Leren in een digitale wereld: uitdagingen voor het onderwijs

Brand-Gruwel, S. (2012). Leren in een digitale wereld: uitdagingen voor het onderwijs. [Learning in a digital world: challenges for education] (Unpublished inaugural address). October, 5, 2012, Heerlen, The Netherlands: Open Universiteit.We leven in een digitale wereld. Met de komst van internet hebben we toegang tot een immense hoeveelheid informatie en via ‘social media’ kunnen we gemakkelijk met elkaar communiceren. In het onderwijs kunnen allerlei digitale middelen worden ingezet om het leren van leerlingen en studenten te stimuleren en leerprestaties te verbeteren. Maar wat betekent het om te leren in een digitale wereld? Wat zijn op pedagogisch-didactisch niveau de uitdagingen voor de docent? Hoe kunnen ‘best practices’ ten aanzien van dit leren worden vertaald in schoolbrede innovaties? In de rede wordt een model gepresenteerd met factoren die van belang zijn voor het leren in een digitale wereld. De uitdagingen voor het onderwijs worden besproken en aangegeven wordt hoe onderzoek kan helpen deze uitdagingen aan te gaan

Information Problem Solving: Analysis of a Complex Cognitive Skill

In (higher) education students are often faced with information problems: tasks or assignments which require the student to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. It is often assumed that students master this complex cognitive skill all by themselves. In our point of view, however, explicit and intensive education is required. In order to design education that fosters the information problem solving skill, a skill decomposition is required. In this research the complex cognitive skill of information problem solving is analysed. Experts and novices were observed while solving an information problem. Preliminary results reveal that experts spend more time on the sub-skills 'defining the problem', 'processing the information' and 'presenting the information'. They also regulate their process more oftenIn: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-

Profiling Student Behaviour in a Blended Course: Closing the Gap Between Blended Teaching and Blended Learning

Teaching and Teacher Learning (ICLON

A network analysis of blended learning: Perceived causal relations between use of learning resources, regulation strategies and course performance

Teaching and Teacher Learning (ICLON

From monocontextual to multicontextual transfer : organizational determinants of the intention to transfer generic information literacy competences to multiple contexts

An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on transfer intention in two different transfer contexts: study and work. Participants were 303 students at an open university attending a course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multi-contextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study

Seeking creativity: A case study on information problem solving in professional music

This study explored the information seeking behavior of a professional jazz musician during creative work. It aimed at revealing information seeking activities necessary to execute present-day musical projects. A single case was studied in depth. First, a narrative interview was conducted to reveal project phases and corresponding information seeking behavior. Second, hereupon a semi-structured interview was taken to identify information seeking activities per phase. Results indicate that the musician deliberately searched for musical information especially in the first project phases. The internet was used as main source. Both data and goal driven strategies were applied, of which the latter were relatively scarce. This means that in this case the musician sporadically searched information based on a contemplated search plan. Future research should aim at generalizing findings of this case. It should further validate the underlying analytical framework that proved to be useful for describing and categorizing musical information seeking behavior

Teacher Perspectives on Whole-Task Information Literacy Instruction

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence