SAMENVATTING
EDUCATIEVE TECHNOLOGIE
MELISSA AMANDELS
,Melissa Amandels
Inhoudsopgave
Situering van het OPO in de opleiding............................................................................................................ 4
Samenvatting NAP tekst................................................................................................................................. 6
Inleiding................................................................................................................................................................6
Key affordances....................................................................................................................................................6
Drill and practice...................................................................................................................................................7
Deep learning........................................................................................................................................................7
General-purpose tools..........................................................................................................................................7
Technologieën voor groepssamenwerking...........................................................................................................8
Technologies that stimulate active learning........................................................................................................8
Makers..................................................................................................................................................................9
Embodied cognition..............................................................................................................................................9
Technologies for instruction.................................................................................................................................9
Eerste doel: linken van formeel en informeel leren .......................................................................................9
Tweede doel: ordenen en arrangeren van de moeilijkheden van de instructie die in de klas gegeven wordt
.........................................................................................................................................................................9
Derde doel: instructies voor correct schrijven en dergelijke .......................................................................10
Opportunities and challenges.............................................................................................................................10
Digitale Dashboards.......................................................................................................................................10
Distance learning...........................................................................................................................................10
Blended learning............................................................................................................................................10
Mobiele technologieën..................................................................................................................................10
Universeel design................................................................................................................................................11
Learning in later life............................................................................................................................................12
Multimodale presentaties..................................................................................................................................12
Digital divide.......................................................................................................................................................12
Les 1: Educatieve Technologie: Geschiedenis en Mediadebat........................................................................13
Definitie:.............................................................................................................................................................13
Twee kernpraktijken:..........................................................................................................................................13
Reiser (2001): geschiedenis van media use........................................................................................................13
Tijdlijn educatieve technologie (wise-omgeving robin290)................................................................................13
Mediadebat........................................................................................................................................................14
Clark...............................................................................................................................................................14
Kozma............................................................................................................................................................15
Gepersonaliseerde instructie..............................................................................................................................15
Samenvatting teksten die horen bij les 1...................................................................................................... 17
1 - Reiser: A history of instructional design and technology..............................................................................17
2 - Clark: Media will never influence learning....................................................................................................19
3 - Kozma: Will media influence learning?.........................................................................................................20
1
,Melissa Amandels
Les 2: ICT in het onderwijs en computationeel denken (les 30 sept)..............................................................23
Algemeen kader:.................................................................................................................................................23
Pre – COVID 19: internationaal..........................................................................................................................23
Internationaal: digitale competenties (algemeen bekende term)................................................................23
DigComp2.0 en 2.1........................................................................................................................................23
Internationaal: digitale technologie (er moet op een effectieve manier kunnen gewerkt worden met die
technologie)...................................................................................................................................................24
Onderzoek Tondeur e.a. (2007) KENNEN VOOR EXAMEN............................................................................24
En toen kwam COVID-19 … internationaal.........................................................................................................25
PreCOVID 19: Vlaanderen..............................................................................................................................25
Vlaanderen: Digitale competenties...............................................................................................................25
Vlaanderen: uitdagingen onderwijs..............................................................................................................26
En toen kwam COVID – 19: Vlaanderen........................................................................................................26
ICT IN ONDERWIJS..............................................................................................................................................26
Vlaanderen: MICTIVO....................................................................................................................................26
ICT-competenties...........................................................................................................................................28
Percepties m.b.t. ICT......................................................................................................................................28
Integratie ICT: algemeen...............................................................................................................................28
Besluit MICTIVO.............................................................................................................................................28
Samenvatting teksten die horen bij les 2...................................................................................................... 29
1 – Tondeur: Towards a typology of computer use in primary education.........................................................29
2 – Goeman: Time for action! ICT integration in formal education...................................................................30
3 – Voogt: Computational thinking in compulsory education............................................................................31
Les 3: multimedia-principes (6 oktober)....................................................................................................... 33
Multimedia instructie.........................................................................................................................................33
Principes voor informatieverwerking.................................................................................................................33
EERSTE EIS: 6 Principles for Reducing Extraneous Processing............................................................................34
1: Coherence Principle...................................................................................................................................34
2: Signaling Principle......................................................................................................................................34
3: Spatial contiguity principle........................................................................................................................35
4: Temporal Contiguity Principle...................................................................................................................35
5: Redundancy Principle................................................................................................................................35
6: Expectation Principle.................................................................................................................................35
TWEEDE EIS: 3 Principles for Managing Essential Processing (managen om de informatie beter te integereren
in het werkgeheugen).........................................................................................................................................36
Segmenting principle.....................................................................................................................................36
Pre-training principle.....................................................................................................................................36
Modality principle..........................................................................................................................................36
DERDE EIS: 3 Principles for Fostering Generative Processing (informatie wordt beter opgenomen in het LTG,
beter wordt geïntegreerd met de voorkennis)...................................................................................................38
Multimedia Principle......................................................................................................................................38
Personalization Principle...............................................................................................................................38
Voice Principle...............................................................................................................................................38
Gepersonaliseerde instructie (zie ook twee teksten uit reader: Vandewaetere & Vanbecelaere).....................39
Learner model (= de kern van het adaptief systeem).........................................................................................40
Learner models: uitdagingen & potenties.....................................................................................................40
Artificiële intelligentie (AI)..................................................................................................................................41
Artificiële intelligentie – kennisgebaseerd....................................................................................................41
2
, Melissa Amandels
Artificiële intelligentie – affectief..................................................................................................................42
Artificiële intelligentie – gedrag.....................................................................................................................42
Educational data mining (tweede soort van technieken waarvan we veel ontlenen omtrent de
gepersonaliseerde leeromgeving)......................................................................................................................42
Adaptieve instructie............................................................................................................................................43
Onderzoek naar effect van adaptieve leeromgevingen................................................................................45
Samenvatting teksten die horen bij les 3...................................................................................................... 47
1 – Mayer: Multimedia instruction.....................................................................................................................47
2 – Vandewaetere & Clarebout: Advanced technologies for personalized learning, instruction and
performance.......................................................................................................................................................48
3 – The effectiveness of an adaptive digital educational game for the training of early numerical abilities in
terms of cognitive, noncognitive and efficiency outcome..................................................................................50
Les 4: CSCL (les 13 oktober 2020).................................................................................................................. 52
Inleiding – we krijgen 15 foto’s te zien van telkens een klas..............................................................................53
Misopvattingen...................................................................................................................................................53
CSCL is not:..........................................................................................................................................................53
Waarom inzetten op samenwerkend leren?.................................................................................................54
Voorwaarden voor effectief samenwerkend leren: (Johnson and Johnson, 2009**)..................................54
Mismatch tussen doelen, activiteiten en evaluatie............................................................................................54
CSCL is complex...................................................................................................................................................56
Samenwerking als methode versus als leerdoel.................................................................................................56
Supporting classroom orchestration..................................................................................................................57
CSCL....................................................................................................................................................................57
Basisbehoeften voor motivatie – zelfdeterminatietheorie.................................................................................59
Samenvatting van de teksten die horen bij les 4........................................................................................... 60
1 – Computer-supported collaborative learning: an historical perspective.......................................................60
2 – Rummel: One framework to rule them all? Carrying forward the conversation started by Wise and
Schwarz...............................................................................................................................................................60
3 – Tissenbaum: Supporting classroom orchestration with real-time feedback: a role for teacher dashboards
and real-time agents..........................................................................................................................................61
Les 5: AR/VR (les 20 oktober)....................................................................................................................... 63
Samenvatting teksten die horen bij les 5...................................................................................................... 67
1 – Technology-Enhanced Collabprative Learning.............................................................................................67
2 – Tissenbaum: Developing a smart classroom infrastructure to support real-time student collaboration and
inquiry: a 4-year design study............................................................................................................................72
Les 6: Learning analytics (les 26 oktober)...................................................................................................... 73
Samenvatting tekst die hoort bij les 6........................................................................................................... 84
1 – Gasevic: Let’s not forget: Learning Analytics are about learning.................................................................84
3
EDUCATIEVE TECHNOLOGIE
MELISSA AMANDELS
,Melissa Amandels
Inhoudsopgave
Situering van het OPO in de opleiding............................................................................................................ 4
Samenvatting NAP tekst................................................................................................................................. 6
Inleiding................................................................................................................................................................6
Key affordances....................................................................................................................................................6
Drill and practice...................................................................................................................................................7
Deep learning........................................................................................................................................................7
General-purpose tools..........................................................................................................................................7
Technologieën voor groepssamenwerking...........................................................................................................8
Technologies that stimulate active learning........................................................................................................8
Makers..................................................................................................................................................................9
Embodied cognition..............................................................................................................................................9
Technologies for instruction.................................................................................................................................9
Eerste doel: linken van formeel en informeel leren .......................................................................................9
Tweede doel: ordenen en arrangeren van de moeilijkheden van de instructie die in de klas gegeven wordt
.........................................................................................................................................................................9
Derde doel: instructies voor correct schrijven en dergelijke .......................................................................10
Opportunities and challenges.............................................................................................................................10
Digitale Dashboards.......................................................................................................................................10
Distance learning...........................................................................................................................................10
Blended learning............................................................................................................................................10
Mobiele technologieën..................................................................................................................................10
Universeel design................................................................................................................................................11
Learning in later life............................................................................................................................................12
Multimodale presentaties..................................................................................................................................12
Digital divide.......................................................................................................................................................12
Les 1: Educatieve Technologie: Geschiedenis en Mediadebat........................................................................13
Definitie:.............................................................................................................................................................13
Twee kernpraktijken:..........................................................................................................................................13
Reiser (2001): geschiedenis van media use........................................................................................................13
Tijdlijn educatieve technologie (wise-omgeving robin290)................................................................................13
Mediadebat........................................................................................................................................................14
Clark...............................................................................................................................................................14
Kozma............................................................................................................................................................15
Gepersonaliseerde instructie..............................................................................................................................15
Samenvatting teksten die horen bij les 1...................................................................................................... 17
1 - Reiser: A history of instructional design and technology..............................................................................17
2 - Clark: Media will never influence learning....................................................................................................19
3 - Kozma: Will media influence learning?.........................................................................................................20
1
,Melissa Amandels
Les 2: ICT in het onderwijs en computationeel denken (les 30 sept)..............................................................23
Algemeen kader:.................................................................................................................................................23
Pre – COVID 19: internationaal..........................................................................................................................23
Internationaal: digitale competenties (algemeen bekende term)................................................................23
DigComp2.0 en 2.1........................................................................................................................................23
Internationaal: digitale technologie (er moet op een effectieve manier kunnen gewerkt worden met die
technologie)...................................................................................................................................................24
Onderzoek Tondeur e.a. (2007) KENNEN VOOR EXAMEN............................................................................24
En toen kwam COVID-19 … internationaal.........................................................................................................25
PreCOVID 19: Vlaanderen..............................................................................................................................25
Vlaanderen: Digitale competenties...............................................................................................................25
Vlaanderen: uitdagingen onderwijs..............................................................................................................26
En toen kwam COVID – 19: Vlaanderen........................................................................................................26
ICT IN ONDERWIJS..............................................................................................................................................26
Vlaanderen: MICTIVO....................................................................................................................................26
ICT-competenties...........................................................................................................................................28
Percepties m.b.t. ICT......................................................................................................................................28
Integratie ICT: algemeen...............................................................................................................................28
Besluit MICTIVO.............................................................................................................................................28
Samenvatting teksten die horen bij les 2...................................................................................................... 29
1 – Tondeur: Towards a typology of computer use in primary education.........................................................29
2 – Goeman: Time for action! ICT integration in formal education...................................................................30
3 – Voogt: Computational thinking in compulsory education............................................................................31
Les 3: multimedia-principes (6 oktober)....................................................................................................... 33
Multimedia instructie.........................................................................................................................................33
Principes voor informatieverwerking.................................................................................................................33
EERSTE EIS: 6 Principles for Reducing Extraneous Processing............................................................................34
1: Coherence Principle...................................................................................................................................34
2: Signaling Principle......................................................................................................................................34
3: Spatial contiguity principle........................................................................................................................35
4: Temporal Contiguity Principle...................................................................................................................35
5: Redundancy Principle................................................................................................................................35
6: Expectation Principle.................................................................................................................................35
TWEEDE EIS: 3 Principles for Managing Essential Processing (managen om de informatie beter te integereren
in het werkgeheugen).........................................................................................................................................36
Segmenting principle.....................................................................................................................................36
Pre-training principle.....................................................................................................................................36
Modality principle..........................................................................................................................................36
DERDE EIS: 3 Principles for Fostering Generative Processing (informatie wordt beter opgenomen in het LTG,
beter wordt geïntegreerd met de voorkennis)...................................................................................................38
Multimedia Principle......................................................................................................................................38
Personalization Principle...............................................................................................................................38
Voice Principle...............................................................................................................................................38
Gepersonaliseerde instructie (zie ook twee teksten uit reader: Vandewaetere & Vanbecelaere).....................39
Learner model (= de kern van het adaptief systeem).........................................................................................40
Learner models: uitdagingen & potenties.....................................................................................................40
Artificiële intelligentie (AI)..................................................................................................................................41
Artificiële intelligentie – kennisgebaseerd....................................................................................................41
2
, Melissa Amandels
Artificiële intelligentie – affectief..................................................................................................................42
Artificiële intelligentie – gedrag.....................................................................................................................42
Educational data mining (tweede soort van technieken waarvan we veel ontlenen omtrent de
gepersonaliseerde leeromgeving)......................................................................................................................42
Adaptieve instructie............................................................................................................................................43
Onderzoek naar effect van adaptieve leeromgevingen................................................................................45
Samenvatting teksten die horen bij les 3...................................................................................................... 47
1 – Mayer: Multimedia instruction.....................................................................................................................47
2 – Vandewaetere & Clarebout: Advanced technologies for personalized learning, instruction and
performance.......................................................................................................................................................48
3 – The effectiveness of an adaptive digital educational game for the training of early numerical abilities in
terms of cognitive, noncognitive and efficiency outcome..................................................................................50
Les 4: CSCL (les 13 oktober 2020).................................................................................................................. 52
Inleiding – we krijgen 15 foto’s te zien van telkens een klas..............................................................................53
Misopvattingen...................................................................................................................................................53
CSCL is not:..........................................................................................................................................................53
Waarom inzetten op samenwerkend leren?.................................................................................................54
Voorwaarden voor effectief samenwerkend leren: (Johnson and Johnson, 2009**)..................................54
Mismatch tussen doelen, activiteiten en evaluatie............................................................................................54
CSCL is complex...................................................................................................................................................56
Samenwerking als methode versus als leerdoel.................................................................................................56
Supporting classroom orchestration..................................................................................................................57
CSCL....................................................................................................................................................................57
Basisbehoeften voor motivatie – zelfdeterminatietheorie.................................................................................59
Samenvatting van de teksten die horen bij les 4........................................................................................... 60
1 – Computer-supported collaborative learning: an historical perspective.......................................................60
2 – Rummel: One framework to rule them all? Carrying forward the conversation started by Wise and
Schwarz...............................................................................................................................................................60
3 – Tissenbaum: Supporting classroom orchestration with real-time feedback: a role for teacher dashboards
and real-time agents..........................................................................................................................................61
Les 5: AR/VR (les 20 oktober)....................................................................................................................... 63
Samenvatting teksten die horen bij les 5...................................................................................................... 67
1 – Technology-Enhanced Collabprative Learning.............................................................................................67
2 – Tissenbaum: Developing a smart classroom infrastructure to support real-time student collaboration and
inquiry: a 4-year design study............................................................................................................................72
Les 6: Learning analytics (les 26 oktober)...................................................................................................... 73
Samenvatting tekst die hoort bij les 6........................................................................................................... 84
1 – Gasevic: Let’s not forget: Learning Analytics are about learning.................................................................84
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