13. X X positive and active management X X more time (25%) X X experiments (70%) X X X exchange sessions (63%) personal support (70%) X pedagogical course (42%) X basic course (52%) higher satisfaction more hours more often varied use
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18. Questions? www.slo.nl / elo More information: [email_address]
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20. Pedagogical use 1=niet; 2=in beperkte; 3=in zekere; 4=in hoge mate 1,32 discussions 1,51 use of electronic portfolios 1,82 individual workspaces 1,83 individual routes for students 1,87 cooperation between teachters 1,97 support of individual students 2,01 work groups for students 2,37 communication with students 3,24 course schedules for all students Total (N=180)
21. Pedagical use: assignments 1=niet; 2=in beperkte; 3=in zekere; 4=in hoge mate 1,92 ... with options for students to choose their own path 1,96 ... for individual students 2,06 ... that are being graded through the VLE 2,17 ... where students can make a choice 2,18 ... that get feedback through the VLE 2,44 ... that are being checked on plagiarism 2,61 ... that are submitted via the VLE 2,78 ... for groups of students 3,03 ... for all students Total (N=180)
22. Tests 1=niet; 2=in beperkte; 3=in zekere; 4=in hoge mate 1,51 ... that are part of the exam 1,59 ... all students should make 1,9 ... for personal testing Total (N=180)
Notas del editor
Research in the Netherlands shows that a growing number of school and teachers in secondary education use a Course Management System (CMS). The Netherlands Institute for Curriculum Development (SLO) understands curriculum as a plan for learning, represented in many ways, from policy documents to classroom materials. This research tries to find an answer to the question whether CMSs could play an important role in curriculum development on micro or classroom level. As learning materials in the Netherlands become more flexible and digital, and teachers play a more important roll in creating their own materials, the CMS could serve as the organisation platform for curriculum development on classroom level. In secondary education almost 50% of the teachers have access to a CMS. But do they use it, and how? There are many functionalities gathered in CMSs, they relate to the support and/or enabling of organisation, communication and distribution of content for learning, mostly within the organisational structure of courses. The teacher (with his colleagues) is the person on the steering wheel, and responsible for the organisation of the course and its CMS. In the study that will be presented an analysis of CMS log data of over 10.000 courses in a representative selection of Dutch secondary schools will be discussed. The data will give insight how teachers make use of the CMS. What functionality is used and how? Further analysis will give more insight to what kind of teachers make what kind of use of the CMS. To what extend do subject area, sex, teaching experience, school vision, characteristics of the learning environment, implementation and support characteristics play a role in the application of CMSs. The more quantitative insights are used to the more qualitative part of the study in which teachers are interviewed. In the presentation interesting outcomes, assisted with examples will be presented and discussed, leading to the research question: to what extend can a CMS be used as a curriculum development tool on a classroom level, and what are possible functional demands to improve it for that purpos
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