Designing an evidence-based online module for synthesis writing in secondary education

Submitted by: Liselore van Ockenburg
Abstract: Thanks to modern media, information sources are becoming more numerous and more accessible. As a result, it is essential, but cognitively demanding, for students to learn how to find, analyze and process such sources. These skills come together in writing a synthesis text, a task that can help students acquire and practice these skills and bridge the gap between secondary and higher education (Bonset, 2010). Therefore the aim of this study is to create an online learning module for students in upper secondary education.

Requirements for the online module are that:

• it is based on evidence based design principles. Therefore a systematic review of writing intervention studies in source-based writing is carried out, to determine what the most effective interventions in this subject area are
• it is equally effective for writers with different preferred writing strategies (planning/revising) (Kieft, Rijlaarsdam, Galbraith & Van den Bergh, 2007)
• it meets the requirements for the effective teaching of complex skills (Braaksma, Van den Bergh, Rijlaarsdam & Couzijn, 2001)
• it meets the requirements of effective online educational strategies (Opdenacker, Stassen, Vaes, Waes & Jacobs, 2010)

The module will consist of learning materials for students, and an assessment instrument, including a training component for teachers.

The discussion in this round table research meeting, will focus on which educational design principles can be formulated based on the conclusions of the systematic review, taking into account the four points mentioned above. The results from the systematic review study will be the starting point for the discussion.

References

Bonset, H. (2010). Nederlands in het voortgezet en hoger onderwijs: Hoe sluit dat aan? Deel 1. Levende talen magazine, 97(3), 16-20.

Braaksma, M., Van den Bergh, H., Rijlaarsdam, G., & Couzijn, M. (2001). Effective learning activities in observation tasks when learning to write and read argumentative texts. European Journal of Psychology of Education, 16(1), 33-48. Retrieved from http://www.jstor.org/stable/23420413

Kieft, M., Rijlaarsdam, G., Galbraith, D., & Bergh, H. (2007). The effects of adapting a writing course to students' writing strategies. British Journal of Educational Psychology, 77(3), 565-578.

Opdenacker, L., Stassen, I., Vaes, S., Waes, L. V., & Jacobs, G. (2010). Quadem: Manual for the quality assessment of digital educational material Antwerpen: Universiteit Antwerpen.