Session Information
03 SES 03 A, Flexibility of the Curriculum.
Paper Session
Contribution
The current shift in modern educational approaches to more flexible curricula is in line with the increasingly amount of (open) learning materials available and differences in students' knowledge, skills and attitudes (Jochems et al., 2005; Pennings et al., 2008). Additionally, in the Netherlands school teachers are continuously challenged by the reasonably high amount of freedom in their curricula (Kuiper, Van den Akker, Letschert & Hooghoff, 2008). The learning materials teachers select when setting up their curriculum greatly influences how students learn and might enlarge individual differences between low and high ability students (Kopcha & Sullivan, 2008). Given the increase in open learning materials available, which open learning materials teachers use and whether they adapt them to take students' differences into account should be investigated to support teachers in effectively setting up their (flexible) curriculum.
Prior research carried out by the Netherlands Institute for Curriculum Development (De Boer & ten Voorde, 2009) showed that 20% of teachers make use of digital learning materials during their lessons and that the use of digital learning materials increases along with the extent to which students are encouraged to self-regulate their own learning. Additionally, respondents reported to foresee an increase in the use of digital learning materials over 5 years and that the open nature of the learning materials makes them more attractive to use. However, results on the actual selection and use of open learning materials are missing. Given the increasingly availability of open learning materials and its great influence in the development of flexible curricula, research on teachers' selections and use of open learning materials is needed. Aim of this study was to investigate which open learning materials teachers select and use, and whether they adapt these materials in their lessons.
Method
Expected Outcomes
References
De Boer, W.F. de, & ten Voorde, M. (2009). Leermiddelenmonitor 08/09. Arrangeren van leermiddelen: wie, wat, hoe en waarom? [Learning resources survey 08/09. Choosing learning resources for curriculum development: whom, what, how and why?]. Enschede: SLO. Jochems, W. , van Merriënboer, J. J. G., & Koper, R. (2005). An introduction to integrated e-learning. In W. Jochems, J. J. G. van Merriënboer, & R. Koper, (Eds.). Integrated e-learning: Implications for pedagogy, technology, and organization, technology and organization (pp. 1-12). London, UK: Routledge Falmer. Harvey, J. (Ed.).(1998). Evaluation cookbook. Heriot-Watt University, Edinburgh. Kuiper, W., Akker, J. van den, Letschert, J., & Hooghoff, H. (in press). Curriculum policy and practices in an international comparative perspective: Finding a balance between prescription and profession. Journal of Curriculum Studies. Kopcha, T. J., & Sullivan, H. (2008). Learner preferences and prior knowledge in learner-controlled computer-based instruction. Educational Technology, Research and Development. 56, 265-286. Pennings, L., Esmeijer, J., & Leendertse, M. (2008). Leermiddelen voor de 21e eeuw [learning materials for the 21st century]. Delft: TNO Informatie- en Communicatietechnologie. URL: http://downloads.kennisnet.nl/onderzoek/leermiddelen_voor_de_21e_eeuw.pdf
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