Adding a design perspective to study learning environments in higher professional education     

Ilya Zitter  Elly De Bruijn  P. Robert Jan Simons  Th. J. Ten Cate 《Higher Education》2011,61(4):371-386

How to design learning environments leading to learning-, thinking, collaboration- and regulation skills which can be applied to transferable, knowledge oriented learning outcomes is still controversial. We studied the designs of learning environments in innovative higher professional education more closely. To characterize learning environments we identify designable elements and position them on a scale ranging from specified, to emergent elements. Next, the main problems with the designs are identified. We introduce adaptive elements as a potential solution. We observed participants adapting such elements to suit their own needs or the needs of others. The designable and adaptive elements fulfill a dual function: they should offer contextual clues that would be available in professional practice and scaffold learners in need of support.  相似文献   

A Design Perspective on the School-Work Boundary: A Hybrid Curriculum Model     

Ilya Zitter  Aimée Hoeve  Elly de Bruijn 《Vocations and Learning》2016,9(1):111-131

This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary. VET-curricula are designed on the basis of two main types of learning arrangements, namely, the plan for learning in school and for learning at the workplace. A challenge for curriculum development is creating consistency between different arrangements. Efforts are made to develop VET-curricula that go beyond the school-work distinction. Ideally, a well-designed VET curriculum should be hybrid in nature. It should combine the advantages of school-based and workplace learning arrangements by binding these practices together, without losing the strength of either. To gain insights into the nature of the enactment of an intended and implemented hybrid VET curriculum at the micro level and at the same time contribute to improving educational practice, practice-based research was carried out in the context of educational innovation projects. The results added two insights to the proposed model that conceptualises hybrid VETcurricula, namely, the ‘layeredness’ of a curriculum and a professional artefact to create consistency. This improved model can be the basis for systematic development of other hybrid curricula. Such developments could lead to a broader empirical base to study the effects of hybrid curricula, specifically to determine whether an intentionally designed hybrid curriculum facilitates students to successfully navigate the schoolwork boundary.  相似文献   

The evaluation of the educational reform in Israel: A case study in evaluation and policy making     

Nachum Blass 《Studies in Educational Evaluation》1982,8(1):3-37

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Designable elements of integrative learning environments at the boundary of school and work: a multiple case study     

Bouw  Erica  Zitter  Ilya  de Bruijn  Elly 《Learning Environments Research》2021,24(3):487-517

Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work.

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Classification and Indexing in Yeshiva Libraries: Analysis of the Systems,Their Sources and Development     

Gila Prebor  Nachum Zitter 《Cataloging & classification quarterly》2013,51(8):830-851

This article investigates the forms of classification and indexing found in yeshiva libraries in the State of Israel. The yeshiva (plural: yeshivot) is a Jewish educational institution that focuses on the study of traditional religious texts, primarily the Talmud and the Bible. The research goal was to analyze classification and indexing systems in these libraries, examine how they evolve, and to compare the yeshiva classification systems used in practice to Jewish studies classification in other classification systems. This study can help us understand how classification systems develop and what the cognitive, philosophical, and administrative processes that lie behind them are.  相似文献