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TG Professional Development: The micro level TG Curriculum Design: Designing a whole curriculum |
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TG Professional development and TG Curriculum design:
TG Assessment and Educational software: |
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The conference will consist of plenary meetings, topic group meetings and demo sessions. Discussion and sharing of knowledge will be the most important parts of this conference.
Plenary presentations will be given by Alan Schoenfeld, Paul Black, Koeno Gravemeijer and Jan de Lange.
I shall try to sketch out the main issues which call for strategic decisions in the early stages of designing new materials. I shall do this by giving short accounts of four different innovations in which I have been personally involved, dating from between 40 years ago up to the present day. I shall then, in summary, comment on how these indicate both the complex interplay of five issues – research basis, curriculum, assessment, pedagogy, and teacher change – and how, according to the contexts, some might be left alone and others are crucial. A sixth issue, sustainability, is always the Achilles Heel – only one of my four produced materials that are all still in print, although I believe all were 'successful'.
See the presentation.
Paul Black, Professor Emeritus of Education at King's College London
With a few notable exceptions (you know who and where you are!) researchers and designers tend to live worlds apart. This is sometimes because of personal preferences, but sometimes because the value systems and work pressures in our work environments exert strong pressures against productive interactions between research and design.
I'll explore some of the tensions and some possibly productive ways to nudge the two communities in each others' direction.
See the presentation.
Alan Schoenfeld, University of California, Berkeley
Sometimes the gap between the worlds of educational researchers and professional instructional designers seems to be too big to overcome. At the same time, we may observe that researchers and designers do similar things. Instructional designers who do innovative design work will try out new ideas, and try to learn from how those ideas work out in practice. Educational researchers need educational settings in which they can carry out their research. They may rely on available materials and practices, but in most cases instructional design will be part of their research effort. There is some middle ground, where we find design-oriented research approaches that integrate instructional design and research. Against this background, I will elucidate a research approach that is called 'design research' nowadays, but what is also known as 'developmental research' in circles of Dutch mathematics educators.
See the presentation.
Koeno Gravemeijer, Eindhoven School of Education
Educational Design needs to be seen as an Art: Creativity, Originality are important basic pre-conditions for good design.
However, not all Art is equally appreciated by all, and quite after 'all' is the goal in Education.
Hence, we needed to move beyond the traditional cyclic development research cycles: how to do this is still largely 'terra incognita'.
Jan de Lange, Freudenthal Institute, Utrecht University, Curious Minds, The Hague
Work in the topic group sessions will be the main activity of this conference. Participants were encouraged to prepare a short paper about their contribution to one of the topic groups before the conference, to give the other participants a glimpse of their work and ideas. These papers are published here.
Sharing knowledge on design is hardly possible without extensive examplification. In the demo sessions, the participants of the conference can present their design work and products and take cognizance of the work of others. This will be organised in parallel mini presentations during two one hour sessions. See for more details the scheme.