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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/3642

Title: Multilevel ICT design to support education and learning: Theory and practice
Authors: Mooij, Ton
Maas, Renske
Keywords: Learning differences
Multilevel ICT-based support
Issue Date: 4-Oct-2011
Abstract: Improvement of learning, including self-regulation as the motor of learning, can be a problem if the identification of relevant information, or its adequate understanding, are not self-evident in school. How can self-regulation of pupils be built into school practice, to improve learning and education in structured and empirically controlled ways? We introduce a multilevel educational model with respect to the longitudinal development and stimulation of learning processes of a pupil since the start of kindergarten. Self-regulation of a pupil, or a group of pupils, is built into this model. The resulting multilevel school process is expected to describe and explain the possible risks involved for the pupils deviating most from the mean in their group (highly able pupils, pupils with cognitive, social or emotional problems). A pilot is used to develop optimal kindergarten and school practice with teachers and school management. The qualitative and quantitative results and conclusions are used in longitudinal experimental research designed with 41 kindergartens and primary schools.
Description: Mooij, T., & Maas, R. (2011, 13-16 September). Multilevel ICT design to support education and learning: Theory and practice. Invited paper and presentation for the symposion ‘Self-regulated learning in technology enhanced learning environments’ at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), Berlin, Germany.
URI: http://hdl.handle.net/1820/3642
Appears in Collections:2. LC: Presentations

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