Effat 1234

لمعلم المهني النمو برامج تصميمالكيمياء

االلكترونـي التعلـم لمواصفات �وفقابعد ما أسلوب باستخدام

التركيب/ التحليل

Prepared by :Effat Nashat

مقدمة مقترحة بحث خطةالباحثة من

نشأت حسين يوسف عفتالفلسفة دكتوراه لدرجة للتسجيل

التربية فيتدريــس وطرق مناهــج تخصــص

) وكيمياء) طبيعة

البحث مشكلة

من • للمعلم الفعال والتعلم للتعليم المهني النموااللكتروني التعلم خالل

المعلم • تدعم التي الفعالة التدريب برامج ماالنظام e-learningلهذا

Technology’s the answer,

But what is the question?

E-learning is the answer,

The question is .……

How to change

مقدمة

To e …….?To e …….?

Or not to e…….?Or not to e…….?

THAT is the QuestionTHAT is the Question

To e ……….. To e ……….. or not to be...….or not to be...….

… !… ! THAT is the problem?THAT is the problem?

االلكترونى التعلم

إحصائية

Connectivism and learning..

• Learning by connecting• Learning is a process of connecting

specialized nodes or information sources

في اإللكتروني التعلم نظريةالرقمي العصر

“a node is anything that can be connected to another node: information, data,

feelings, images”George Siemens

LearningManagementSystem

learner

mentors

community

assessment

testing

e-store

deployment

personalization

content assembly

tracking

administrationworkshops

courseware

Content

e-Learningااللكترونى التعلم مكونات

االلكترونى التعلم مواصفات

Advanced Distributed Learning (ADL)

e-Learning– The SCORM Overview

Original Goal الرئيسي الهدف

• The DoD established the ADL initiative in 1997 to develop a DoD-wide strategy for using learning and information technologies • to modernize education and training and• to promote cooperation between

government, academia and business to develop e-learning standardization.

DoD: the Department of Defense

ADL: the Advanced Distributed Learning initiative

SHARABLE CONTENT OBJECT REFERENCE MODEL

11

SCORM

SCORM

BOOK 2: The SCORMContent Aggregation Model

BOOK 3: The SCORM Run Time Environment

Launch, Communication API )from AICC(

Data Model )from AICC(

BOOK 1: The SCORMOverview

Meta-data Dictionary )from IEEE(

)Meta -data XML Binding and Best Practice )from IMS(

Content Structure )derived from AICC(

Content Packaging )from IMS(

There are three books (volumes) to specify the

standard of SCORM 1.2.

Description of the SCORM

• The Sharable Content Object Reference Model )SCORMTM( defines a Web-based learning “Content Aggregation Model” and “Run-time Environment” for learning objects.

• SCORM is a model that references a set of interrelated technical specifications and guidelines designed to meet DoD’s high-level requirements for Web-based learning content.

من مجموعة هيالتي المواصفات

تطوير عملية تقننالمواد ونشر ودمج

التعليمية والتدريبية

وصل كحلقة لتعملمؤلفي بين

التعليمي المحتويومبرمجى جهة منالتعلم إدارة أنظمة

أخري جهة .من

•

Sharable Content Objects from across the

World Wide Web

Assembled in real-time, on-

demand

To provide learning and assistance

anytime, anywhere

The “A”inADL

Server

Why SCORM

AICC + IEEE + IMS + ADL = SCORMMany, many long technical meetings

IEEE MeetingsLate 1999

Partial list of participants:Microsoft

SunBoeingOracleCiscoIBM

IMS MeetingsEarly 2000

Click2Learn, Avilar, Pathlore, Saba, NETg, SmartForce, Centra, Thinq,

Macromedia, and many more…

• the IMS Global Learning Consortium, Inc.,

• the Aviation Industry CBT )Computer-Based Training( Committee )AICC( ,

• the Alliance of Remote Instructional Authoring & Distribution Networks for Europe )ARIADNE(12 and

• the Institute of Electrical and Electronics Engineers )IEEE( Learning Technology Standards Committee )LTSC(

للتعلم العالمية المواصفاتااللكتروني

SCORM Timeline

SCORM 1.0

SCORM 2004

1996 1998 2000 2002 2004 2006

ADL Kickoff

SCORM 1.2 No Major SCORM Updates

Planned

CORDRA

4ML

المواصفات هذه أهميةSCORM

Interoperabilityالتوافقية •

أنظمة- في التعليمية المادة محتوي استخدامأخري تعلم إدارة

االستخدام • Reusabilityإعادة

التعليمية- المادة محتوي استخدام المعد إعادةجديد محتوي إلنتاج مسبقا

الوصول • Accessibilityسهولة

التعليمية- المادة علي وسهولة الحصول بيسروسرعة

Durabilityاالستمرارية •

الوسائل - في السريع بالتغير تتأثر البدون بسرعة معها وتتوافق التكنولوجية

. أخري مرة تصميمها إعادة تكلفة

Maintainabilityالصيانة •

بدون- التعليمية المادة وتغيير تقويم. تشفيرها أو تعريفها بإعادة تكلفة

Adaptabilityالتكيف •

لتقابل - التعليمية المادة تغييروالتفضيالت االحتياجات مختلف

. للمستخدم التعليميةالتكلفة • Affordabilityتقليل

اختزال - مع التعلم فعالية زيادةوالتكلفة الوقت

المواصفات: هذه أهمية تابعSCORM

Content Packaging المادة محتوي تحزيم التعليمية

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

22

Content Packaging المادة محتوي تحزيم التعليمية

• Packaging standarts prescribe ways to bundle separate objects;• to protect them,• to transport them.

• Packaging standarts for e-learning specify how to bundle the separate files that make up a lesson, course or other unit of content.

هذه ظهور بداية فيمن كان المواصفات

وذلك تطبيقها الصعبعلي التدرب لضرورة

ملفات xmlاستخدامبرامج ظهور بعد ولكن

تحزيم علي تساعدوإنشاء المادة محتوى

المطلوبة الملفات جميعالمواصفات مع للتوافق

SCORM انتاج أصبحالمادة محتوي حزم

مع المتوافقة التعليميةSCORM منتهي في

السهولة

التعليمية: المادة محتوي تحزيم تابع Content Packaging

PDF

textimagePPT

Content

Compressed ZIP file

Package

LCMS

Another

LCMSStore

Store

TransportTransport

Assets

SCO

Course

المواصفات هذه SCORMتكنولوجياTechnology

Assets SCO Course*

.HTML

.MPG

.SWF

.JPG

…

.JS

SCO

SCORM tells the LMS what assets are in a SCO

SCO

SCO

SCO

SCO

SCO

SCO

Course A

Lesson 1

Lesson 2

SCORM tells the LMS what SCOs are in a course

LMS

SCORM tells a SCO how to communicate with the LMS

– : تعلم تقليدي تعليم المعلم : – دور تعلم تقليدي تعليم المعلم دور إلكترونىإلكترونى

Pedagogy to Andragogy to Pedagogy to Andragogy to HeutagogyHeutagogy

Andragogy

Heutagogy

Pedagogy

Adult learning Adult learning theorytheory

Teacher

centred

Principles of adult learning

Self-determined

learning

E-learning

Changing roles for teachersChanging roles for teachers

• professional development needs to give

teachers some control over the what, who,

why, when, and where of their learning.

“If we teach today as we taught yesterday, we rob our children of tomorrow.”

– John Dewey

How to Bring Web 2.0 into the ClassroomHow to Bring Web 2.0 into the Classroom

Teaching/Learning Services

Teacher Interests

Teacher Interests

How much does it cost?

What is it?How will it affect my organisation?

Will it work for my students?

How to I set up e-learning?

What are the key tools?

What are the mistakes to avoid?

Teacher Quality: Leave No Teacher Behindللمعلم الجديدة الرؤية

COURSECOMPLETION

(Degrees and Certificates)

PERFORMANCEOF GRADUATES

(Tests of Knowledgeand Skills)

LEARNING OFSTUDENTS

(Student AchievementMeasures)

From Teaching to Learning

From Teacher Learning to Student Learning

31

A good e-teacher المعلم االلكتروني

• gives feedback• answers questions• is active• instructs • wakes up sleeping students• is present• creates the material• is expert in his or her subject area• encourages students

32

الدليل إلي المستند التعلم Evidence Based Learning

Doctors use solid research before treating patients. Teachers and schools must apply just as much

care.

Solid research equals solid results.

Transforming Findings into Evidence?

What Is Evidence-based …….?What Is Evidence-based …….?

• EB… is a decision-making approach that places emphasis on evidence to:• guide decisions about which interventions to use;• evaluate the effects of an intervention.

Professional Judgment

Best available evidence

Client Values

Professional Professional JudgmentJudgment

Best Available Best Available EvidenceEvidence

Client Client ValuesValues

IdentifyIdentify

ImplementImplementEvaluateEvaluate

Evidence-basedEvidence-based

InterventionIntervention

IdentifyIdentify

ImplementImplementEvaluateEvaluate

Phases of Evidence-based Intervention

Evidence-based InterventionEvidence-based InterventionEvidence-based InterventionEvidence-based Intervention

البحث منهج

والنوعية الكمية البحوث

Quantitative

• Numbers

• ‘how many’

• Hypothesis

• Representative sample

• Statistical power

• Replicable

Qualitative

• Words

• ‘how’ and ‘why’

• Emerging themes

• Wide range of respondents

• Small numbers

• Depend on context

Quality+ quantity = good evidence

البحث منهج

(U.S. Department of Education, 2003)www.ed.gov/rschstat/research/pubs/rigorousevid/

rigorousevid.pdf

Meta-synthesis meta-analysis

بعد ما التحليل بعد ما التركيب

“dig for” evidence. The analysis of the analysis

• Meta-analysis – aggregating data to reach statistical power for detection of cause and effect between treatment and outcomes.

• Meta-synthesis – integrating data to reach a new theoretical or conceptual level of understanding and development.

Thorne, S., Jensen, L., Kearney, M.H., Noblit, G., Sandelowski, M. )2004(. Qualitative metasynthesis: Reflections on methodological orientation and ideological agenda. Qualitative Health Research, 14 )10(, 1342-1365.

,

Why Do Meta-Synthesis ,and meta-analysis?

Meta-Synthesis... التركيب بعد ما

A neologism جديد تعبيرMeta • “... Beyond; transcending; more comprehensive.”Synthesis • “... the combining of the constituent elements of separate

material or abstract entities into a single or unified entity.”

Meta-synthesis: is not a word that can be found

in the dictionary: it is a neologism, which can readily be

inferred as describing a high order form of synthesis.

Meta………………….Meta………………….

• Meta-data-analysis = “the interpretive analysis of findings of primary research studies to identify similarities and discrepancies among them”. )eg: meta- ethnography of Noblit and Hare )1988(.

• Meta-method = the study of the appropriateness and influence of particular research methods and procedures in research )Szmatka, Lovaglia & Mazur 1996(”.

• Meta-theory = the consideration of theoretical frameworks

and underlying assumptions of primary research studies in

their broader social and theoretical contexts.”.

التركيب بعد ما خطوات

• Step 1: Identifying findings

• Step 2: Grouping findings into categories; and

• Step 3: Grouping categories into synthesized findings

METASYNTHESIS OF QUALITATIVE RESEARCH STUDIES

Aggregate ofwell-founded and explicit

Findings9 "CATEGORIES"

32 Findings from 15Phenomen. Studies

Recommendationsfor

Practice

Synthesis of Findings10 "SYNTHESISED FINDINGS"

Aggregate ofwell-founded and explicit

Findings4 "CATEGORIES"

41 Findings from 7Ethnographies

Aggregate ofwell-founded and explicit

Findings7 "CATEGORIES"

38 Findings from 11Discourse Analyses

Critical appraisal and selection of studies to include

Search for appropriate research reports

Identification of practice issue

عملية في الكمبيوتر استخدام ويمكنبرنامج باستخدام :التحليل

• The Qualitative Assessment and Review Instrument )QARI(

ذلك علي :مثال

• Operationally define termsالدراسة • مصطلحات تعريف

• Establish Ixclusionary /exclusionary criteria• - نوعية – للدراسة الزمنية الفترة العينة خصائص

. البحث ومصدر• Use predetermined search procedures

• - : المكتبة خالل من البحث عملية إجراء طريقة.... المصطلحات- إلكترونيا

• Organize & analyze articlesعن • تقارير المستخدمة كتابة - الطرق التصنيف–

التحليل

التحليل بعد ما خطوات

Reviews of meta-analytic software

• Arthur, W., Bennett, W. & Huffcutt, A. (1994). Choice of software and programs in meta-analysis research: Does it make a difference? Educational & Psychological Measurement, 54, 776-787.

•  Egger, M., Sterne, J.A.C. & Davey Smith, G. (2000). Meta-analysis software. British Medical Journal, 316.

• http://www.bmj.com/archive/7126/7126ed9.htm/ (accesed 21.11.2000). •  Normand, S.L. (1995). Meta-analysis software: A comparative review.

American Statistician, 49, 298-309. •  Sterne, J.A.C., Egger, M. & Sutton, A.J. (2001). Meta-analysis software. In M.

Egger, G. Davey Smith & D.G. Altmann (Eds.), Systematic Reviews in Health Care: Meta-analysis in Context (pp. 336-346). London: BMJ Pub. Group.

•  Sutton, A.J., Lambert, P.C., Hellmich, M., et al. (2000). Meta-analysis in practice: A critical review of available software. In D.A. Berry & D.K. Stangl (Eds.), Meta-analysis in Medicine and Health Policy. New York: Marcel Dekker.

برنامج باستخدام التحليل عملية في الكمبيوتر استخدام :ويمكن

Constructivism from the Perspective of Evaluation البنائية منظور من التقويم

• Require meaningful assessment criteria vs. those epistemic criteria of scientism.

• “The Parallel Criteria )Trustworthiness(” and “Authenticity”

Guba and Lincoln )1989(• The Parallel Criteria speak to methods )parallel to reliability

& validity( that can ensure one has carried out the process

correctly, as in scientism.• Authenticity speaks to outcome, product, and negotiation

which are unique to constructivism

النوعي البحث تقويم

من واألصالة الموثوقيةالبنائية منظور

• Trustworthiness

• Credibility - prolonged engagement, triangulation

• Transferability -extensive description of the context & culture of the study

• Dependability - emergent design-induced changes in the process

• Confirmability - interviews, methodological and reflexive journals

• Authenticity• Fairness - stakeholder

identification, member checks

• Ontological - testimony wrt growth of perceptions

• Educative - greater respect for alternative views

• Catalytic - willingness to be involved in change

• Tactical - quality of change

occurring in follow-up

After Rodwell & Beyers (1997)

البنائية خصائصاالجتماعية

• Learner-centred التعلم عملية مركز المتعلم• learner free to make his/her own interpretations حر متعلم• teacher as a facilitator ميسر معلم

• Authentic األصالة • context-rich, experience-based activities غني سياق

األنشطة علي ويعتمد .بالخبرات• Social interaction االجتماعي التفاعل

• sharing of multiple representations, reflection and monitoring للنقاش الفرصة وإعطاء المشاركة

• opportunity for negotiation )social/meaning(• Scaffolding التدعيم

• manipulation of attention )focus on meaning/form(• collaboration to achieve aims

الهدف التعاوني لبلوغ والعمل المعني علي تركز

في المعلم في دور المعلم دور البنائيةالبنائية

Constructivism• Role of teacher

• Facilitator/mediator of learning• Teacher place--anywhere• Type of listening -- what for?• Goal is divergence--everyone learning in a unique

individual way• Learning occurs through social

interaction/negotiation• Evaluation--student understanding

“We’re smart when we listen. We’re We’re smart when we listen. We’re smarter when we share.”smarter when we share.”

Queen Rania of Jordan Queen Rania of Jordan

THE END

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