Digital learning resources: What are teachers looking for? Wim de Boer

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Digital learning resources: What are teachers looking for? Wim de Boer. EdReNe - 2nd Strategic seminar June 9th June 11th 2008. Digital learning resources: What are teachers looking for? Wim de Boer. EdReNe - 2nd Strategic seminar June 9th June 11th 2008. Curriculum. - PowerPoint PPT Presentation

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  • Digital learning resources: What are teachers looking for?

    Wim de Boer

    EdReNe - 2nd Strategic seminarJune 9th June 11th 2008

  • Digital learning resources: What are teachers looking for?

    Wim de Boer

    EdReNe - 2nd Strategic seminarJune 9th June 11th 2008

  • CurriculumA plan for learning...

    The plan in The Netherlands: the textbook

  • Curricular spider webRationaleContentTeacher roleMaterials & ResourcesGroupingLocationTimeAssessmentAims & ObjectivesLearning activities

  • Learning materials on the moveNew educational organisation and approaches: more emphasis on independent learning, competences, authentic learning environments New providers: other providers, new partnerships, new roles publishersThe role of ICT (digital learning resources, VLEs, quality, metadata / traceability / access)Shortage of teachersNew ways of funding the learning resources

  • Educational Resources Monitor ResearchAnnual examination of trends in the field of educational materialstwo-dimension model: digital & paper-basedcoherent packages of subject-related learning resources (we call it texbooks) & learning resources that don't have the coherency and are smaller, for more flexible use (we call it flexible learning materials)what is used, how much,why and how searched for and selected?

  • Main findings The texbooks are still widely used There are interesting differences between sectors, gender, experience and topics on the use Most teachers still use paperDigital is more flexible and more used in "newer" educationSearching for resources goes by Google, it costs a lot of time

  • Teaching time with textbooks and flexible learning materialsonly textbooks

    combination

    only flexible learning materials

    Grafiek3

    0.66

    0.2

    0.14

    Grafiek1

    0.66

    0.2

    0.14

    aaaa

    Blad1

    POVOPO/VO

    only methods67%65%66%

    combination21%20%20%

    only flexible resources12%15%14%

    alleen methodegebonden leermiddelen66%

    combinatie20%

    alleen niet-methodegebonden leermiddelen14%

    Blad1

    Blad2

    only methods

    combination

    only flexible resources

    Blad3

  • Teaching time used with digital or paper-based learning materialspaper

    combination

    digital

    Grafiek1

    0.71

    0.2

    0.09

    Blad1

    Blad2

    verschijnings-vormen leermiddelenpapercombinationdigital

    Sector

    PO/VO

    papercombinationdigital

    71%20%9%

    Blad2

    Blad3

    MBD03F49BEA.xls

    Grafiek1

    0.66

    0.2

    0.14

    aaaa

    Blad1

    POVOPO/VO

    only methods67%65%66%

    combination21%20%20%

    only flexible resources12%15%14%

    alleen methodegebonden leermiddelen66%

    combinatie20%

    alleen niet-methodegebonden leermiddelen14%

    Blad1

    Blad2

    Blad3

  • Why use flexible learning materials?To better connect with pupils reality; it is more fun Flexible learning materials are enriching, and are used in projectsThey are often digital and found on the internet

    Differences in those that create and those that useflexible learning resources used:

  • Looking for learning materialsHow often do teachers search?How much time it takes them?Google is most used as a starting point

    POVOPO/VOdaily3%6%5%weekly27%33%31%monthly55%45%48%almost never16%16%16%never0%0%0%

    POVOPO/VO< 5 min8%9%9%5-15 min35%24%27%15-30 min37%39%38%> 30 min20%29%27%

  • What do teachers find important when searching for flexible learning materials?Most important:options for independent workoptions for differentiationcoverage of (relation to) curriculum goals (examination requirements)instruction and didactics (pedagogy) costsvisual impression of the material target group

    Important:role of ICT tests (evaluation) user experiences of colleaguesshort description of the contents long description of the contents (2 a4)Not (so) important:availabilityrequired educational timestudies to comparisons between methodstable of contentsbibliographic information reviews of third parties (such as journals)market share of the method

  • Of most importance when selecting flexible learning materials

  • Questions?More information:www.slo.nl/Leermiddelenmonitor w.deboer@slo.nl

    Subject matter and target group analysis: see Smith & Ragan