Supervisor: judith ter vrugte
In this internship, you will investigate the professional development of teachers for using OER (Open Educational Resources) in education. Open Educational Resources (OER) are educational materials in any format and medium that have been released under an open license. This license permits no-cost access, re-use, re-purpose, adaptation and redistribution by others. In theory, OER impacts crucial factors like the experience of autonomy of the teacher and the quality of education.
The Go-Lab platform allows teachers to contribute to Open Educational Resources in the form of Open Inquiry Learning Spaces. For this internship you will redesign/create and validate a course to help teachers create Open Inquire Learning Spaces using the Go-Lab authoring space and share these in Wikiwijs. The course material will be shared with the Program Impuls Open Leermateriaal.
About the organization
The Impuls Open Learning Materials (IOL) program aims to improve the quality of foundational education (i.e., primary, specialized, and secondary education) by investing in the development of high-quality open learning materials and their distribution and use. When properly implemented, the use of open learning materials increases student motivation, reduces school dropout rates, improves learning outcomes, and enhances alignment with society and professional practice. Additionally, open learning materials in education allow us to quickly respond to current societal issues. It is also more efficient to use learning materials developed by colleagues or non-profit organizations rather than creating everything from scratch. We do this within four themes, with the ambition that open learning materials become a fully-fledged option for teachers and that we organize working with open learning materials in a sustainable manner.
Go-Lab (a product of the section Instructional Technology at the University of Twente) is a partner in IOL. The Go-Lab authoring tool allows teachers to (re)design inquiry learning spaces that can be used in class and shared with other teachers via Wikiwijs.
To enable teachers to design effective open inquiry learning spaces teachers need some form of instruction. For this internship you will (re)design instructional material that can be shared via IOL. Your design will be based on existing instructional materials from Go-Lab and IOL (e.g., quality checklists, powerpoints, videos, publications).
Alert
IOL is a Dutch program, most communication and the questionnaire are in Dutch, and so will be some of the expected output for the program IOL.METHOD
method
As part of this internship, you’ll collaborate with the project leaders OLP and Research from Impuls Open Leermateriaal in addition to researchers of Go-Lab/IST.
As an intern you are responsible for carrying out the design of the course based on scientific findings. You’ll conduct a needs analysis, context analysis, audience analysis, task analysis, identify design requirements and propositions, design and evaluate the product.
EXAMPLE PRODUCT INCLUDES
Aside from the developed instructional material (the course) a report should be delivered. The report would include the following components:
- Introduction: A brief overview of the project, its purpose, and the topic of the instructional material.
- Needs Analysis: This section identifies the gap between the current state and desired state of teacher knowledge or skills related to the topic1. It should explain why the instructional material is necessary and what specific needs it addresses.
- Context Analysis: An examination of the environment in which the instructional material will be used, including available resources, constraints, and any relevant organizational or institutional factors
- Audience Analysis: A detailed description of the target audience (teachers), including their characteristics, existing knowledge, experience levels, and learning preferences. This helps tailor the instructional material to the specific needs of the teachers.
- Task Analysis: A breakdown of the specific tasks or skills that teachers need to learn or improve through the instructional material. This section should identify the key components of the topic and how they relate to teaching practice.
- Design Requirements and Propositions: An outline of the specific requirements for the instructional material based on the analyses conducted. This section should propose design strategies, learning objectives, and content structure to meet the identified needs.
- Instructional Design: A detailed description of the instructional material, including its format, structure, content outline, and delivery methods. This section should explain how the design aligns with the requirements and propositions.
- Evaluation Plan: A description of the methods and criteria used to assess the effectiveness of the instructional material. This should include both formative (during development) and summative (after implementation) evaluation strategies.
- Results and Discussion: An analysis of the evaluation findings, including the strengths and weaknesses of the instructional material, and its impact on teacher learning and practice.
- Conclusion and Recommendations: A summary of the key findings and suggestions for improvements or future developments of the instructional material
REFERENCES
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.
Clinton-Lisell, V. (2021). Open pedagogy: A systematic review of empirical findings. Journal of Learning for Development, 8(2), 255-268.
HAN (2024). Open education: open pedagogy. Via: https://libguides.studiecentra.han.nl/c.php?g=679717&p=4926242