Optimising ICT effectiveness in instruction and learning: multilevel transformation theory and a pilot project in secondary education

Mooij, Ton

doi:10.1016/s0360-1315(03)00063-0

Cited by 22 publications

(26 citation statements)

References 24 publications

(25 reference statements)

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“…Learning was then organized more individually or, preferably, in small groups of collaborative learners. Mooij (2004) extended this design to include an overall hierarchical structure of competence domains characterized by criterion-based and norm-based tasks and learning activities, to assess associated educational levels of competency. ICT was developed and tested to integrate and support general but also individual or group-oriented pedagogical-didactic information, flexible grouping of pupils, and adequate handling of instruction and learning in some primary schools (see Mooij & Smeets, 2006).…”

Section: Improving Instructional and Learning Processesmentioning

confidence: 99%

Towards systemic support of pupils with emotional and behavioural disorders

Mooij

Smeets

2009

International Journal of Inclusive Education

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Authors' BiographiesTon Mooij is a professor of educational technology at the Open University of The Netherlands (Heerlen) and an educational research manager at ITS (Radboud University Nijmegen). His research concerns educational, instructional and ICT conditions required to improve social and cognitive learning processes and outcomes for pupils, teachers, schools, and wider school environments.Ed Smeets is a senior researcher at ITS. His main research interests include special educational needs, learning and instruction, and ICT in education.1 Towards systemic support of pupils with emotional and behavioural disorders AbstractChildren with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social-emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at 12 mainstream primary schools in five different regions in The Netherlands. The results show that the schools focus on providing an adequate social-emotional environment and a corresponding system to detect and manage EBD.However, they lack a coherent pedagogical-didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.

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Section: Improving Instructional and Learning Processesmentioning

confidence: 99%

Towards systemic support of pupils with emotional and behavioural disorders

Mooij

Smeets

2009

International Journal of Inclusive Education

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“…Such differentiation of learning materials and procedures exemplifies a first conditional dimension to support gifted and other pupils in a comprehensive educational approach. Mooij (2004) used the concept of 'Pedagogical-Didactic Kernel Structure' (PDKS) to denote the overall hierarchical structure of competence domains characterised by ordered concepts and subconcepts. This architecture may include normed concepts to indicate agebased levels of competency, while other concepts are criterion-based and refer to for example evaluations or observations by teachers, other professionals, or learners themselves.…”

Section: 3mentioning

confidence: 99%

Education and self‐regulation of learning for gifted pupils: systemic design and development

Mooij

2008

Research Papers in Education

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Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. Systemic preventive combination of such interventions could make these more effective and sustainable. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures, integration by and use of ICT support, and strategies to improve development and learning. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. A three-year pilot in Dutch nursery and primary school is conducted to develop and implement the design in collaboration with teachers. The results constitute prototypes of structured competence domains and supportive software. These support the screening of entry characteristics of all four-year old pupils and assignment of adequate play and learning processes and activities throughout the school career. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Formative evaluation of the school development process shows that 2 the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Further development and implementation steps are discussed.

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“…The collaboration between research and practice also suggested how to further evolve the present educational system into a more differentiating, ICT-based instructional management system for all learners (a Ômultilevel transformation approachÕ: see Mooij, 2004a). The next co-development steps will therefore focus on (a) the user-based development and implementation of the concept PDKS in preschool and successive educational types according to the differentiation guidelines 3-5, (b) the multilevel integration in practice of instructional lines according to the improvement guidelines 2-5, (c) the construction of corresponding user interface specifications in DIMS, and (d) the multilevel measurement and improvement of instructional and learning processes and outcomes (cf.…”

Section: Discussionmentioning

confidence: 99%

“…Cronbach (1983), discussing the methodological and systemic theoretical aspects of this approach, suggested that process or causal variables such as aptitude and learning preferences can be found at the level of the individual learner, while relevant external or environmental variables could be located at varying levels such as individual, small group, class, school, region or district, national, or international level. Thus learning arrangements may be regarded as consisting of sets of ÔmultilevelÕ environmental influences which are integrated in interactional multilevel learning processes and outcomes (see also Collier, 1994;Mooij, 2004a).…”

Section: Introductionmentioning

confidence: 99%

Optimising ICT effectiveness in instruction and learning: multilevel transformation theory and a pilot project in secondary education

Cited by 22 publications

References 24 publications

Towards systemic support of pupils with emotional and behavioural disorders

Towards systemic support of pupils with emotional and behavioural disorders

Education and self‐regulation of learning for gifted pupils: systemic design and development

Contextual learning theory: Concrete form and a software prototype to improve early education

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