van den Berg, E.

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University of Twente Research Information

seEuropean ConferenceonEducational ResearchBOOK OFSUMMARIESVolume 1University of TwenteThe NetherlandsJune 22 - 25, 1992ICOLOFONEditors:Tjeerd PlompJules PietersAndries FeterisEditorial assistance:Harmen AbmaJeroen BremanConny de KoningOlivia KramersRenate SchraaCover:Hanna SnijderPrint:DuoprintUniversity of TwenteDepartment of EducationP.O. Box 2177500 AE EnschedeISBN 90-365-0534-8Copyright CO 1992 by Department of Education, University of Twente4OPEN LEARNING AS A CURRICULUM INNOVATION: ALONG ROAD FROM IDEA TO PRACTICEE. van den Berg, Department of Education, University ofTwente, Enschede, The NetherlandsIntroductionThis paper reports about a study on the efforts made in curriculum development inthree schools for adult education in the Netherlands. These schools have acquiredspecial funds from the National Department of Education in order to establish anopen learning program. Open learning is both a process which focuses on accessto educational opportunities and a philosophy which makes learning more studentcentred. It is learning which allows the student to choose how to learn (modes oflearning, e.g. lecture, seminar, independent learning, computer assistedinstruction), when to learn (timing, frequency, duration), where to learn (classroom,library, at home) and what to learn (subject matter) (Cunningham, 1988, Paine,1988). In an open learning system learning is less dependent on classroominstruction and more self-directed. This implies that the quality of (conventionaland electronic) curriculum materials becomes far more important to steer thelearning process.Problem and methodologyThe central problem in this study is how the process, of curriculum developmentmove forward. Special attention was paid to potential pitfalls of schoolbasedcurriculum development within the context of a large scale innovation project.The typology of Good lad et al; (1979) for different manifestations of the curriculumideal, formal, perceived, operational and experiential - guided the data collectionand analysis.An in-depth case study has been carried out with two stages of data collection inthe school year 1989-1990 and 1990-1991. In these periods the process ofcurriculum development and implementation were documented, using interviewand observation procedures and analysing documents produced by the schools.After the first raw data analysis the results were compiled in a summary report(Miles & Huberman, 1984).Results and conclusionsThe designing of the open learning curriculum consisted of two stages. Firstly, acurricular framework was developed and, afterwards, based on this framework, theinstructional materials were developed.In designing the curricular framework there were three main problems.146In the first place there was not a shared vision between school management andteachers about open learning. The concept clarification or ideal curriculum wasvery weak. Van der Vegt and Knip (1988) pointed out that it Is essential toformulate a concept of the desired state of affairs that serves to focus attention andenergy. Also Walker (1990) stipulate thJ importance of a 'platform of ideas'. In theexperimental schools this was not the case.Secondly, there was hardly any time to communicate In a formal and informal wayabout the innovation, because of much part-time faculty.Thirdly, there was no adequate training to support the design process and nosystematic design model was used.As a result a curriculum has been developed in which the traditional program wasdivided into periods of eight weeks, but the program has no flexibility in the waythat students can choose how they will plan and conduct their learning activities.So the linkage between the ideal curriculum (an open learning program) and theformal curriculum (a traditional curriculum outline) was inadequate.The development of the instructional materials was not steered by an acceptablecurriculum outline. Moreover only one or two teachers were in charge with thedevelopment of a learning package. These teachers did hardly get any Instructionor guide-lines to support them. As a consequence the authors, also because oftime constraints, relied heavily upon the traditional textbooks. Only printedmaterials were produced and these materials were implemented without formativeevaluation. Many teachers reported severe problems when they actually used theinstructional materials.Interviews with teachers and classroom obsorvat;ons showed that the poormaterial were the main cause of the failure in implementing an open learningprogram. Another Important reason was that many teachers and students weresceptical about the idea of open learning.We can conclude that both management and teachers, who were authors,underestimated the time, finances and know how needed for designing anddeveloping an innovative curriculum resources.i Ci147

Open learning as a curriculum innovation:a long road from idea to practice

https://ris.utwente.nl/ws/files/177892758/VandenBerg1992open.pdf

Open learning as a curriculum innovation:a long road from idea to practice

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