Designing networked learning for innovation in teacher learning groups

This study searches for guidelines to facilitate teacher-learning groups (TLGs) that aim to create sustainable knowledge (i.e., knowledge-creating TLGs). The ‘Dimensions of Social Learning (DSL) Framework’ is applied as a starting point to analyse the groups’ social configuration. The study explores the integration of two theories (social capital and value creation) into the DSL Framework in order to broaden the sustainable knowledge-creation perspective. To test the usability of the extended framework we conducted a case study in a primary teacher training college in the Netherlands. We found that both theories added features of knowledge creation to the DSL Framework: social capital in a process-oriented manner and value creation in a product-oriented way. For the facilitation of knowledge-creating TLGs, the collective knowledge working identity is an important indicator. A gradual development of both spread leadership and an inquiry-based attitude are important for this indicator. Institutional value creation is a second indicator. This indicator says that TLGs should involve all stakeholders when starting a joint enterprise and connect actions to institutional goals right from the start

De verwarring voorbij?

Dit is een reactie op een reactie van een lezer op het artikel "Een goede improvisator is iemand die…" [Wopereis, I. (2014, December). Een goede improvisator is iemand die… [A good improviser is someone who…]. Jazz Bulletin, 93, 40-43.]

Weblogs as instruments for reflection on action in teacher education

Wopereis, I. G. J. H., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18, 245-261. doi:10.1080/10494820.2010.500530This study examined the use of weblogs as a means to promote student teachers’ reflective practice. The assumption that weblogs are suitable tools for supporting and stimulating reflection on action in teacher training and consequently for enhancing the students’ ability to reflect, was explored. Three groups of student teachers used weblogs during an eight-week internship for reflection on teaching practice. Students were asked (a) to reflect on their own teaching experiences and (b) to provide peer feedback. Analyses of the student contributions show that weblogs are useful for reflection on critical incidents in the classroom and that they can stimulate interconnectivity in groups of students. Unfortunately weblogs do no incite deep reflection or spiral reflection. This can only be the result of explicit reflection instruction. This exploratory study further shows that large-scale quantitative research is needed to back up the premise that weblogs are suitable tools for reflection

Contemporary e-learning as panacea for large-scale software training

Large organizations renew their core business software with some regularity, resulting in serious challenges for in-company training officers. Especially when large numbers of employees need to be trained to use updated software on short notice, traditional face-to-face training methods fall short. Contemporary e-learning is regarded a solution for such short-term and large-scale training. This paper discusses the effect of a didactically sound e-learning solution on learning to use a new version of an Electronic Medical Record (EMR) software package. This solution not only features generally recognized e-learning characteristics like any time, place, path, and pace, but also marks the element ‘just enough’ to emphasize that the e-learning content only covers knowledge (concepts and procedures) necessary to perform the daily professional tasks. Around 2000 healthcare workers of a mental healthcare institution were educated online to use a renewed version of an EMR software package within two months. Results (i.e., time on task, test results, and perceived effectiveness) indicate that contemporary online solutions can help large organizations to face short-term and large-scale training problems. (This paper was presented at CSEDU 2013 in Aachen, Germany; see http://www.csedu.org/?y=2013