A structured e-content development framework using a stratified objectives-driven methodology

The paper discusses a stratified objectives-driven e-content structuring and deployment framework which is an iterative and intuitive approach to content structuring and sequencing. The model has been developed from experiences and insights gained over a four-stage content development training process involving university lecturers in liberal arts, sciences and engineering subjects. The model supports a hierarchical approach in knowledge presentation starting from the most abstract to the most specific. It is a layered structure of entities whose naming conforms to content abstractions. In this paper, we argue that the concept of Objectives is an effective tool that enables logical content breaking-up and sequencing. We demonstrate that objectives help one to think critically on what to include under specific topics. The findings indicate that objectives play a central role in providing an effective content validation mechanism. Further, collaborative efforts among homogenous groups result in the most efficient approach on training in content development

Improving student achievement through professional cultures of teaching in Flanders

Student performance in general subjects such as language and mathematical skills is poor in secondary vocational education. A professional culture of teaching-including recruitment of well qualified teachers, effective teacher collaboration and effective teaching practice-could be the key to success. To what extent is there a professional culture of teaching in vocational education? Do differences in the professional culture of teaching affect student achievement? National achievement tests on functional language skills, mathematical skills and information processing were administered to third grade students (N = 3,381) in 116 secondary schools offering vocational education across Flanders. Their teachers (N = 184) completed an online questionnaire about their collaboration and teaching practice. We found evidence that teacher collaboration and effective teaching practices are strongly correlated. Positive correlations were found between combinations of characteristics of a professional culture of teaching and student achievement. However, in many schools a professional culture of teaching is not yet a reality. Our findings demonstrate a need for continually providing support within a professional culture of teaching to prevent teachers from leaving. Improving professional growth for teachers and their teaching teams is also needed, as well as a shift in education policies to support these needs