The Design of the Virtual Company: Synergism of Learning and Working in a Networked Environment

Westera, Wim; Sloep, Peter; Gerrissen, Jack F.

doi:10.1080/135580000362052

Cited by 16 publications

(12 citation statements)

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“…Hiertoe moeten de voorwaarden voor samenwerking wel expliciet deel uitmaken van het ontwerp van de elektronische leeromgeving. Dit kan bijvoorbeeld worden gerealiseerd door de interacties tussen studenten onderling en tussen studenten en docenten expliciet op te nemen in opdrachten en afspraken (Eurelings et al 2002;Van der Veen 2001;Westera et al 2000;Kreijns en Bitter-Rijpkema 2001). Verder is het bij elektronisch ondersteund samenwerken van belang dat er vertrouwen ontstaat tussen de teamleden en dat er sprake is van actieve betrokkenheid van de deelnemers bij de gezamenlijke activiteiten.…”

Section: Onderwijs Onafhankelijk Van Tijd En Plaatsunclassified

Van oude en nieuwe kennis: de gevolgen van ICT voor het kennisbeleid

Wrr¹

2002

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Section: Onderwijs Onafhankelijk Van Tijd En Plaatsunclassified

Van oude en nieuwe kennis: de gevolgen van ICT voor het kennisbeleid

Wrr¹

2002

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“…Institutes bid against each other, while none of these wants to be labelled "old-fashioned" or "set in their ways". However, various authors (Bates, 1995;Westera et al, 2000) point out that the widespread adoption of teaching technologies is easily mistaken for educational innovation. At the introduction of campus-wide virtual learning environments, which top-down approach suggests a transformational change model, the emphasis is on technology per se and only little attention is paid to its pedagogic and organisational consequences.…”

Section: Innovation In Educationmentioning

confidence: 99%

On strategies of educational innovation: Between substitution and transformation

Westera

2004

Higher Education

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The innovation of education seems to be self-evident. Boosted by a wide range of new technologies, educational institutes all over the world are innovating their educational systems, in order to extend their services, to improve their performances or to reduce costs. The apparent self-evidence of educational innovation hardly prompts the educational staff to reflect on the very idea of innovation and its consequences. This paper treats the basic principles that support the phenomenon of technology-induced educational innovation. It aims to contribute to a better insight and understanding of its implications to anyone engaged in education. It also aims to effect a growing awareness of the premises on technology and to support the right attitude to realise improvements in practice. The paper goes into strategies of change, while discussing both substitutional and transformational strategies. It explains its supposed differences by referring to the philosophical frameworks of Jaspers, Heidegger and Borgmann. Starting from Borgmann's "devices paradigm", four principles for educational innovations are formulated, referring to the transparency and interactivity of educational technologies, the socio-cultural significance of products, the importance of values beyond efficiency and the political bias involved with technological innovation.

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“…All partners struggled with the transition from the objectivist tradition, which focuses on the object of our knowing and posits that learners receive bits of knowledge to be stored unvaryingly in their heads, to the constructivist paradigm. Rather than on the object of our knowing, constructivism focuses on the mind's process of making meaning from external inputs: learning and understanding is assumed to be an active process of knowledge construction within the environment (Kolb, 1982;Brown et al ., 1989;Duffy & Jonassen, 1993; Strategic alliances in education 325 Westera & Sloep, 1998;Westera et al ., 2000). It supposes that learners create their own view of a domain.…”

Section: The Phase Of Productive Developmentmentioning

confidence: 99%