Session Information
16 SES 06 A, ICT and Curriculum Support
Paper Session
Contribution
Introduction
Internet-based Performance-centered Learning Environment for Curriculum Support (IPLECS) is a virtual campus platform for performance-centered reusable learning materials development, in performance-centered settings to support university curriculum in physic-engineering education.
The idea of educational performance support system had been implemented in different European universities and training institutions within a number of pilot projects such as IPSS_EE and DIPSEIL (Distributed Internet-based Performance Support Environment for Individualized Learning), with strong positive results in students’ learning. (Stoyanov et al., 2008).
Objectives
The main purposes of the IPLECS project are:
• Design a master on Information and Communication System (ICS), performance centered,
• Apply the ICS master, by means of an educational platform, in Plovdiv University and Technical University of Sofia, Bulgarian Universities involved in the project.
• Evaluate the ‘ICS master’ in its design, the process and in their results.
The projects objectives are linked directly to support the realization of an European Higher Education Area as much as the development of innovative ICT-based content, and open educational resources on-line provisions, testing innovative performance-based e-learning and contributing to mobile learning development in education.
The project approach
The project approach responds to the ‘Principles of Performance Centred Curriculum’ derived from the first concept of Electronic Performance Support System, but had evolved to adapt it to Higher Education. The Principles include the idea of just-in-time, just-enough, and just-at-the-point-of needs computer support for an effective and efficient job performance. An EPSS is an integrated learning environment structured in a particular way to provide immediate access to the full range of information, advice, guidance and tools allowing effective and efficient job performance.
The integrative approach to PSS is based in the following learning theories: Cognitive Apprenticeship (Brown, Collins & Duguid, 1996); Cognitive Flexibility theory (Spiro & Jehng, 1990); Four-Components Instructional Design Model (Van Merriënboer & Kirschner, 2007); Design Theory of Problem Solving (Jonassen, 2004); Cognitive Load Theory (Sweller, 1994).
The Performance learning center concept operates by defining a set of authentic problems and constituting tasks related to a specific working environment; shifting the focus from the lower levels of the learning taxonomy such as knowledge and understanding, towards its higher levels such as solving real-world problems; applying adequate summative performance-oriented assessment methods.
Previous studies to DIPSEIL, IPLECS (Stoyanov et al., 2008, Mileva, 2009), had shown that the concept of performance support system (PSS) should be implemented adapted to the specific goals and characteristics of higher education. Thus, it is important to keep in mind the specific goals of education when developing the support to improve learning. This means that students should not only be supported to perform the task at hand well, but also to understand underlying processes and concepts. They should learn from performing the task.
The design of the ICS Curriculum
The ICS Curriculum Design has been developed having into account ‘The Principles of Performance Centred Curriculum’, ‘The Instructional Design for Performance-centered E-learning’ of DIPSEIL and ‘The Workflow Model for an Information and Communication Systems curriculum’ that we have developed, for developing the ICS courses.
Method
Expected Outcomes
References
REFERENCES Brown, J. S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning.. Retrieve February, 2 2002 from: http://www.ilt.columbia.edu/ilt/papers/ JohnBrown.html. Jonassen, D.H. ( 2004). Learning to solve problems. An instructional design guide. San Francisco, CA: Pffeifer. Mileva, N. and Stoyanova-Petrova S. (2009). Performance Support System (PSS) Methdology for Mobile Learning (m-learning). Researchs,Reflexions and Innovations in Integrating ICT in Education. Lisboa., 1399-1403. Spiro, R. & Jehng, J.-C. (1990). Cognitive flexibility and hypertext: theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds), Cognition, education and multimedia. Exploring ideas in high technology (pp.163-205). Hillsdale, New Jersey: Lawrence Erlbaum Associates. Stoyanov, S., Kommers, P., Bastiaens T., & Martínez Mediano C. (2008). Performance support system in higher engineering education – introduction and empirical validation. In International Journal of Continuing Engineering Education and Lifelong Learning, Vol. 18, No. 4, , 491-506. Sweller J. (1994). Cognitive load theory, learning difficulties and instructional design. In Learning and Instruction, Vol. 4, , , 259-312. Van Merriënboer J., & Kirschner P. (2007). Ten steps to complex learning. A systematic approach to four-component instructional design. Mahwah, New Jersey: Lawrence Erlbaum Associates.
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