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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
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
Thanks