Abstract : The paradigm shift towards competency-based education in the Netherlands has a logical counterpart: the need for more flexibility in the curricula. After all, in competency-based education it is recognized that learning not only takes place in designated places (school, university), but may happen every time when the learner is confronted with a challenge. This observation leads to the necessity to incorporate the learning outcomes of formal and informal education in one curriculum. As a result, the educational process becomes more complex and must be better structured to control the individual learning outcomes. In this paper we discuss this paradox: how more flexibility in the program creates the need for more control in the process. We also discuss what kind of IT-tools are helpful in controlling flexibility in curricula for higher professional education.
Nicholas Reynolds; Márta Turcsányi-Szabó. IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC), Sep 2010, Brisbane, Australia. Springer, IFIP Advances in Information and Communication Technology, AICT-324, pp.301-309, 2010, Key Competencies in the Knowledge Society. 〈10.1007/978-3-642-15378-5_29〉
https://hal.inria.fr/hal-01054691
Contributeur : Hal Ifip
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Dernière modification le : mercredi 9 août 2017 - 13:53:27
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Henk Plessius, Pascal Ravesteyn. The Paradox of More Flexibility in Education: Better Control of Educational Activities as a Prerequisite for More Flexibility. Nicholas Reynolds; Márta Turcsányi-Szabó. IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC), Sep 2010, Brisbane, Australia. Springer, IFIP Advances in Information and Communication Technology, AICT-324, pp.301-309, 2010, Key Competencies in the Knowledge Society. 〈10.1007/978-3-642-15378-5_29〉. 〈hal-01054691〉
