20. Dimensies voor hergebruik Locally Repository How learning objects are stored Personal Organizational Work processes Personal habits Formal workflow Incentives for reuse Participation Acquisition Learning scenarios The world of inspiration The Merchant world The world of Opinion The Civic world The Domestic world The industrial world Cultures within the context Personal Oriented Systems Oriented
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26. Cultures within the context Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system 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. The Industrial World Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help, thoughtful, careful, reactive, opportunist Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others; contract; competition, rivalry, opportunism, freedom, 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 Merchant World Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests. The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions). 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 Civic World Being an actor, contributive, communicative, participative, personality, celebrity Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility, Identification. To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare. The World of Opinion Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty 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 Domestic World Spontaneous, passionate, risk taking, open-minded, independent, intuitive Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness. The World of Inspiration Attitudes Value features Verbs
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31. Acquisition vs Participation Belonging, participating, communicating Having, possessing Nature of knowing Facilitator, mentor, "Expert participant, preserver of practice/discourse" (p. 7) Delivering, conveying, facilitating, clarifying Role of instructor Mutuality; community building Individualized learning Ideal "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) "The individual mind and what goes into it" (Sfard, p. 6); the "inward movement of knowledge" (p. 6) Stress on… Apprenticeship, situatedness, contextuality, cultural embeddedness, discourse, communication, social constructivism, cooperative learning Knowledge, concept, misconception, meaning, fact, contents; acquisition, construction, internalization, transmission, attainment, accumulation; Key words: 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) Learning as knowledge acquisition and concept development; having obtained knowledge and made it one's own; individualised Key definition of learning: Participation Acquisition
32. Learning objectives (Bloom, 1956) assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize - compare and discriminate between ideas - assess value of theories, presentations - make choices based on reasoned argument - verify value of evidence - recognize subjectivity Evaluation combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite - use old ideas to create new ones - generalize from given facts - relate knowledge from several areas - predict, draw conclusions Synthesis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer - seeing patterns - organisation of parts - recognition of hidden meanings - identification of components Analysis apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover - use information - use methods, concepts, theories in new situations - solve problems using required skills or knowledge Application summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend - understanding information - grasp meaning - translate knowledge into new context - interpret facts, compare, contrast - order, group, infer causes - predict consequences Comprehension list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. - observation and recall of information - knowledge of dates, events, places - knowledge of major ideas - mastery of subject matter Knowledge Question Cues Skills Demonstrated Competence
33. Pedagogies related to organisational setting Pedagogies related to organizational setting
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38. Dimensions for Reuse Locally Repository How learning objects are stored Personal Formal workflow Work processes Personal habits Organizational Incentives for reuse Participation Acquisition Learning scenarios The world of inspiration The Merchant world The world of Opinion The Civic world The Domestic world The industrial world Cultures within the context Personal Oriented Systems Oriented
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Hinweis der Redaktion
Gratis informatiesessie via videoconferentie Hergebruik van leermaterialen Waarom we het wel doen, maar toch niet willen Dr. Allard Strijker (Universiteit Twente - NL) http:// allardstrijker.googlepages.com /workpersonal2 Inhoud Bij de voorbereiding van lessen en cursussen besteden docenten meer en meer tijd aan het ontwikkelen van elektronische leermaterialen, zoals presentaties, oefeningen, foto’s, enz… Daar kruipt veel energie en tijd in en vaak gebruiken we Google om ons werk wat te vereenvoudigen. Toch maken we met z’n allen veel waardevol materiaal maar blijkt het gebruiken van het materiaal van mededocenten geen voor de hand liggende zaak. Allerlei technische en menselijke drempels moeten overwonnen worden om tot hergebruik van leermateriaal te kunnen komen. In deze videoconferentie behandelt Dr. Allard Strijker de menselijke aspecten bij het hergebruik van leermaterialen. Welke problemen ervaren docenten bij het hergebruik van materiaal, hoe kunnen ze gestimuleerd en ondersteund worden en welke praktische tips zijn er voorhanden om hergebruik te vergemakkelijken. Praktisch Op donderdag 14 december 2006 van 12.45 tot 13.45 uur De spreker geeft zijn uiteenzetting in Utrecht die simultaan met videoconferentie in de 4 instellingen wordt uitgezonden. Kies de locatie die voor jou het vlotst te bereiken is. Graag inschrijven bij de contactpersoon van de locatie waar je de uiteenzetting wilt volgen. Locaties KaHo Sint-Lieven, Campus Rabot, Blok A, Lokaal A0T12 (voormalig A0T6) Contactpersoon: [email_address] KATHO, campus Roeselare, Lokaal 16 ingang B 1ste verdieping Contactpersoon: jeanclaude.callens @ katho.be KHBO, campus Sint-Michiel, auditorium Contactpersoon: frank.deroo @ khbo.be KULeuven campus Kortrijk, B504 Contactpersoon: eddy.demeersseman @ kuleuven-kortrijk.be K.U.Leuven AVNet, Interactieruimte Contactpersoon: li.mees @ avnet.kuleuven.be Programma 12.30 ontvangst 12.45 start uiteenzetting 13.30 afronden uiteenzetting 13.35 start vragenronde, per locatie georganiseerd 13.45 einde www.impulscentrum.be Het impulscentrum wil als samenwerkingsverband tussen KATHO, KULeuven Campus Kortrijk, KHBO en KaHo Sint-Lieven de krachten bundelen op het vlak van onderwijsvernieuwing. Hiertoe wil het Impulscentrum zowel docenten als medewerkers uit beleids- en onderwijsondersteunende diensten bereiken. In functie daarvan worden verschillende ‘kanalen’ voorbereid. We noemen: weblog, e-mail met ‘Tip van de maand’, videoconferentie, het opstarten van overleggroepen én ondersteuning bieden bij multimedia-projecten. Zeer binnenkort zullen we u hierover ruimer informeren!