Digital Inclusive Learning Materials (DILeMa)
Not a member yet
11 research outputs found
Sort by
Project 2 English Language Textbook for Lower Secondary Schools: Meta-review of Learning Material Evaluations
No full textEnglish is the first foreign language that pupils encounter in Czech primary schools. It is a mandatory part of the curriculum, which aims to develop language competencies through a combination of reading, writing, listening, and active communication. Barriers to teaching in Czech schools include a persistent shortage of qualified teachers and the diverse skill levels of students who come from varied backgrounds. The goal of this meta-review of the digital English language textbook “Project 2” (Hutchinson, 2018) is to identify and evaluate, using the FRoLLM framework, the extent to which inclusive elements are incorporated in the textbook. The analysis examines inclusion parameters and their fulfilment through the content and didactic structure of the textbook. We believe that diverse instructional activities and formats contribute, particularly in foreign language learning, to more effective language acquisition and increased student motivation (Černá, 2018; Haas et al., 2018). The meta-review yielded several insights. While the “Project 2” English language textbook is clearly structured and logically organized, its potential in terms of inclusive elements is not sufficiently developed or anchored in the methodology. The textbook authors do not explicitly state an inclusive approach or mention specific inclusive elements in the text. However, the material provides a selection of learning tasks with varying levels of difficulty and scaffolding support in certain lessons. Additionally, the textbook incorporates multiple representations of the content using sensory stimuli and is designed to support a variety of learning strategies. The material encourages collaborative learning and, in some cases, even facilitates peer reflection and self-assessment
The interactive blackboard picture ‘How the world is growing together’ – A Meta-review
No full textIn aktuellen bildungswissenschaftlichen Debatten wird digitalen Lehr- und Lernmaterialien, insbesondere Open Educational Resources (OER), ein großes Potenzial für die inklusive Bildung zugeschrieben (Müller, 2016; Pieper, 2024; UNESCO, 2017). Dieser vorliegende Metareview analysiert und diskutiert daher, dass von der Siemens Stiftung (2016) bereitgestellte frei zugängliche interaktive Tafelbild „Wie die Welt zusammenwächst“ für den Sachunterricht in der Grundschule. Grundlage für den Metareview sind vier schriftliche Reviews, die von Lehramtsstudierenden auf der Grundlage des „Framework for the Reflection on Living Learning Materials“, kurz „FRoLLM“ (Pieper, 2024) im Wintersemester 2024/25 angefertigt wurden. Die Ergebnisse des Metareviews verweisen darauf, dass das interaktive Tafelbild: Wie die Welt zusammenwächst zwar als gut strukturiert und didaktisch sinnvoll bewertet wurde, jedoch die theoretische Fundierung als auch die Berücksichtigung von inklusionssensiblen Indikatoren noch deutliches Ausbaupotenzial aufweist.In current educational discourse, digital teaching and learning materials, especially Open Educational Resources (OER), are often presented as having great potential for inclusive education (Müller, 2016; Pieper, 2024; UNESCO, 2017). This meta-review analyzes and discusses a freely accessible interactive whiteboard display provided by the Siemens Stiftung (2016). The learning material is called “How the World is Growing Together” (“Wie die Welt zusammenwächst”) and meant to be used for science lessons in elementary schools. The meta-review is based on four reviews that were written by pre-service teachers using the “Framework for the Reflection on Living Learning Materials” (FRoLLM) (Pieper, 2024) during the winter semester of 2024/25. The meta-review shows that the interactive whiteboard display is rated as well-structured and didactically useful, but that both its theoretical foundation and its inclusion sensitivity could be improved significantly
Imaginaries of Openness in Education
No full textOpenness in education is a concept gaining traction in higher education worldwide. Prominent manifestations include Open Educational Resources (OER), Open Educational Practices (OEP), Massive Open Online Courses (MOOCs), and open-source learning management systems (LMS). Governments, organizations, and universities present these as powerful tools to solve pressing problems in education systems. In this essay, I posit that Open Education can be conceptualized as an educational imaginary, a societal vision for the future where technology and education are of significance (Jasanoff & Kim, 2015; Rahm, 2023). Using this heuristic lens, I illustrate three imaginaries of openness to demonstrate why implementations of Open Education might fall short of expectations due to conflicting visions of openness. This essay is not intended to be exhaustive regarding current developments in the field of OER
Linking Competencies for Inclusion and Digitalization in Teacher Education: Theoretical and Conceptual Foundations of the Learning Concept inklud.nrw
No full textThe acquisition of competencies related to inclusion and digitalization represents a current cross-sectional task in teacher education. In schools and universities, these two areas have not yet been systematically interwoven, despite the expected synergies for both university students and future teachers. Professionalization programs that effectively integrate inclusion and digitalization are thus needed. The project inklud.nrw achieves this by using the case study method to create a teaching and learning concept for teacher education. It links inclusion and digitalization to ensure the full participation of all university students who (also) are trained to design their own inclusive teaching concepts with media. The article illustrates how such an innovative teaching and learning concept can be theoretically grounded and designed as an Open Educational Resource (OER). It elaborates the theoretical foundations of inclusion and digitalization, provides praxeological insights into the conceptual design of the inklud.nrw teaching and learning materials, and raises questions about quality assurance. The freely available OER for educational science teaching presented in the following article is especially designed for university students who want to become primary and lower secondary school teachers in Germany
The Intertwining of Inclusive and Digital Learning: A Scoping Review on Digital Learning in Inclusive Science Education
No full textThis paper explores emerging trends in digitally supported inclusive science education, with a particular focus on inquiry-based learning. Drawing on UNESCO’s (2001, 2017, 2020) definition of inclusive education and the Framework for Inclusive Science Education (Brauns & Abels, 2020), we reviewed the current state of knowledge on digital learning in inclusive science contexts. Our aim was to lay the groundwork for future research on fostering inclusive inquiry-based learning through digital materials. Whereas subsequent publications will address our research project more broadly, this paper presents the findings of an initial scoping review. We systematically analyzed the literature from the past decade to map and synthesize evidence on the use of digital learning tools in inclusive science education at the primary school level. Three key trends emerged: (a) research on digitally supported inclusive science education has predominantly focused on gifted students, rather than on those with special educational needs; (b) certain teacher training programs aimed at integrating digital media into inclusive science education have shown promising results; and (c) teachers face significant challenges, particularly in their ability to engage all students with digital materials in inquiry-based science teaching. We discuss these findings in detail to provide starting points for future research on the role of digital tools in inclusive science education
Interactive blackboard – Symmetry: Meta-review of teaching materials for mathematics lessons in primary schools
No full textDas folgende Meta-Review untersucht die Stärken und Schwächen einer für den Grundschulunterricht entwickelten Open Educational Resource (OER). Diese stammt aus dem Medienportal der Siemens Stiftung und behandelt das Thema Symmetrie (Siemens Stiftung, o.J.). Ausgangspunkt für dieses Meta-Review sind sechs qualitative Reviews. Diese untersuchen jeweils auf Grundlage des im digiLLM-Projekt entwickelten „Framework for the Reflection on Living Learning Materials“ (FRoLLM) (digiLLM, o.J.a) das Medienpaket auf Inklusionssensibilität. Die erhobenen Daten wurden im ersten Schritt strukturiert (Poschoschnik & Lederer, 2020) und anschließend in einer vergleichenden Analyse betrachtet, sodass Gemeinsamkeiten und Unterschiede der Lernmaterial-Evaluationen aufgedeckt werden konnten. Das Meta-Review zeigt, dass das Medienpaket insgesamt nicht für den inklusiven Mathematikunterricht geeignet ist, Elemente der Inklusionssensibilität jedoch teilweise umgesetzt sind. Besonders im Bereich Die Umgebung der Lernenden gibt es wenig Verbesserungspotenzial. Ein großer Bedarf besteht hingegen darin, das Material an die individuellen Bedürfnisse der Lernenden anzupassen, um es im Grundschulunterricht einsetzen zu können. Dazu fehlen Feedbackformate und eine Anregung zur kritischen Reflexion des Lernstoffs und -prozesses. Lehrkräfte sollten daher vor Nutzung dieses Materials Anpassungen und Ergänzungen vornehmen. Insgesamt zeigen sich außerdem Unterschiede in der Bewertung. Fünf der sechs Befragten stimmen dafür, dass das Medienpaket nicht inklusiv ist. Eine Reviewerin nimmt es jedoch durchaus als inklusiv wahr. Trotz festgelegter Kriterien ist die Lernmaterial-Evaluation deshalb weiterhin durch persönliche Einschätzungen geprägt.This meta-review examines the strengths and weaknesses of an Open Educational Resource (OER) developed for primary school teaching. This resource is published via the Siemens Foundation’s media portal and focuses on the topic of symmetry (Siemens Foundation, n.d.). The starting point for this meta-review are six qualitative reviews, each of which examines the media package for inclusion sensitivity using the “Framework for the Reflection on Living Learning Materials” (FRoLLM) that was developed in the digiLLM project (digiLLM, n.d.a). The data collected was first structured (Poschoschnik & Lederer, 2020) and then examined in a comparative analysis to identify both similarities and differences in the learning material evaluations. The meta-review shows that although some elements of inclusion sensitivity have already been partially implemented, the media package as a whole is not suitable for inclusive mathematics teaching. There is little room for improvement regarding the learners’ environment, but feedback formats and encouragement for critical reflection on the learning material and process are lacking. Therefore, teachers need to adapt the material to students’ individual needs before using it in primary school teaching. Overall, there are also differences in the evaluation. Five of the six reviewers agree that the media package is not inclusive. However, one reviewer perceives it as inclusive. Despite defined criteria, the evaluation of learning materials therefore continues to be influenced by personal assessments
Developing and Creating Inclusive and Interactive Digital Reading Environments with and for Students with ADHD
No full textDigital solutions are often claimed to have the potential to meet individual needs and make learning more accessible, thereby allowing schools to achieve more sustainable and inclusive learning for a diverse range of learners. However, digital tools bring both affordances and hindrances, which are intertwined with the students’ prerequisites to learn and how the educational space and learning environment are set up. Following this, dilemmas occur as digital materials are assumed to level or reduce obstacles when they, in fact, also generate new obstacles and opportunities. To design and develop these tools with the potential of supporting qualitative learning opportunities for all students, knowledge of inclusivity and digital materials both need to be taken into account, two research fields that are seldom put together. This article contributes by reviewing hindrances to and opportunities for accessible learning in reading through digital materials and through the case of students with ADHD. The article introduces earlier research on the intersection of learning to read, digital materials, and students with ADHD. We thereafter suggest innovative design principles to uphold sustainable use of and learning through digital materials and elaborate on how these principles fit with ideas of inclusion and sustainable education. Consequently, the paper provides different stakeholders with the possibility to identify commonalities in working processes and to reach a joint language to discuss how digital educational tools should be designed and developed
Biology in Context: Meta-review of Learning Material Evaluations
No full textBiology is a progressive field that is dynamically developing and educational resources should be adapted to this. This paper presents the results of a meta-review summarizing the findings of five independent evaluations of the textbook “Biology in Context” (Šíma, 2024), a new addition to the Czech educational resource market. The aim of the meta-review is to identify and assess the inclusive elements contained in the textbook based on the detailed framework of the FRoLLM criteria. We are interested not only in content aspects, but also in the didactic sequences of the educational text regarding diversity and inclusion of students, as these can affect learning outcomes as well. The results indicate that, while the textbook has an attractive design and is user-friendly, its inclusive potential is limited. It does not include elements of reflection or self-reflection for students. Although the textbook offers various learning tasks, it primarily targets lower or intermediate levels of thinking and creativity. The textbook does not provide students with feedback on their learning progress and lacks scaffolding strategies. However, the textbook stands out for its clear and logical structure at both macro and micro levels. Different font styles and icons make it easy to navigate the material. Inclusive elements can be found in the components of the diverse presentation of the curriculum (visuals, pictures, graphs, links to videos and audio sequences) and in the development of literacy. Another positive aspect is the availability of a digital version of the textbook
Magrid: A Meta-review of Learning Material Evaluations
No full textThis meta-review explores the inclusion sensitivity of Magrid, a digital learning tool designed for children aged 3–9, with particular emphasis on learners with special educational needs (SEN). Three original reviews are synthesized: two by pre-service teachers in an international course held in Sweden, and one by a Czech PhD student within the field of education. All reviewers used the FroLLM framework, a reflective tool developed by an interdisciplinary European research team that offers six areas for reflection on inclusion sensitivity in learning materials. The meta-review shows opportunities for inclusion in terms of Magrid’s adaptability, multilingual support, intuitive design, and accessibility. According to the original reviews, these aspects have the potential to contribute to highly inclusion-sensitive learning settings. Obstacles were connected to learners\u27 limited opportunities to reflect independently, which hindered agency and empowerment, and to the way that feedback was directed towards the teacher instead of the students. The meta-review reflects on what different understandings of inclusion emerge in the reviews of Magrid. Against this backdrop, Magrid can be understood as supporting inclusion in terms of location and placement, providing SEN support as well as academic and social support for all learners. However, the more complex understanding of inclusion as community building and providing the learner with a feeling of belonging was less evident in the original reviews. The meta-review concludes that while Magrid offers strong structural inclusivity, deeper forms of inclusion—like student empowerment and belonging—are harder to achieve and evaluate through digital tools alone