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Use, Possibilities and Future of Course Management Systems in Secondary Education
- 1. Use, Possibilities and Future of Course Management Systems in Secondary Education Wim de Boer Friday 5/12 Online Educa 2008, Berlin
- 2. dear colleagues your are at the end of online educa Berlin where there were many opportunities for ideas to win but tomorrow is also an important day that is why I really can’t stay my family is expecting me whether I’ll get a present, I have to see I quickly therefore present what I found and run home after the handclapping sound
- 3. why what how
- 4. why content evaluation environment resources time activities goals teacher roles didactics
- 5. What can VLE’s do support what & how in learning But are they being used as such? what makes a change?
- 8. not used little low low little low much used extensive high high much high general use policy diversity satisfaction support personal paths
- 9. VLE for : making education more flexible organisation of education new didactics increase communication new forms of evaluation tracking learning & progress terug 11,2 central instrument 54,9 addititional 33,9 optional % VLE is more often metioned not often mentioned
- 10. satisfaction VLE is an improvement for education: 56% to a certain extent , 22% in a high extent > 85% satisfied with functionalities VLE use 8 times per week 5 hours per week
- 12. Policy 40% have a management that advocates a vision 42% mentiones the VLE in its management plans 35% has an VLE Implementation plan 45% have central agreements on use 25% gives time to teachers more satisfaction when the VLE is being use for clear purposes
- 13. X X positive and active management X X more time (25%) X X experiments (70%) X X X exchange sessions (63%) personal support (70%) X pedagogical course (42%) X basic course (52%) higher satisfaction more hours more often varied use
- 14. Teachers Experience doesn’t influence But gender effects the number of hours that teachers work with the VLE Experienced ICT users use the VLE more and more diverse and are more satisfied Some differences between sections Differences between subjects?
- 15. School caracteristics 1 computer per 6 students computers are in seperate rooms 21% has a computer with a projector or smartboard the more computers in the classroom, the more often the teacher uses the VLE
- 16. The use of a VLE as a contribution for better education more, more differentiated use relates to the satisfaction of the use of the VLE all this relates to the idea that the VLE contributes to better education betekent de inzet van de ELO een verbetering voor het onderwijs? 22 to a high extent 56 to a certain extent 19 to a small extent 2 not %
- 17. VLE of the future integrated set of tools for the teacher where he can do his = PWE planning (In the school: projects in the classroom: group, individual, ...) content (select, arrange, create, modify, ...) evaluation (DPF, monitor, tracking, administration, accountability, etc....) teaching (instruction, communication, cooperation, fieldwork...) Where is the challenge? curriculum frameworks related metadata examples
- 18. Questions? www.slo.nl / elo More information: [email_address]
- 19. Research on the use of VLEs in SE How? - Place ELO - How often and how much - Educational use - Satisfaction Factors? - Onderwijsvisie - ICT environment - Support - Policy - Teacher and box-features Digital feedback questionnaire for teacher / school: - General use - Specific commitment of the VLE (diversity in use) - Policy - Satisfaction - Support - Tailor the curriculum in light of the commitment of the VLE ? How is the VLE being used and what facators do relate to that in what way? 1577631076 Heiligestraat 1360386575 Teisterbantlaan http://s10.rn.nl/mrIWeb/mrIWeb.dll?I.Project=SELO08
- 20. Pedagogical use 1=niet; 2=in beperkte; 3=in zekere; 4=in hoge mate 1,32 discussions 1,51 use of electronic portfolios 1,82 individual workspaces 1,83 individual routes for students 1,87 cooperation between teachters 1,97 support of individual students 2,01 work groups for students 2,37 communication with students 3,24 course schedules for all students Total (N=180)
- 21. Pedagical use: assignments 1=niet; 2=in beperkte; 3=in zekere; 4=in hoge mate 1,92 ... with options for students to choose their own path 1,96 ... for individual students 2,06 ... that are being graded through the VLE 2,17 ... where students can make a choice 2,18 ... that get feedback through the VLE 2,44 ... that are being checked on plagiarism 2,61 ... that are submitted via the VLE 2,78 ... for groups of students 3,03 ... for all students Total (N=180)
- 22. Tests 1=niet; 2=in beperkte; 3=in zekere; 4=in hoge mate 1,51 ... that are part of the exam 1,59 ... all students should make 1,9 ... for personal testing Total (N=180)
Editor's Notes
- #2: Research in the Netherlands shows that a growing number of school and teachers in secondary education use a Course Management System (CMS). The Netherlands Institute for Curriculum Development (SLO) understands curriculum as a plan for learning, represented in many ways, from policy documents to classroom materials. This research tries to find an answer to the question whether CMSs could play an important role in curriculum development on micro or classroom level. As learning materials in the Netherlands become more flexible and digital, and teachers play a more important roll in creating their own materials, the CMS could serve as the organisation platform for curriculum development on classroom level. In secondary education almost 50% of the teachers have access to a CMS. But do they use it, and how? There are many functionalities gathered in CMSs, they relate to the support and/or enabling of organisation, communication and distribution of content for learning, mostly within the organisational structure of courses. The teacher (with his colleagues) is the person on the steering wheel, and responsible for the organisation of the course and its CMS. In the study that will be presented an analysis of CMS log data of over 10.000 courses in a representative selection of Dutch secondary schools will be discussed. The data will give insight how teachers make use of the CMS. What functionality is used and how? Further analysis will give more insight to what kind of teachers make what kind of use of the CMS. To what extend do subject area, sex, teaching experience, school vision, characteristics of the learning environment, implementation and support characteristics play a role in the application of CMSs. The more quantitative insights are used to the more qualitative part of the study in which teachers are interviewed. In the presentation interesting outcomes, assisted with examples will be presented and discussed, leading to the research question: to what extend can a CMS be used as a curriculum development tool on a classroom level, and what are possible functional demands to improve it for that purpos