Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6790
Title: Contextual learning theory: Concrete form and a software prototype to improve early education.
Authors: Mooij, Ton
Keywords: Contextual Learning Theory
Educational design
Information and Communication Technology
School empowerment
Early childhood education
Integrating individual differences
Double diagnostics
School improvement
Issue Date: 2007
Citation: Mooij, T. (2007). Contextual learning theory: Concrete form and a software prototype to improve early education. Computers & Education, (48)1, 100-118.
Abstract: In 'contextual learning theory' three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and systemic aspects). The resulting structure consists of 15 guidelines which are expected to improve instruction and learning across different situations. The present study was conducted to give concrete form to two general guidelines with respect to differentiation and five guidelines with respect to integrated ICT support. The products were a 'pedagogical-didactic kernel structure' and a general software prototype. In collaboration with three preschool teachers in The Netherlands, both products were used to give concrete form to a first guideline on improvement of development and learning progress in practice. This concerned an intake procedure on the estimation and use of children's entry characteristics by parents and preschool teacher. Information is given about improvement experiences in early educational practice. Further research and development steps are discussed.
URI: http://hdl.handle.net/1820/6790
Appears in Collections:1. LC: Publications and Preprints



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