem• Introductie• Inleiding• Strategie

• Voorbeeld• Uitwerking• Model antwoord• Rol• Criterium• Evaluatie• Cursist• Peer beoordeling• Bron• Zelf beoordeling• Discussie• Groep

Exe Authoring tool

Standaarden

Vormgeving

Structuur

Leeromgevingen

• Electronische Leeromgevingen

• Persoonlijke Leeromgevingen

Context

• Het onderzoek richt zich op de problemen voor technische en menselijke aspecten die te maken hebben met hergebruik van leermateriaal en de invoering van standaarden voor leertechnologie in verschillende organisaties zoals:– Universiteit– Commerciële instellingen– Defensie

Universiteit Commercieel DefensieProjecten

Resultatenonderzoek

Project

Project

Project Project Project

Project Project

ProjectProject

Project

Resultaten Defensie

Resultaten Universiteit

Resultaten Commercieel

Menselijke aspecten• Menselijke aspecten hebben te maken met motivatie

voor hergebruik, organisatorische belangen en de gebruikte onderwijs benaderingen.

• Onderzoeksvraag: Menselijk perspectief - Welke menselijke perspectieven zijn belangrijk om de verschillende fasen van de levenscyclus van een leerobject te ondersteunen?

• Menselijke aspecten– Waarom vindt hergebruik plaats– Wie zijn er betrokken bij hergebruik

Technische Aspecten• Technische aspecten voor hergebruik omvatten de

ontwikkeling van leerobjecten, databases, database functionaliteiten en de technologie om leerobjecten uit te wisselen.

• Onderzoeksvraag: Technisch perspectief - Welke toepassingen en technologieën zijn belangrijk om de verschillende stadia van de levenscyclus van een leerobject te ondersteunen?

• Technische aspecten– Wat wordt er hergebruikt– Hoe wordt hergebruik ondersteund in termen van systemen– Waar worden leerobjecten opgeslagen

Voorbeeld van leerobjecten in Teletop

Leerobjecten

• Leerobjecten zijn gedefinieerd als digitale eenheden, die beschikbaar zijn voor gebruik en hergebruik in verschillende onderwijssituaties

• Deze objecten zijn niet allemaal specifiek gemaakt om gebruikt te worden als leerobjecten: het gebruik binnen het onderwijs maakt hen tot leerobject

Levenscyclus voor het hergebruik van leerobjecten

• Verkrijgen

• Labelen

• Aanbieden

• Selecteren

• Gebruiken

• Onderhouden

Verkrijgen

Labelen

Aanbieden

Selecteren

Gebruiken

Onderhouden

Aanpassen

Onderzoeksvraag

• Combineren van menselijke en technische perspectieven - Wat zijn de belangrijkste aspecten bij het begeleiden van gebruikers bij de selectie van toepassingen, technologieën en activiteiten om de verschillende stadia van de levenscyclus van een leerobject in verschillende gebruikscontext te ondersteunen, in het bijzonder de universitaire, de commerciële en de militaire context?

Dimensies voor hergebruik

• Het onderzoek identificeert verschillende dimensies die gerelateerd zijn aan standaarden voor leertechnologie voor hergebruik zoals:– Cultuur binnen een organisatie– Onderwijsbenaderingen– Motivatie voor hergebruik– Werkprocessen– Hoe leerobjecten zijn opgeslagen

Context

• Systeem oriëntatie– De systeem georiënteerde kant richt zich

op technische specificaties, regels, beleid en procedures als belangrijkste kenmerken

• Persoonlijke oriëntatie– De persoonlijk georiënteerde kant richt zich

op menselijke interactie, persoonlijke behoeften, persoonlijke motivatie en persoonlijke waarden.

Dimensies voor hergebruikSystems Oriented

Personal Oriented

Cultures

within the

context

The industrial world

The Domestic world

The Civic world

The world of Opinion

The Merchant world

The world of

inspiration

Learning scenarios

Acquisition Participation

Incentives for reuse

Formal workflow

Personal habits

Work processes

Organizational Personal

How learning objects are stored

Repository Locally

Resultaten

• De resultaten van het onderzoek tonen aan dat hergebruik en uitwisseling van leermateriaal misschien niet wereldwijd zal plaatsvinden

• Het hergebruik van leermateriaal zal veel meer lokaal gebeuren binnen afdelingen

• Hergebruik zal vooral gericht zijn op eigen ontwikkeld materiaal

Huidige ontwikkelingen• Digitale Universiteit gebruikt repository Learn

Exact• Surf richt zich op het toegankelijk maken van

bronmateriaal met Dare• Uitgeverijen leveren meerdere methoden aan

als leerobjecten• Defensie gaat gebruik maken van een CMS

gebaseerd op leerobjecten• Shell is bezig om kennis management te

integreren in onderwijs als leerobjecten.

Contact

• http://users.gw.utwente.nl

• A.strijker@utwente.nl

Resultaten

• Het gebruik van standaarden voor hergebruik van leermateriaal hebben waarschijnlijk niet direct de verwachte impact op zelfstandig adaptief leren.

• Cursus ontwikkeling gebaseerd op leerobjecten die uit een grote database komen is niet waarschijnlijk.

Resultaten

• Het ontwikkelen van nieuwe specificaties zou gericht moeten worden op de ondersteuning van meer individuele strategieën voor hergebruik.

Cultures within the context

Verbs Value features Attitudes

The World of Inspiration

To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.

Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance

Spontaneous, passionate, risk taking, open-minded, independent, intuitive

The Domestic World

To behave, to give, receive and give back; to respect; to keep the convenient distance; to be polite (with both inferiors & superiors); to interact.

Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty

Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable

The World of Opinion

To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.

Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility, Identification.

Being an actor, contributive, communicative, participative, personality, celebrity

The Civic World

To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify, to delegate, to represent and to be represented, to show solidarity, to share.

The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).

Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.

The Merchant World

To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.

Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others; contract; competition, rivalry, opportunism, freedom,

Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help, thoughtful, careful, reactive, opportunist

The Industrial World

To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.

Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system

Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication

Cultures within the context: Attitudes

• The World of Inspiration– Spontaneous, passionate, risk taking, open-minded, independent, intuitive

• The Domestic World– Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive,

cautious, reliable• The World of Opinion

– Being an actor, contributive, communicative, participative, personality, celebrity• The Civic World

– Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.

• The Merchant World– Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing

to help, thoughtful, careful, reactive, opportunist• The Industrial World

– Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication

Cultures within the context: Value features

• The World of Inspiration– Singularity, difference, innovation, originality, irrationality, imaginary, spirituality,

unconscious, chance• The Domestic World

– Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty

• The World of Opinion– Image, reputation, fame, success, honour, acknowledgement, visibility, audience,

credibility, Identification.• The Civic World

– The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).

• The Merchant World– Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to

others; contract; competition, rivalry, opportunism, freedom,• The Industrial World

– Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system

Cultures within the context: Verbs• The World of Inspiration

– To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.

• The Domestic World– To behave, to give, receive and give back; to respect; to keep the convenient

distance; to be polite (with both inferiors & superiors); to interact.• The World of Opinion

– To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.

• The Civic World– To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify,

to delegate, to represent and to be represented, to show solidarity, to share.• The Merchant World

– To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.

• The Industrial World– To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to

detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.

Learning scenarios

• Acquisition– Objectives– Training– Drill and practice– Awareness– Knowing– CBT– Authoring

• Participation– Collaboration– Communication– Competences– Learning– Application– Synthesis– Analyses– ELO– Mentoring

Acquisition vs Participation  Acquisition Participation

Key definition of learning: Learning as knowledge acquisition and concept development; having obtained knowledge and made it one's own; individualised

Learning as participation,  the process of  becoming a member of a community, "the ability to communicate in the language of this community and act according to its norms" (Sfard, p. 6); "the permanence of having gives way to the constant flux of doing" (p. 6)

Key words: Knowledge, concept, misconception, meaning, fact, contents; acquisition, construction, internalization, transmission, attainment, accumulation;

Apprenticeship, situatedness, contextuality, cultural embeddedness, discourse, communication, social constructivism, cooperative learning

Stress on… "The individual mind and what goes into it" (Sfard, p. 6); the "inward movement of knowledge" (p. 6)

"The evolving bonds between the individual and others" (p. 6); "the dialectic nature of the learning interaction: The whole and the parts affect and inform each other" (p. 6)

Ideal Individualized learning Mutuality; community building

Role of instructor Delivering, conveying, facilitating, clarifying

Facilitator, mentor, "Expert participant, preserver of practice/discourse" (p. 7)

Nature of knowing Having, possessing Belonging, participating, communicating

Learning objectives (Bloom, 1956)

Competence Skills Demonstrated Question Cues

Knowledge - observation and recall of information - knowledge of dates, events, places - knowledge of major ideas - mastery of subject matter

list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension - understanding information - grasp meaning - translate knowledge into new context - interpret facts, compare, contrast - order, group, infer causes - predict consequences

summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application - use information - use methods, concepts, theories in new

situations - solve problems using required skills or

knowledge

apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis - seeing patterns - organisation of parts - recognition of hidden meanings - identification of components

analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis - use old ideas to create new ones - generalize from given facts - relate knowledge from several areas - predict, draw conclusions

combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation - compare and discriminate between ideas - assess value of theories, presentations - make choices based on reasoned argument - verify value of evidence - recognize subjectivity

assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Pedagogies related to organisational setting

Pedagogies related to organizational setting

Incentives for reuse

• Organizational– Knowledge management– Human resource

management– Sustainable development– Saving money– Efficiency– Organizational capital

• Personal– Helping Colleagues– Saving time– Efficiency– Communities of practice– Networks of excelence

Work processes

• Formal workflow– Roles– Responsibilities– Versioning– Quality control– Management– Ownership

• Personal habits– Individual products– One person all roles– Teacher in control– Copyrights– Independent

How objects are stored

• Repositories- Knowledge

management systems

– (Learning) Content Management Systems

– Electronic Learning Environments

• Locally– Hard disks– Personal websites

Context Orientations

• Personal oriented– Personal orientation is related to human

interaction, personal needs, personal incentives, and personal values.

• Systems oriented– The Systems orientation focuses on

technical specifications, rules, policy, and procedures.

Dimensions for ReuseSystems Oriented

Personal Oriented

Cultures

within the

context

The industrial world

The Domestic world

The Civic world

The world of Opinion

The Merchant world

The world of

inspiration

Learning scenarios

Acquisition Participation

Incentives for reuse

Organizational Personal habits

Work processes

Formal workflow

Personal

How learning objects are stored

Repository Locally

Discussion

• Try to map your current context (the environment you work in) on the dimensions.– If the focus is on the left side (Systems),

you are in a context that provides different aspects for reuse

– If the emphasis on the right side (Personal), the implementation of a reuse strategy in your context is problematic

Results

• The results of the research show that reuse in practice may not so much be focused on a wide exchange of all available material but rather on local level sharing within departments and even primarily on the reuse of one’s own course material.