1. Onderwijskundig Ontwerpen
Het effectief inzetten van technologie in de
onderwijsleerpraktijk.
Vrijdag 11 januari 2013
Stijn Van Laer
KU Leuven, Directie Onderwijs en Leren KU Leuven,
Departement Onderwijsontwikkeling en ondersteuning,
Cel Academische Vorming
7. Overzicht
1. Technologie als doel
2. Technologie als middel
3. Technologie en didactiek
4. Leersituatie en leeromgeving
5. Onderwijskundig ontwerpen
6. Bewegend beeld als ondersteunend medium
8. 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)
9. 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)
13. Onderwijskundig ontwerpen (instructional design)
The process by which instruction is improved through the
analysis of learning needs and a systematic design and
development of learning environments and materials.
(Morrison, Ross, & Kemp, 2004).
Instructional designers often use technology and multimedia
as tools to enhance instruction.
14. 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 everything
calculated 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)
15. 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)
• …
16. 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.
17. Onderwijskundig Ontwerpen (Instructional Design)
Analysis
Design
conceptualization
Theory specification
prototyping
Technology
Development
Implementation
Evaluation
18. Context
Objectives
Evaluation
Learning Activities
Support
Contents
Teaching Methods
Materials
By whom
Learning
Environment
Analysis Student
Characteristics
Design
19.
20. 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).
21. 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
27. Context
Objectives
Evaluation
Learning Activities
Support
Contents
Teaching Methods
Materials
By whom
Learning
Environment
Student
Characteristics
28. 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.
29. 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?
• …
30. 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.
31.
32. Kozma
RB 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?
33.
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36.
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38.
39. Tot slot
Een zeer specifieke
omschrijving van wat de
‘right tool for the job’ is,
vergemakkelijkt je zoektocht
aanzienlijk!
42. Garrison, D. R. and H. Kanuka (2004). "Blended learning: Uncovering its transformative potential in higher
education." The internet and higher education 7(2): 95-105.
43. Oliver, M. and K. Trigwell (2005). "Can'Blended Learning'Be 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).
44. 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.
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.
