Post by Category : ICT

ASReview: AI-assistance for article screening  0

 

If you’re a researcher, you probably have conducted literature reviews or will do so in the future. Depending on your keywords, a search in online databases easily results in several hundred or even thousands of hits. One of the most time consuming steps is screening all those titles and abstracts to determine which articles may be of interest for your review. Isn’t there a way to speed up this process? Yes, there is!

 

Recently, we started a literature review about the use of Open Educational Resources (OER) in K12-education. We came across a great tool for article screening. In this blog, we will introduce this tool and share our experiences.

 

Training the system

Researchers at the University of Utrecht have developed an open source and free screening tool to help researchers go through the enormous digital pile of papers: ASReview LAB (see www.asreview.nl). In a 2-minute introduction video, you can learn how it works. Basically, the programs helps you to systematically review your documents faster than you could ever do on your own by, as they put it, “combining machine learning with your expertise, while giving you full control of the actual decisions”. We just had to try that!

 

First, we made sure the papers we’ve found all included a title and an abstract as that is what we would use to screen them on relevance. It was very easy to import our RIS file (from Zotero in our case, but can be from any reference management system) with all the hits from our search query. Then it was time to teach ASReview! We provided the system with a selection of relevant and irrelevant articles which it uses to identify potential matches, thus expediting the screening process. Following the guidelines provided in the ASReview documentation, we utilized the default settings of the AI model.

 

The researcher as the oracle

Once the system was trained, the screening phase could start. At each stage, we evaluated whether a document was relevant or not, providing notes to justify the decisions. In cases of uncertainty, where the abstract alone was not sufficient to make a judgment, we referred to the full text of the article. With each decision, ASReview adapts its learning model to ensure that as many relevant papers are shuffled to the top of the stack. That’s why it is important to make the ‘right’ decision. We worked in the ‘Oracle Mode’ (other modes are possible as well, but for reviews this is the best) which makes the researcher ‘the oracle’. ASReview describes the relevance of taking your time to make decisions: “If you are in doubt about your decision, take your time as you are the oracle. Based on your input, a new model will be trained, and you do not want to confuse the prediction mode.” (ASReview, 2023). So make sure that you carefully formulate your research questions and inclusion criteria before beginning to screen the articles. This helps to decide if an article might be of interest or not.

 

To avoid endless manual screening (which is kind of the point of using this tool), it was recommended to formulate a stop rule. To formulate our stop rule we made use of the recommendations provided by ASReview and Van de Schoot et al. (2021). According to our rule, screening would cease once at least 33% of the documents were reviewed AND ASReview presented 25 consecutive irrelevant items. This approach helped prevent exhaustive screening while maintaining rigor and reliability. A tip for maintaining focus is to spend a limited amount of time per day screening articles (for example a maximum of two hours a day). Throughout the screening process, ASReview’s dashboard provided a visual overview of progress and decisions made.

 

In total, 460 items were excluded by the system, while 324 were manually screened, with 173 rejected for various reasons. These reasons ranged from focusing on specific educational technologies to addressing broader educational issues beyond the scope of the study. To ensure the reliability of the screening process, a second researcher independently assessed a random sample of 10% of the documents.

 

 

 

Combining AI and human judgment

After completing the screening process, it is very easy to download a file with an overview of all the decisions made, including both relevant and irrelevant articles. The dashboard and the output files help you in reporting why certain articles were excluded from the review. Notably, the PRISMA model already accommodates for articles excluded through AI. So, in conclusion, ASReview offers a powerful solution for streamlining the literature review process, leveraging AI to expedite screening while maintaining the integrity of the review. It combines the efficiency of AI with human judgment, saving you time – something welcomed by all.

Lysanne Post & Marjon Baas

 

 

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Passing the Buck — Blended Learning and Technology are both Accused of Low-Quality Education  0

This is from https://communitycomputerservices.com/does-a-broken-screen-mean-your-laptop-is-doomed/

Higher education institutions have adopted blended learning to actualize the benefits brought by technology. Specifically, the flexibility of learning afforded by blended courses make learning less dependent on specific space and time (Graham, 2006), and instructional method (Harding, 2012). In addition, blended learning is regarded as a more cost-effective approach than fully on-campus teaching (Harding, 2012). In addition to these potential benefits brought by blended learning, blended learning also provides a context in which students need to adapt themselves from the online environment to on-campus learning environments (Chiu, 2021) which at the same time, puts forward new requirements for teaching. Although many factors like teachers’ interaction with technology, academic workload, institutional environment, interactions with students, the instructor’s attitudes, and beliefs about teaching, and opportunities for professional development (Brown, 2016) are identified as factors influencing teachers’ adoption of blended learning, the institutional environment can always stand out in an authentic educational context. Many teachers are encouraged to use blended learning without thinking about whether it is aligned with their teaching goal and usually expect much from blended learning before they go to the classroom.

 

Potentials of blended learning

 

Blended learning is a balance of online learning and on-campus learning activities (Siemens, Gašević, & Dawson, 2015). Compared to on-campus and online learning, blended learning (through a Learning Management System) enables students to access learning materials whenever and wherever they want (Moskal, Dziuban, & Hartman, 2013) without the loss of obtaining in-person support and instruction in the classroom (Graham, Allen, & Ure, 2005). Additionally, blended learning can provide more effective instructional strategies to meet the course objectives than only online learning or fully on-campus learning (Graham et al., 2005; Morgan, 2002). This is probably because students can tailor their path of learning based on the personalized options afforded by blended learning (Medina, 2018). It can also improve students’ sense of belonging more than either on-campus or online learning (Rovai & Jordan, 2004). Zhu, Berri, and Zhang (2021) elaborated that, on the one hand, students may feel less disconnected because, with a blended learning situation, students can meet occasionally. On the other hand, they can have interactions and immediate feedback because they are interconnected on the online platform.

 

Challenges in Blended Learning

 

However, there are also many challenges in blended learning environments. Blended learning can be problematic if not appropriately designed and utilized. Even if appropriately designed and utilized it does not necessarily lead to the desired goal (Fisher, Perényi, & Birdthistle, 2021). Specifically, finding the optimal “blend” and coordinating all the elements is challenging for instructional designers and teachers of blended learning (Kaur, 2013). If the “blend” is not well-designed students will encounter difficulties in navigating between online learning and on-campus learning. Furthermore, there are technical challenges regarding ensuring student performance and achievement by utilizing and supporting appropriate technologies. In addition, isolation in online learning environments and distraction by non-academic online activities can hinder students’ engagement (Rasheed, Kamsin, & Abdullah, 2020). A crucial element is the amount of guidance and feedback in blended learning compared to on-campus learning due to the reduced in-person time with peers and teachers (Heinze & Procter, 2004). In all, blended learning requires more self-regulation skills and technology literacy than on-campus learning (Rasheed et al., 2020).

 

Technology as a Scapegoat

 

Ironically, although both advantages and disadvantages are afforded with the blended model, many stakeholders, like academics, course designers, and teachers, easily blamed technology for low engagement, increasing workload, and the failure of teaching. Specifically, some institutions and teachers were very glad when they heard they were allowed to return to campus. A teacher mentioned that she did not like teaching online with synchronous interaction because she felt that, to a large extent, she lost her control in building emotional bonds with students.

 

The distrust of technology and blended learning is very disappointing, especially to educational specialists who have invested huge amounts of energy in making blended learning more effective in learning. Joe O’Hara, a full professor of education at Dublin City University (DCU) and the president of the European Educational Research Association, commented “The ‘new normal? Two years of innovation and hard work consigned to the dustbin of (educational) history” under the news of “While some schools may close this week if local conditions are poor, they have been told days must be made up by cutting non-tuition activities.”

 

To be honest, we always have the problem of making education more effective. Teachers did not have scapegoats like technology to blame in the past rather than their own course design. It is always not the fault of any educational elements hindering the effectiveness of education. What really matters is how we use them in teaching and learning. To be specific, before deciding on using blended learning, think about how it can support the learning goals, fit specific learning tasks and facilitate the learning process.

 

Conclusions

 

There are no ways for us to go back to traditional teaching with the 2-year influence of online and blended learning during the pandemic. We highly recommend that teachers and course designers be more agentic in blended courses to make the best use of blended learning.

 

 

References

 

Brown, M. G. (2016). Blended instructional practice: A review of the empirical literature on instructors’ adoption and use of online tools in face-to-face teaching. The Internet and Higher Education, 31, 1-10. https://doi.org/10.1016/j.iheduc.2016.05.001

Chiu, T. K. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909.  https://doi.org/10.1016/j.chb.2021.106909

Fisher, R., Perényi, Á., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113. https://doi.org/10.1177/1469787418801702

Graham, C. R. (2006). Blended learning systems. In Curtis J. Bonk, Charles R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs, 1, pp. 3-21. Wiley Publishers.

Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and challenges of blended learning environments. In M. Khosrow-Pour, Encyclopedia of Information Science and Technology, First Edition (pp. 253-259). IGI Global.

Kaur, M. (2013). Blended learning-its challenges and future. Procedia-social and behavioral sciences, 93, 612-617. https://doi.org/10.1016/j.sbspro.2013.09.248

Harding, M. (2012). Efficacy of supplemental instruction to enhance student success. Teaching and learning in Nursing, 7(1), 27-31. https://doi.org/10.1016/j.teln.2011.07.002

Heinze, A., & Procter, C. T. (2004). Reflections on the use of blended learning. http://usir.salford.ac.uk/id/eprint/1658/1/4247745025H__CP_-_paper9_5.pdf

Medina, L. C. (2018). Blended learning: Deficits and prospects in higher education. Australasian Journal of Educational Technology, 34(1). https://doi.org/10.14742/ajet.3100

Morgan, K. R. (2002). Blended Learning: A Strategic Action Plan for a New Campus. Seminole, FL: University of Central Florida.

Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15-23. https://doi.org/10.1016/j.iheduc.2012.12.001

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701

Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distributed Learning, 5(2), 1-13. https://doi.org/10.19173/irrodl.v5i2.192

Joksimović, S., Kovanović, V., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015). The history and state of online learning (pp. 95-131). In G. Siemens, D. Gašević, & S. Dawson, S. (Eds.), Preparing for the digital university: A review of the history and current state of distance, blended, and online learning, pp. 55-92. Retrieved from http://linkresearchlab.org/PreparingDigitalUniversity.pdf

Zhu, M., Berri, S., & Zhang, K. (2021). Effective instructional strategies and technology use in blended learning: A case study. Education and Information Technologies, 26(5), 6143-6161. https://doi.org/10.1007/s10639-021-10544-w

The featured image is from “Does a Broken Screen Mean Your Laptop Is Doomed https://communitycomputerservices.com/does-a-broken-screen-mean-your-laptop-is-doomed/

 

The research team

Linyuan Wang, PhD candidate (ICLON, Leiden University)

Dr. Arjen de Vetten (ICLON, Leiden University)

Prof. Wilfried Admiraal (Oslo Metropolitan University)

Prof. Roeland van der Rijst (ICLON, Leiden University)

 

Stay connected! Students’ sense of belonging in higher education  0

Students’ access, inclusiveness and well-being

Not all students enter university with the same economic, social and cultural capital. Therefore, access, inclusiveness and well-being for all are key in developments in higher education across the world. Higher Education Institutions (HEIs) are part of the broader social tissue and not just places where students acquire academic skills; they also help students become more resilient in the face of adversity and feel more connected with the people around them. Not least, HEIs are the first place where students experience society in all its facets, and those experiences can have a profound influence on students’ attitudes and behavior in life.

Importance of students’ sense of belonging

As higher education becomes increasingly competitive, students come under more pressure to succeed in their grades, which increases their levels of stress. Stress has been linked to mental health problems, which are highly prevalent among the student population and have been shown to impact learning and well-being (Stallman & King, 2016). A number of factors can affect student retention and well-being, including the student’s social experience within the higher education environment. Students’ sense of belonging to their institutions – personal feelings of connectedness to the institution occurring in academic and social spheres – has come to be recognized as one of the most significant factors in students’ success and retention in higher education. While individual characteristics such as personality and propensity to connect may have some impact, it is also acknowledged that institutional factors play an important role. Elements such as the culture of the university or curriculum design may affect the students’ experiences, including their sense of belonging and connection to other students, staff and the institution (Kahu & Nelson, 2018).

COVID-19 pandemic

The lockdowns in response to COVID-19 pandemic have interrupted conventional schooling and in many countries online teaching is now a new routine for many students in higher education, but it presents significant challenges. Many students experience challenges with respect to keeping a sense of belonging to their peers, staff and institution. Students in the most marginalized groups, who don’t have access to digital learning resources or lack the resilience and engagement to learn on their own, are at risk of falling behind. Universities from around the world have been uncertain about how long the COVID-19 crisis will last and how it might affect the mental health of students and faculty.

What to do?

Students have to cope with many challenges, both inside and outside HEIs, which can have immense consequences varying from poor access, low engagement and feelings of distress to delays and drop-out. Yet these challenges and consequences can be different depending on students’ social, cultural, economic and language backgrounds leading to a discrepancy between inclusive access and inclusive outcomes. But how should HEIs take up this massive challenge of access, inclusiveness and well-being for all? For sure not the umpteenth study on how students experience higher education in COVID-19 times. More attention for connecting students, socializing activities, and embodying social settings; less lecturing, testing and calls to account. Let’s stay connected to take up this massive challenge!


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Teaching and learning from home – what we have learned from pre-COVID-19 times  0

 

The last two decades have been characterized by extensive growth in the use of technology in education, such as the application of virtual learning environments, simulation software, games and gamification, virtual experiments, visualization of complex models as well as tools that enable students and teachers to communicate and collaborate through email, electronic forums, and instant-messaging systems. Due to the measures to prevent the spread of COVID-19 schools around the world radically changed to teaching and learning at a distance. What can we learn from 20 years of research on technology-enhanced teaching? Are we exploring new practices or just consolidating our insights into teaching and learning? I present ten implications for distance teaching from home, based on a large body of knowledge on technology-enhanced teaching from pre-COVID-19 times.

 

 

Explore new territories instead of consolidating land

Despite extensive growth in the use of technology in education, innovations in teaching with technology have entered the school sporadically: many teachers use the technology to do what they always have done and choose those activities that will help them accommodate their own perspectives on teaching and learning.

  • Transform distance teaching by exploring new pedagogies instead of transferring pedagogies from pre-COVID-19 times.

 

Focus on the learner, not on teaching

Students differ in their learning needs, preferences and motivation. Yet schools should provide a place for all students no matter their social, cultural, economic, language, and ability background. It is important to understand students’ needs for autonomy and support to align teaching with what students need.

  • Mentor student learning, instead of transferring knowledge online.

 

Share control of learning activities with students

In online learning, with too much learner control, many students feel lost and do not know how to regulate their own learning path; with too much teacher control, many students are not motivated to their do work. Shared control means that students have the autonomy to decide their pace, sequencing, time allotment, practicing and reviewing within a larger framework set by the teacher.

  • The more intrinsically motivated students are, the more learner control can be established.

 

Teach students how to learn

Self-regulation appears to be a crucial aspect in online learning, but many students have difficulties with regulating their own learning activities. The development of self-regulation has not commonly been addressed. And if so, teachers are focused on how to prepare learning activities (planning and making choices) and less on self-regulation during and after learning.

  • Teach and provide feedback on how students can monitor, review and redirect their own learning processes.

 

Insert reflection

Adaptive software has been regularly used to support students in practicing with, for example, language and math skills. Yet learning does not happen so much through the extensive practice, but because students compare and refine information, and surface, criticize, restructure and test intuitive understanding. Students give ‘meaning’ to what they learn. In other words:

  • Encourage students’ reflection on what they have done and achieved.

 

Strengthen active learning

Students should actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new.

  • Acknowledge distance teaching as means of knowledge construction and discovery, rather than as means of passive acceptance of knowledge transfer.

 

Situate learning in real-life world of students

Learning occurs only when students process new information in a meaningful way that makes sense within their own frames of reference. Interested students challenge their existing knowledge and are more likely to develop conceptual frameworks that integrate prior knowledge and new information into understanding. In distance education from home, the link with the real-life world is even more apparent.

  • Connect to students and situate learning in their real-life world

 

Encourage social interaction

Constructing meaning comes from interacting with others – teachers, peers, friend, parents, family and casual acquaintances- to explain, defend, discuss, and assess ideas and challenge, question, and comprehend the ideas of others. Social interaction is a critical component of situated learning –students become involved in a learning community that embodies certain beliefs and behaviors to be acquired.

  • Encourage social interaction to construct meaning and bind students to a learning community

 

Constructively align teaching, assessment, materials and tools

Teaching, learning activities, assessments, materials and tools should be constructively aligned to reach the learning goals that are set. The more these are aligned, the more students target their learning activities to reach the learning goals.

  • Teaching, materials and tools should be aligned to support targeted learning activities of students.

 

Share with colleagues

Many evaluations of technology-enhanced teaching in school show that the more interventions are school-wide approaches, the more shared by teachers and the more effective these are. Students are similarly approached by all teachers and in all school subjects, which strengthens learning effects. Additionally, more effort will be put into the educational design of teaching approaches and practices.

  • Share your practices with colleagues and the more effective yours will be!

 

Digitalisering hoger onderwijs verkleint toegankelijkheid  0

Aanleiding

Het notaoverleg van de vaste commissie voor Onderwijs, Cultuur en Wetenschap over de Strategische Agenda Hoger Onderwijs heeft veel stof doen opwaaien in de sociale media. Zo is er een voorstel van VVD-kamerlid Dennis Wiersma voor digitalisering van colleges. Zo veel mogelijk colleges zouden voor iedereen gratis online beschikbaar moeten komen. Aankomende studenten zouden dan kunnen beoordelen of een bepaalde studie voor hen geschikt is, digitaal onderwijs zou makkelijk kunnen worden gecombineerd met een baan of zorgtaken en mensen hebben zo altijd toegang tot kennis en kunnen bijblijven in hun vak. Vervolgens heeft vooral de opmerking dat het hoger onderwijs dan ook wel wat goedkoper kan, veel reacties opgeroepen. De Minister lijkt overigens niet erg enthousiast te zijn over dit plan, mede omdat zij inschat dat het juist meer geld kost.

 

Problemen bij online onderwijs

Maar waar de discussie eigenlijk over moet gaan is of digitalisering van hoger onderwijs daadwerkelijk de toegankelijkheid tot kennis verbetert. Er moet een onderscheid worden gemaakt tussen onderwijs(aanbod) en leren. Uit de inmiddels omvangrijke kennisbasis over open online hoger onderwijs weten we dat studenten erg verschillen in de reden waarom zij het onderwijs volgen en deze redenen veranderen ook nog eens gedurende een cursus. Ook verschillen zij in hun voorkennis over het onderwerp, hebben zij verschillende voorkeuren om zich kennis en vaardigheden eigen te maken, en denken dat zij verschillend over wat een student en een docent zou moeten doen in onderwijs. En al deze verschillen zijn niet bekend als het open online onderwijs wordt gemaakt en uitgevoerd.

 

 

Zoveel mogelijk aanbod

De oplossing voor al deze verschillen tussen studenten in open online onderwijs is zoveel mogelijk aanbod klaar zetten waaruit iedere student dan een keuze kan maken. Maar onderzoek heeft al aangetoond dat:

  • veel studenten in open online hoger onderwijs deze benodigde zelfregulatievaardigheden om goed hun weg in het aanbod te vinden onvoldoende bezitten;
  • het geboden onderwijs vooral gericht is op kennisoverdracht door de docent, iets waarvan we al veel langer weten dit niet effectief is, en
  • studenten weinig actief bezig zijn met de inhoud van het onderwijs, iets waarvan we al langer weten dat het juist wel werkt.

 

Dus…

Dit leidt ertoe dat in open online hoger onderwijs goede studenten het meeste leren en de minder goede studenten afhaken of uitvallen. De digitalisering van onderwijs vergroot weliswaar de toegankelijkheid van alles wat er is, maar verkleint de toegankelijkheid van het daadwerkelijk verkrijgen van meer kennis en vaardigheden. Een verschil tussen onderwijs(aanbod) en leren.

 

Literatuur

Hendriks, R. A., de Jong, P. G. M., Admiraal, W. F., Reinders, M. E. J. (2019). Teaching modes and social-epistemological dimensions in Medical Massive Open Online Courses: Lessons for integration in campus education. Medical Teacher, 41(8), 917-926.
Hendriks, R. A, Jong, P. G. M., Admiraal, W. F., & Reinders, M. E. J. (2020). Instructional design quality in medical Massive Open Online Courses for integration into campus education. Medical Teacher, 42(2), 156-163.
Jansen, R. (2019). Dealing with autonomy. Self-regulated learning in open online education. Dissertatie. Universiteit Utrecht.
Pilli, O., Admiraal, W., & Salli, A. (2018). MOOCs: Innovation or stagnation? Turkish Online Journal of Distance Education, 19(3), 169-181.

Onderwijs met ict moet anders. Het roer moet om!  1

Docenten geven les met tablets en smartphones zoals zij altijd al deden. Afgelopen weekend bezocht ik de jaarlijkse IADIS mobile learning conference in Lissabon (http://mlearning-conf.org/). Een kleine onderzoeksconferentie met als focus mobiele technologie die het leren en onderwijzen ondersteunt. Veel presentaties zoals ruim 10 jaar geleden: mooie ict-projecten, opgezet door onderzoekers en ontwerpers, die vooral buiten het reguliere curriculum plaatsvinden. Veel betere techniek dan 10 jaar geleden, dat wel. Draadloos internet, tablets en smartphones zijn niet meer weg te denken uit de maatschappij, de school en het klasklokaal. Maar allemaal niet als onderdeel van de reguliere lespraktijk van docenten.

Doorbraak

Dat hoopte we met het onderzoek in het kader vaan Doorbraak ICT en onderwijs te doorbreken (https://leerling2020.nl/landelijk-onderzoek). In dit project hebben docenten uit het primair en voortgezet onderwijs experimentjes uitgevoerd in hun eigen lespraktijk om met ict gepersonaliseerd leren van leerlingen te faciliteren. Resultaten van dit onderzoek heb ik op de IADIS gepresenteerd. Maar wat wil het geval: overall gezien zien we van de interventies weinig of geen effecten op de prestaties, de motivatie en zelfregulering van leerlingen in het voortgezet onderwijs. Kort door de bocht:

  1. docenten passen hun experimentjes aan het rooster, curriculum en structuur waarin zij (behoren te) functioneren en doen dus wat ze altijd al deden, maar nu met mobiele technologie en
  2. het mobiele karakter van de ingezette smartphones, tablets en laptops wordt niet benut. Geen omgevingsonderwijs; leerlingen blijven in de klas en op school, op hun vaste plek. Het boek en de reader zijn vervangen door een tablet en de digitale leeromgeving.

 

Docentprofessionalisering?

Om dit te veranderen wordt vaak geroepen dat we meer moeten investeren in de professionele ontwikkeling van docenten. Eerlijk gezegd is dat ook een belangrijke suggestie die wij in het onderzoeksrapport hebben opgenomen. Maar het is de vraag of dit gaat helpen. En valt de docent wel wat te verwijten? Docenten passen hun projecten aan aan de reguliere methode en systematiek omdat zij hierop worden aangesproken. Er moet voldoende contacttijd zijn en alle geplande leerstof moet worden behandeld. Bovendien hebben docenten beperkt tijd hebben om andere dingen te doen dan lesgeven; niet-lestijd gaat op aan voor- en nawerk, administratieve klussen en overleggen met je collega’s.

 

Het roer moet om

Willen we een doorbraak bereiken in onderwijs moet het systeem om: meer ruimte (tijd, veiligheid en kunde) om onderwijs te vernieuwen, met ict of op andere manieren. Het roer moet om. Als wij kunnen aantonen in meer dan 40 interventies met meer dan 6000 leerlingen uit ruim 30 scholen voor voortgezet onderwijs dat het overall weinig uitmaakte of en hoe docenten gepersonaliseerd leren met ict in hun onderwijs inzetten, is het tijd voor actie! En dat is niet het afschuiven op de kwaliteit van docenten. Goed gebruik van de ict die nu beschikbaar is en moderne ideeën over hoe je leerprocessen van alle leerlingen kunt ondersteunen vereisen een grotere ingreep in het systeem:

  • Weg met onderwijs in kleine schoolvakken, maar onderwijs in grotere vakdomeinen en multidisciplinaire thema’s
  • Weg met individueel lesgeven, maar team teaching om ook ruimte te geven voor experimenten en leren van elkaar
  • Weg met het roosteren van al het onderwijs in contacturen, maar ruimte voor projectonderwijs, in en buiten de school, in de maatschappij en bedrijven

 

Geef docenten en leerlingen meer ruimte om onderwijs in te richten zoals zij dat willen.