Appendices - DSpace Open Universiteit

Appendices
Table of contents
1
2
3
4a
4b
5a
5b
6a
6b
7
Staffing CELSTEC 2006-2011
Tenured Staff
CELSTEC Societal Relevance and Valorisation
Scientific Output Learning Sciences Cluster
Scientific Output Technology Enhanced Learning Cluster
Academic Reputation Learning Sciences Cluster
Academic Reputation Technology Enhanced Learning Cluster
Top Articles Learning Sciences Cluster
Top Articles Technology Enhanced Learning Cluster
Editorships, Awards, et cetera
Appendix 1 Staffing CELSTEC 2006‐2011 Staffing Tenured 2006 2007 2008 2009 2010 2011 LS TEL LS TEL LS TEL LS TEL LS TEL LS Full professors TEL Prof. dr. R. Koper 0.40 Prof. dr. P.A. Kirschner 0.16 0.16 0.16 0.40 0.4 0.40 Prof. dr. J. van Merriënboer 0.40 0.40 0.20 0.20 0.2 0.20 Prof. dr. F. Paas 0.28 0.28 0.40 Prof. dr. E. Boshuizen 0.40 0.40 0.40 0.40 0.4 0.40 Prof. dr. P. Sloep 0.40 0.40 0.40 0.40 Prof. dr. M. Specht 0.40 0.40 0.40 0.40 Prof. dr. W. Westera 0.40 0.40 Associate professors Gerard van den Boom 0.40 0.40 0.40 0.40 0.40 0.40 Jo Boon 0.40 0.24 0.24 0.24 0.24 0.24 Saskia Brand‐Gruwel 0.32 0.32 0.36 0.36 0.36 0.40 Jan van Bruggen 0.40 0.40 0.20 0.20 0.20 0.20 Tamara van Gog 0.4 Wolfgang Greller 0.40 Renate de Groot 0.28 0.28 Hans Hummel 0.40 0.40 0.40 0.20 0.20 0.20 Liesbeth Kester 0.40 0.32 0.40 0.40 Marcel van der Klink 0.40 0.40 0.40 0.40 0.40 0.16 Susan McKenney 0.16 Peter van Rosmalen 0.32 0.32 0.32 0.32 Peter Sloep 0.20 0.20 Marcus Specht 0.40 0.40 Colin Tattersall 0.40 Wim Westera 0.40 0.40 0.40 0.40 2006 2007 2008 2009 2010 2011 LS TEL LS TEL LS TEL LS TEL LS TEL LS Assistant professors John van der Baaren 0.32 0.32 0.32 0.32 0.32 0.32 Bert van den Berg 0.20 0.20 0.20 0.20 0.20 0.20 Adriana Berlanga 0.40 0.40 0.40 0.40 0.40 0.40 Monique Bijker 0.40 0.40 0.40 0.40 Marlies Bitter 0.40 0.40 0.40 0.40 0.40 0.40 Henk van den Brink 0.40 0.40 0.40 0.40 0.40 0.40 Francis Brouns 0.40 0.40 0.40 0.40 0.40 0.40 Daniel Burgos 0.40 Gemma Corbalan 0.40 0.40 0.40 Brigitte de Craene Marcel de Croock 0.32 0.32 Maurice de Volder Diny Ebrecht Olga Firssova 0.40 0.40 0.40 0.40 0.40 0.40 Bas Giesbers 0.32 0.32 Wil Giesbertz TEL Tamara van Gog 0.40 0.40 Maaike Hendriks Henry Hermans 0.40 0.40 0.40 0.40 0.40 0.40 Ruud Hoefakker 0.40 0.40 0.40 0.40 0.40 0.40 0.32 0.32 0.32 0.32 0.32 0.32 Bert Hoogveld José Janssen Halszka Jarodzka Desirée Joosten ‐ ten Brinke Marco Kalz Willeke Kerstjens 0.40 0.40 0.40 0.40 0.40 0.40 0.20 0.20 0.40 0.40 Liesbeth Kester 0.40 0.40 Wendy Kicken 0.40 0.40 0.40 0.40 Milos Kravcik 0.40 0.40 0.40 Yongwu Miao 0.40 0.40 0.40 George Moerkerke Rob Nadolski 0.40 0.40 0.36 0.36 0.36 0.36 Kees Pannekeet 0.32 0.32 0.32 0.32 0.32 0.32 0.204 0.204 0.204 Jurjen Puls Fred de Roode Peter van Rosmalen 0.32 0.32 Ellen Rusman 0.40 0.36 0.40 0.40 0.32 0.32 Patricia Poelmans Marjo Rutjens 0.40 Wessel Slot 0.40 0.36 0.36 0.40 0.40 0.40 0.40 0.40 0.40 Dominique Sluijsmans Howard Spoelstra Marjo Stalmeier Steven Verjans 0.40 0.40 0.40 0.40 0.40 Fred de Vries 0.204 0.204 0.204 0.204 Leo Wagemans Sandra Wetzels 0.40 0.40 0.40 Marcel Wigman 0.40 0.40 0.40 0.40 0.40 0.40 Iwan Wopereis 0.32 0.32 0.36 0.36 0.36 0.36 2.96 5.644
Total Tenured Staff 3.244 6.60 3.604 6.56 3.324 6.124 3.56 5.324 2.96 5.644 Non‐tenured 2006 2007 2008 2009 2010 2011 LS TEL LS TEL LS TEL LS TEL LS TEL LS Postdocs TEL Hendrik Drachsler 0.90 0.90 0.90 Christian Glahn 0.90 0.90 0.90 Marion Gruber 0.54 0.54 0.207 0.207 Anne Helsdingen 0.80 0.72 Tim de Jong 0.90 Marco Kalz 0.90 Roland Klemke 0.54 0.54 0.54 0.54 Christa van Mierlo 0.72 0.72 Danish Nadeem 0.90 Wen Qi 0.90 Kamakshi Rajagopal 0.90 0.90 0.90 Slavi Stoyanov 0.90 0.90 0.90 0.90 0.90 0.90 Stefaan Ternier 0.90 0.90 0.90 0.90 Total postdocs 0.90 0.90 0.90 0 0.90 1.98 1.70 6.48 1.44 5.31 0.72 6.21 2006 2007 2008 2009 2010 2011 LS TEL LS TEL LS TEL LS TEL LS TEL LS TEL PhD candidates Kiavash Bahreini 0.70 Eniko Bezdan 0.70 0.70 0.70 0.70 Monique Bijker 0.402 0.402 0.402 0.402 Dirk Börner 0.70 0.70 0.70 Gemma Corbalan 0.10 Kim Dirkx 0.70 0.70 Martijn van Dijk 0.70 0.70 Elma Dijkstra 0.70 Hendrik Drachsler 0.70 0.70 0.70 Muenevver Erkoc 0.70 0.70 Greet Fastré 0.70 0.70 0.70 0.70 0.70 Soude Fazeli 0.70 Sibren Fetter 0.70 0.70 0.70 0.70 0.70 Jimmy Frerejean 0.70 Jérôme Gijselaers 0.70 Christian Glahn 0.70 0.70 0.70 Chantal Gorissen 0.70 0.70 0.70 0.70 Amy Hsiao 0.56 0.56 0.56 Thomas Jaarsma 0.70 Tim de Jong 0.70 0.70 0.70 Helen Jossberger 0.70 0.70 0.70 0.70 Marco Kalz 0.70 0.70 0.70 Sebastian Kelle 0.70 0.70 0.70 0.70 Wendy Kicken 0.70 0.70 Femke Kirschner 0.70 0.70 0.70 0.70 Karin Konings 0.56 Danny Kostons 0.70 0.70 0.70 0.70 Ludo van Meeuwen 0.56 0.56 0.56 0.56 Danish Nadeem 0.70 0.70 Malik Koné Joyce Neroni 0.70 0.56 0.56 0.56 Pauline Reijners 0.70 Rory Sie 0.70 0.70 0.70 0.70 Fleurie Nievelstein Milou de Smet 0.70 0.70 Marieke Smits 0.56 Ingrid Spanjers 0.70 Tim Sodhi 0.70 0.70 Johan van Strien 0.70 0.70 Bernardo Tabueanca 0.70 Bettinne Taminiau 0.70 0.70 0.70 0.70 Dominique Verpoorten 0.56 0.56 0.56 0.56 Amber Walraven 0.70 0.70 Sandra Wetzels 0.70 0.70 0.70 0.70 Pieter Wouters 0.70 Marjo van Zundert 0.70 0.56 0.56 Total PhD candidates 8.08 3.50 6.02 5.60 9.10 5.46 5.88 3.92 7.28 3.92 10.708 6.02 14.62 14.00 12.76 14.36 16.72 15.72 13.86 17.68 14.76 16.83 17.50 20.203 Chantal Wolff Totaal Appendix 2
Research Staff CELSTEC
Staff member
Date of birth
Age
Total H‐index Total i10‐index Total citations >2008 H‐index >2008
i10‐index >2008 citations 14‐03‐1957 03‐12‐1951 23‐01‐1950 09‐06‐1964 09‐11‐1950 12‐05‐1967 20‐04‐1954 55 61 62 48 62 45 58 37 46 39 17 23 26 9 113 109 79 27 55 58 9 6121 9142 5837 1078 1749 2810 557 32 39 29 17 18 18 8 94 97 59 24 46 48 6 3784 6798 3021 897 1229 1416 334 23‐03‐1953 14‐05‐1962 03‐03‐1970 25‐08‐1962 04‐11‐1968 16‐09‐1951 15‐08‐1975 02‐04‐1960 19‐07‐1956 59 50 42 50 44 61 37 52 56 15 6 23 11 13 10 10 19 18 18 3 23 18 15 10 10 30 29 768 78 1811 579 646 264 428 1268 1034 13 4 22 10 12 8 9 16 15 14 1 22 11 15 8 9 23 25 474 53 1410 418 566 211 296 946 693 26‐02‐1957 30‐01‐1952 14‐03‐1964 05‐03‐1953 16‐11‐1977 16‐11‐1958 20‐03‐1964 30‐01‐1967 07‐12‐1975 55 60 48 59 35 54 48 45 37 3 9 19 11 14 15 8 6 9 0 9 32 11 17 2 8 2 7 12 278 1160 739 700 15 278 111 282 2 9 16 8 14 2 8 5 9 0 9 25 8 17 0 8 2 6 5 238 713 297 687 13 217 98 240 Full professors
Koper, E.J.R. Kirschner, P.A. Boshuizen, H.P.A. Brand ‐ Gruwel, F.L.J.M. Sloep, P.B. Specht, M.M. Westera, W. Associate professors
Bruggen, J.M. van Greller, W. Kester, L. Klink, M.R. van der McKenney ‐ Jensh, S.E. Neubourg ‐ Boon, M.J.J.P.M. de Groot, R.H.M. de Hummel, H.G.K. Rosmalen, P.M. van Assistant professors
Baaren, J. van der Bitter, M.E. Brouns, F.M.R. De Volder, M.L. Drachsler, H.J. Firssova, O. Janssen, J.P.W. Joosten ‐ ten Brinke, D. Kalz, M. Staff member
Leuw ‐ Rusman, E.M. de Nadolski, R. Wopereis, I.G.J.H. Jarodzka, H.M. Researchers
Klemke, R. Stoyanov, S.T. Ternier, S.G.C. Rajagopal, K. Date of birth
Age
37 51 43 31 Total H‐index 9 12 10 6 Total i10‐index 8 17 10 5 Total citations 345 457 639 276 >2008 H‐index 8 11 9 6 >2008
i10‐index 7 12 9 5 >2008 citations 240 349 420 275 19‐07‐1975 04‐03‐1961 21‐06‐1969 21‐09‐1981 08‐11‐1969 24‐07‐1958 17‐12‐1979 23‐09‐1980 43 54 33 32 9 9 16 4 9 5 24 0 342 207 760 40 7 9 12 40 4 5 15 0 140 169 462 40 Appendix 3
CELSTEC Societal Relevance and
Valorisation
2006 Higher Education NL Avans University of Applied Sciences Centrum Media & Gezondheid (formerly: Bouman E&E Development) Defence study programmes Erasmus MC Fontys Fontys Universities of Applied Sciences Fontys Universities of Applied Sciences, PABO (primary school teacher training) Eindhoven HAN University of Applied Sciences ‐ Education Service Centre (SCO), Koning Willem I College, W. Richter IPABO University of Applied Sciences IPABO University of Applied Sciences HAN University of Applied Sciences HAN University of Applied Sciences Zuyd University of Applied Sciences Zuyd University of Applied Sciences Zuyd University of Applied Sciences Catering Sector Inst. Huisnet Huisnet Internos Katholieke Stichting Thuiszorg Maastricht School of Management Performance Assessment Workshop The provision of a formative and summative evaluation of pilot modules in Entertainment Education, developed by Bouman E&E Development in association with six study programmes at university, higher professional education and post‐
doctoral level (the Media Academie, the Netherlands School of Public and Occupational Health (NSPOH), Stenden University of Applied Sciences, Amsterdam University, Maastricht University and Twente University). The activities will include drawing up an evaluation plan, developing instruments to measure study output and an education instrument, data processing, interim formative reports and summative final reports. Valuation of Prior Learning (VPL) Workshop during the Autumn School van Defensie Workshop 4C/ID‐model, addressing the subject of Assessment Working conference on Accreditation of Prior Learning (APL) ‐ staff of Fontys Universities of Applied Sciences. Activities related to the project Ruim Baan voor Talent (ʹclear path for talentʹ) Workshop Online associative learning. How is that organised? Workshop on Methodical designs of competency‐based learning Support for educational renewal. This support involves acting as an advisor and discussion partner of: ‐ the ʹEducational Development Groupʹ and ‐ the designers and developers of the minors. These minors must be in line with the major. Support for educational renewal. This support involves acting as an advisor and discussion partner of: ‐ the ʹEducational Development Groupʹ and ‐ the designers and developers of the minors. These minors must be in line with the major. Restructuring of the Psychology curriculum based on the 4C/ID model Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. Workshop on training for entry‐level Higher Professional Education teachers by: Rusman: Educational design and educational practice Wagemans: Task‐based Learning Lecture on the design of innovative education (4 C/ID model) during the education day of the Engineering & Construction faculty Secondment to Jan van Eyck Academie ‐ extra hours Performance Assessment Workshop DU Espace web application for supervising students PAIR: Peer‐Allocated Instant Response Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. Presentation on Peer Coaching in blended learning: the case of Espace Nat. NHTV Institute of Tourism and Transport Studies Pabo Fontys University of Applied Sciences Eindhoven Police Academy Regional Training Centre A12 Regional Training Centre Arcus College Regional Training Centre Leeuwenborgh Regional Training Centre ASA St. Consortium PBL Stichting Expertisecentrum ETV.nl Stichting Expertisecentrum ETV.nl Stichting ICT op School (ICT at School Foundation) Stichting ICT op School Stichting PGO (PBL Foundation) Stichting SURF Study centre for the private and public sector Study centre for the private and public sector Study centre for the private and public sector SURFnet TU Delft UMCG University of Amsterdam University Centre for Learning & Teaching Groningen Volksuniversiteit Haarlem VU University VU Medical Centre WASTE Workshop: Competence Road Map: your curriculum check for competency‐based approach Active participation in the development and improvement process of (online) associative learning at Pabo Fontys Eindhoven Restructuring of knowledge database Proposal for supporting the project plan ‘Voorbereiden projectplan Curriculum(re)constructie Hospitality en Recreatie’ (ʹPreparation of project plan on Curriculum (re)construction Hospitality and Recreationʹ) and keynote lecture External quality assurance audits External quality assurance audits Contribution to restructuring of the curriculum Schoonheid Centraal Aʹdam Lecture on quality criteria for competency assessment programmes (CAP) Implementation of a secondary analysis of ETV.nl data and the drafting of a report on this subject Development of the course Working with Multimedia Permanent Kennisrotonde (ʹKnowledge Hubʹ) expert Permanent Knowledge Hub expert Lecture on TENCompetence Contribution to e‐learning National Action Plan (SURF) Participation in parallel session during the conference on Testing and Assessment in vocational training and adult education Workshop for Regional Training Centre conference Workshop on educational design during the National Education Conference Service Oriented Architecture (SOA) workshops and research Peer Assessment Workshop Workshop Competence Road Map Workshop Competence Road Map The provision of an introductory lecture on the annual CRWO conference, entitled ʹIn de wetenschap datʹ (ʹin the knowledge thatʹ) The lecture is on the subject of innovative education design, with special reference to the significance of theoretical and research aspects for advisors involved in educational development. Workshop on E‐learning Peer Assessment Workshop Workshop: Competence Road Map: your curriculum check for competency‐based approach Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. International Education European Group on Tumor Markers European Commission Eu‐Telcert Katho‐Centrale Diensten Katho‐Impulscentrum University of Antwerp University of Ghent University of Strathclyde, EERA Lecture and participation in round table conference Lecture on TENCompetence Telcert Workshop Interoperable e‐learning systems Workshop Competence Road Map Workshop Competence Road Map Workshop: Competence Road Map: your curriculum check for competency‐based approach Member of the commission for the assessment of the educational renewal project MTW activities as assistant to Professor Dr W. Jochems for EERA treasurer Companies including SMEs Philip Morris B.V. SNIK Talentstad Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. Workshop Competence Road Map Lecture ‘Implementatie van een ontwikkelingsportfolio in leerlinggestuurd onderwijs: theorie en praktijk’ (ʹImplementation of a development portfolio in pupil‐based learning: theory and practiceʹ) Other A. Pfauth D. Theunissen E. Nieveen F. van Houwelinge Fullbright / USA H. Smit J. Gerritsma J. Loeve M. de Kwaasteniet M. Lubbers N. Coetsier N. Geurts W. Brandt Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. Performance Assessment Workshop Workshop: Competence Road Map: your curriculum check for competency‐based approach Workshop: Competence Road Map: your curriculum check for competency‐based approach Fulbright junior scholarship awarded to L. Kester Peer Assessment Workshop Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. Performance Assessment Workshop Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. Workshop: Competence Road Map: your curriculum check for competency‐based approach Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. Performance Assessment Workshop Workshop on Methodical designs of competency‐based learning: from learning tasks to complex skills. 2007 Higher Education NL Albeda College Centrum Media & Gezondheid (formerly: Bouman E&E Development) Christelijke Hogeschool Ede CitaVerde College CPS Educational development & advice Erasmus MC Erasmus MC EVC Centrum Fryslân Fontys Universities of Applied Sciences Fontys Universities of Applied Sciences Fontys Universities of Applied Sciences, PABO (primary school teacher training) Limburg Fontys Universities of Applied Sciences, PABO (primary school teacher training) Limburg Fontys Universities of Applied Sciences, PABO (primary school teacher training) Limburg INHOLLAND University of Applied Sciences Haarlem INHOLLAND University of Applied Sciences Haarlem IPABO University of Applied Sciences Amsterdam University of Applied Sciences Amsterdam University of Applied Sciences Zuyd University of Applied Sciences ICT Kennisnet NLDA Regional Training Centre Arcus College Regional Training Centre Arcus College Regional Training Centre Arcus College Stichting Fundeon Stichting ICT op School (ICT at School Foundation) SURF, Stichting Workshop session 4C/ID Formative and summative evaluation of Entertainment Education Advisory tasks Educational renewal Lecture Workshop 4C/ID‐model Workshop 4C/ID model (Follow‐up) Audit of Accreditation of Prior Learning (APL) procedures Collaborative project Fontys University of Applied Sciences and OTEC on APL‐Box Workshop on Scenarios for formative assessment: towards assessment for learning 4C‐ID curriculum development for the main phase of Pabo Limburg ‐ extension 4C‐ID curriculum development for the main phase of Pabo Limburg 4C‐ID curriculum development for the main phase of Pabo Limburg ‐ extension Keynote speaker at the INHOLLAND broad study day Keynote speaker at the INHOLLAND broad study day Support for Educational Development Group Lecture at Deansʹ symposium of Amsterdam University‐Amsterdam University of Applied Sciences Presentation on the implementation and evaluation of APL APL procedures Klankbordgroep Onderzoek Informele Leermiddelen (ʹSounding board group on the study of information learning resourcesʹ) and Web2.0 applications in the vocational training and adult education sector Two workshops on the 4C/ID‐model Follow‐up restructuring curriculum (U2007/909‐1) Contribution to curriculum restructuring (addition to U07/3928) Restructuring of curriculum of AG unit Lecture and workshop Permanent Knowledge Hub expert Service Usage Model Responsverwerking SURFnet VU‐CETAR Training course on Teleforum design Voluntary cooperation licencing agreement SURF‐PROOF International Education European Patent Office Thomas More Kempen University of Applied Sciences Technical University of Sofia VLHORA Workshop 4C/ID‐model Process supervision 4‐component model study programme External evaluation Candidacy external review committee Companies including SMEs Philips Research Eindhoven Workshop CRM Other Hobéon Certificering BV Hobéon Certificering BV Audit of NTI University of Applied Sciences Audit of Higher Professional Education Bachelorʹs programme Ondernemen, Business & Innovation Saxion Next 2008 Higher Education NL Avans University of Applied Sciences Centrum Media & Gezondheid (formerly: Bouman E&E Development) Christelijke Hogeschool Ede CLU Expertisecentrum Leermiddelenontwikkeling – Utrecht University COT Institute Fontys Universities of Applied Sciences, PABO (primary school teacher training) Limburg Fontys Universities of Applied Sciences, PABO (primary school teacher training) Limburg Fontys University of Applied Sciences, Pedagogical Studies Fontys Teacher Training Programme Tilburg University of Applied Sciences Utrecht, Faculty of Technical Business Administration Zuyd University of Applied Sciences Zuyd University of Applied Sciences NHTV International, Breda University of Applied Sciences NHTV International, Breda University of Applied Sciences Regional Training Centre Arcus College Regional Training Centre Arcus College Regional Training Centre Arcus College Regional Training Centre Leeuwenborgh Combined school Were Di Stichting Cito Stichting Consortium Beroepsonderwijs Stichting Limburgs Voortgezet Onderwijs Maastricht University VU‐CETAR Zadkine Lecture on the brain and learning Formative and summative evaluation of Entertainment Education Advisory tasks Keynote ICT in education Workshop 4C/ID 4C‐ID curriculum development for the main phase of Pabo Limburg ‐ extension + extra extension (U2008/1966) Advisor on curriculum development FPL 2008/2009 Advice on the design of the curriculum of the part‐time study programme Master of Education in Pedagogical Studies Redesign of the curriculum Review APL procedures Training courses/workshops Lecture and open discussion on How can I improve?: Towards assessment for lifelong learning Workshop on Instructional Design Follow‐up restructuring curriculum (U2007/909‐1) Arcus monitor External quality assurance audits / Framework agreement External quality assurance audits / Framework agreement Workshop on Communities of Practice Lecture Presentation on competency‐based education Refresher training for LVO Art History teachers on a feel for art history and the application of advanced technologies and resources for the education Provision of advice on the development of tasks within Online Associative Learning Voluntary cooperation licensing agreement SURF‐PROOF Workshop on supervision with the aid of a portfolio during the spring conference ‘Zo ziet ons onderwijs er in 2010 uit’ (ʹOur education in 2010ʹ) International Education PHLimburg ‐ CONGRESS Keynote The education of the future Università della svizzera Honorarium seminar Lugano italiana University of Alicante (Spain) Training course online learning Companies including SMEs Advice bureau Diephuis en Van Kasteren DIVA VZW Franklin Consulting LEX‐OUNL Other Provision of advice on developments in new forms of assessment Setting up, coordinating and supporting a team of e‐coaches concerning the TOLL‐NET course Writing the chapter Presentation for Boer & Croon / Twente University 2009 Higher Education NL Centrum Media & Gezondheid (formerly: Bouman E&E Development) Fontys Universities of Applied Sciences, PABO (primary school teacher training) Limburg Freudenthal Institute for Science and Mathematics Education (Fismc) Zuyd University of Applied Sciences Kennisnet Kennisnet ICT Kennisnet Koning Willem I College Koning Willem I College Landelijk Platform Beroepen in het Onderwijs (LPBO) (National Platform for Education Professions) Maastricht School of Management Netherlands Defence Academy Rijn IJssel Regional Training Centre Arcus College Regional Training Centre Leeuwenborgh Stichting Limburgs Voortgezet Onderwijs SURFfoundation SURFnet/Kennisnet Formative evaluation of Amsterdam University and Um Advisor on curriculum development FPL 2008/2009 Onderwijsbewijs ‐ exercises in DWO Certification of APL assessors Remuneration chairmanship PKI Audit commission Groen Kennisnet [external contract] Essay on digital learning materials Remuneration for assessment of research proposal ʹIntegreren van kritisch Internetgebruik in de onderbouw van het VWOʹ (integration of critical internet usage in the first stage of pre‐university education) Advice and feedback on products developed by the various project members Advice and feedback on products developed by the various project members (follow‐up offer) Seat on the supervisory committee BL (ʹthe detailing of the competency requirements in the teacher training programmesʹ) Provision of a working visit for the programme Leadership Development for Higher Education Institutions Three‐day working conference virtual living environment Lecture on competency‐based learning, dated 2 November 2009 in Arnhem External quality assurance audits / Framework agreement External quality assurance audits / Framework agreement Refresher training for LVO Art History teachers on a feel for art history and the application of advanced technologies and resources for the education Summer School supervision Conducting research into the relevance and added value of new technologies for the education profession SVOPL Workshop on internship supervision and competency‐based education Talant Global design and specification for an electronic learning platform Vereniging Openbare Bibliotheken Towards a ʹLibrary Learning Networkʹ (ʹAssociation of Public Librariesʹ) Zadkine/ICT‐college Development of EMERGO case (base) International Education CEN (Comité Européen de Normalisation) UHI Millennium Institute University of Ghent Participation in the Project Team of the Learning Technologies Workshop Cooperation Keynote second day of education innovation Companies including SMEs Biblioservice Gelderland Bibliotheekhuis Limburg Basic service Pilot SGB Knowledge network Lecture on designs for instruction in information skills for mediathecarissen CITO DSM Next ELOS‐network/European Platform SIKB (Stichting Infrastructuur Kwaliteitsborging Bodembeheer) Studium Generale Parkstad Vilans / USEM (ʹteacher librariansʹ). Supervision and advice on the use of Eye‐tracker Consultancy Workshop on ELOS‐standards Training course for the assessors and supervisors ‐ introduction to APL instruments Guest lecturer Studium Generale, dated 5‐10‐2009 In company course on the design and development of a version of the USEM course for individual study and training in the moderation of learning communications Other Octrooicentrum Nederland UNITAR Support with the (re)design of a training process for technical advisors according to the 4C/ID model Cooperation 2010 Higher Education NL Avans University of Applied Sciences/Breda Freudenthal Institute for Science and Mathematics Education (Fismc) Grotiuscollege Heerlen University of Applied Sciences Utrecht/Technical Business Administration Zuyd University of Applied Sciences INHOLLAND The Hague Koning Willem I College Koning Willem I College Netwerk Elos Scholen Nederland Netwerk Elos Scholen Nederland Regional Training Centre Arcus College Regional Training Centre Leeuwenborgh Regional Training Centre Twente Regional Training Centre Zoetermeer Saxion University of Applied Sciences STOAS University of Applied Sciences SURFnet BV SURFnet BV SVOPL SVOPL Talant Lecture on designs for instruction in information skills Onderwijsbewijs ‐ exercises in DWO Study day, 12 and 26 October 2010 4C/ID‐training course on 2 November Support of project teams in the project LevenLangLeren@HsZuyd in the context of the incentive scheme LLL in Higher Professional Education. Gastcollege Zin en onzin in onderwijsland (sense and nonsense in education land): A psychological perspective Cooperation agreement Offer for Calibration study Workshop presentation ʹProving competenciesʹ Workshop presentation on ʹRecognising and acknowledging informal and non‐
informal learningʹ External quality assurance audits / Framework agreement External quality assurance audits / Framework agreement Contribution to ʺLifelong Learningʺ during study day Advice on the use of a development portfolio External review dated 8 April 2010 Guest lecture ʹBroodje‐aap Onderwijs: Zin en Onzin in de Naam der Wetenschapʹ (ʹUrban myth education: Sense and Nonsense in the Name of Scienceʹ) Wikigames Pilot Augmented Reality Workshop on internship supervision and competency‐based education Workshop on internship supervision and competency‐based education ‐‐> follow‐
up U2009/4312 Global design and specification for an electronic learning platform International Education CEN (Comité Européen de Normalisation) Erasmus University College Brussels (EHB) EuroPACE ivzw European Patent Office KATHO Tielt The Open University of Tanzania UHI Millennium Institute Universitat Oberta de Catalunya (Foundation for the Open University of Catalonia, FUOC) VLHORA VLHORA Participation in the Project Team of the Learning Technologies Workshop Keynote on the theme of ʹdistance learning, including a reflection on the pilot courses EHB Distance learningʹ during the study day Distance learning, Brussels Presentation of e‐coaching Workshop 4C‐ID Methodology Contribution via web conference: Interface between social medial and learning platforms: practical examples and design considerations Training and support Cooperation Cooperation agreement FUOC and OUNL for 2 eLearn Centre projects External review, journalism programme External review, journalism programme Companies including SMEs Biblioservice Gelderland Biblioservice Gelderland Biblioservice Gelderland CITO/CE Basic service Pilot SGB Knowledge network Basic service Pilot Phase 2 Service Biebkracht 1.0 (Joint) supervision and implementation of the study into the function of complex/substantive examination questions on a screen SGB Setting up Biebkracht 1.0 Knowledge profile Vereniging Openbare Bibliotheken Basic service Pilot VOB Library School (ʹAssociation of Public Librariesʹ) Vereniging Openbare Bibliotheken Service Pilot Library School phase 2 (ʹAssociation of Public Librariesʹ) Other Humance AG Enrolment for i‐Coper workshop, 23 March 2010 2011 Higher Education NL Arcus CitaVerde College CLU Expertisecentrum Leermiddelenontwikkeling – Utrecht University Conference psychobiological determinants of learning Dominicus College Nijmegen Fontys University of Applied Sciences ‐ ICT Fontys University of Applied Sciences – ICT, Utrecht, the Netherlands Fontys University of Applied Sciences – ICT, Utrecht, the Netherlands Fontys University of Applied Sciences – ICT, Utrecht, the Netherlands Freudenthal Institute for Science and Mathematics Education (Fismc) Grotius College Grotiuscollege Heerlen The Hague University of Applied Sciences, ICT & Media Academy, IDM programme The Hague University of Applied Sciences CELSTEC in new European gaming project – 12 Dec 2011 CELSTEC and 5 European partners are going to develop a serious game for students in the domain of Care and Welfare. For the development of the game CELSTEC will also collaborate closely with the department Care, Service and Welfare (Zorg, Dienstverlening en Welzijn) of the Arcus College in Heerlen. The provision of a lecture entitled De werking van het puberbrein (how the pubescent mind works) The provision of a workshop entitled ‘Effectief benutten van een elo’ (ʹEffective use of an e‐learning platformʹ) during the CLU learning resource days. 25 November 2011: conference on psychobiological determinants of learning – 13 Oct 2011 25 November 2011 CELSTEC organizes a miniconference on Biopsychological determinants of learning in Utrecht. Participants will be brought up‐to‐date of the latest scientific insights into the theme. But they are also challenged: what do these scientific results meant to your daily practice? The provision of a presentation on Digital learning materials +. How you can further strengthen learning with IT during study day The provision of a presentation on ‘E‐learning trends’ during a guest lecture of the post‐Higher Professional education course on E‐learning of Fontys Universities of Applied Sciences, Utrecht, the Netherlands. Guest lecture: Implementing e‐learning: lessons learned Guest lecture: IT trends in education Guest lecture: Working with TPACK Efficiently practising mathematics in a digital setting. The central research question of this research proposal is: are basic algebra skills learned and exercised more efficiently and successfully in a digital learning environment rather than a more traditional learning environment? The answer is expected to be affirmative. The project will yield the answer to the research question, knowledge about the effect and success of digital exercises and two modules for digital algebra skills exercises that will be provided free of charge. Other partners: St. Michael College, Zaandam, Revius Lyceum, Doorn, Montessorie Lyceum, Rotterdam, Vrijzinnig Christelijk Lyceum, The Hague, Montaigne College, The Hague Gym2Learn: Better school results through more sports In the school year 2011‐2012 3rd grade pupils of the Grotius college for secondary education in Heerlen will start every day with a gymnastics class. This is in order to find out if more sport leads to better school results. The research is done by CELSTEC. Advisory talks on the subject of test policy planning The provision of a presentation on locating, selecting and processing of digital information: A capita selecta of ten yearsʹ educational scientific research during the IDMdenhaag conference 2011, The Hague University of Applied Sciences, The Hague. Conference Information Services and Management (IDM): Presentation on 10 years of educational research into information skills Rotterdam University of Applied Sciences Rotterdam University of Applied Sciences Utrecht University of Applied Sciences Zuyd University of Applied Sciences Zuyd University of Applied Sciences Zuyd University of Applied Sciences Zuyd University of Applied Sciences/Higher Legal education faculty Kennisnet The provision of a presentation on trends in the area of IT and learning during the kickoff of the ʹDigital Sandboxʹ study day. The provision of a lecture on the quality of testing and assessment during the testing study days The provision of a lecture on the quality of testing and assessment during the Archimedes training days Two workshops on the 4C/ID‐model CELSTEC has been asked to provide expertise for two domains in order to support the project teams in the project LevenLangLeren@HsZuyd CELSTECʹs Marcel van der Klink lector at Zuyd University – 9 June 2011 The provision of a guest lecture on ʹThe pubescent mindʹ to full‐time Higher Legal Education students. 6th Seminar Educational Repositories Network (organised by SLO, Open Universiteit and Kennisnet) Koning Willem I College Koning Willem I College is looking to increase the return on the professionalisation of its members of staff on studentsʹ presentations. Eight formal courses, a continuous learning process, company internships and a management development process are being developed for this purpose. All of these activities are linked to a differentiated remuneration policy due to be introduced. Other partners: Brabant Zeeuwse Werkgeversvereniging, Tilburg; KPC‐Groep, Den Bosch; Fontys Universities of Applied Sciences, Eindhoven; Van Maerlant College, Den Bosch Koning Willem I College A number of activities are being carried out for the HPBO calibration study for the Competency‐based Learning (CBL) process and the Leids Didactisch Model (LDM). The details of these activities are given under ʹScope and costs of the assignmentʹ. MBA Self‐reported competences are more effective predictors of labour market success – 1 June 2011 Research of Monique Bijker, Marcel van der Klink and Els Boshuizen of CELSTEC has demonstrated that self‐reported competencies are powerful positive predictors of labour market success for university trained masters of Business Administration (and Economics). Ministry of Defence, Education and The provision of a keynote and workshop on the subject of social medial and learning during the workshop week ‘Sharing the Power of Knowledge’ (SPOK). Training Commando Ministry of Defence, Education and The provision of a keynote and workshop on the subject of social medial and Training Commando learning during the workshop week ‘Sharing the Power of Knowledge’ (SPOK). NHL Seminar ʹLearning on the jobʹ organized by the Lectorate ʹLearning‐on‐the‐job and ICTʹ NOT New augmented reality tool launched at NOT ORD The yearly national Educational Research Days (ORD) will be held in Maastricht on 8, 9 and 10 June 2011. The theme of the ORD 2011 is Passion for learning. A large number of CELSTEC researchers will present their research at this conference or contribute in another way. Research Institute ITS Nijmegen T. Mooij: research into highly gifted children Regional Training Centre Arcus This agreement concerns the organisation of external audits at two Regional Training Centres in Limburg: Leeuwenborgh Opleidingen and Arcus College. College Regional Training Centre Da Vinci The provision of a presentation on Digital Didactics. How you can further College strengthen learning with IT during study day. Regional Training Centre ID Regional Training Centre ID College is working on a review of the curriculum of College Zoetermeer 26 study programmes: the FLEX‐ID project. The 4C‐ID method will be used for this purpose. In this process a number of experienced lecturers will be trained as curriculum builders under the education managers of the study programmes and the Education and Innovation Department of the ID College. Other lecturers will be involved in the design of learning tasks with the aid of the 4C‐ID method. CELSTEC has been asked to act as a partner with this innovation and to professionalise the curriculum design team and team of lecturers in the application of the 4C‐ID method. Regional Training Centre This agreement concerns the organisation of external audits at two Regional Leeuwenborgh Training Centres in Limburg: Leeuwenborgh Opleidingen and Arcus College. Regional Training Centre Nijmegen Presentation on ʹLaptops in education. And now the didacticsʹ during the study day Regional Training Centre Nijmegen, Nijmegen. SLO (Learning Plan Development 6th Seminar Educational Repositories Network (organised by SLO, Open Foundation) Universiteit and Kennisnet) Stichting Consortium The provision of a Masterclass Itʹs about pedagogy, stupid! Beroepsonderwijs Stichting Kennisnet Question clarification and coordination of research plan EXMO programme Future in Mobility Stichting Praktijkleren (Practical The introduction of competency‐based learning in Intermediate Professional Learning Foundation) Education calls for new forms of examination. Traditional forms of assessment and testing are increasingly being replaced by what are known as competency assessment programmes (CAP), in which purely traditional criteria such as validity, objectivity and representativeness are no longer sufficient. Parallel to the introduction of competency‐based education there is currently a lively debate on the quality of this education and its examinations, both of which are regarded as being problematic by various stakeholders. STOAS University of Applied The provision of a guest lecture entitled ‘Can we “afford” CSCL? Sciences STOAS University of Applied The provision of a presentation on Social media as a personal learning platform’ Sciences during Studium Generale STOAS University of Applied Sciences, Den Bosch. STOAS University of Applied Doctoral grant for teacher Stoas – 5 Dec 2011 Sciences 23 November 2011 the Netherlands Organisation for Scientific Research (NWO) has decided to award a doctoral grant to Drs. Hennie van Heijst, teacher at STOAS University of Applied Sciences. Her research proposal is entitled: ʹKnowledge development in an online environment: towards a better resultʹ. Prof. Dr. Paul A. Kirschner of CELSTEC and Dr. Frank de Jong van STOAS University of Applied Sciences in Wageningen are her supervisors. Study centre for the private and The provision of the daily chairmanship, the provision of a Keynote on Implementing e‐learning: 10 lessons learned and the provision of a workshop on public sector Social media & learning during the E‐learning conference in Healthcare, Nieuwegein, the Netherlands. SURFfoundation The provision of a presentation on ʹWhat makes education with IT enjoyable and effective?ʹ during a masterclass of the SURF Academy, Utrecht, the Netherlands SURFnet OU sustainability project awarded by SURFnet – 19 May 2011 The Open Universiteit is one of the five winners of the SURFnet innovation programme Sustainability & ICT 2011. Dirk Börner (CELSTEC) submitted the awarded project with the title ‘Energy Awareness Displays – Making the Invisible Visible’. SURFnet/Kennisnet Development of virtual school excursions with Streetlearn – 6 June 2011 Teachers who develop virtual school excursions for their pupils using a realistic 3D environment like Google Streetview. That is the aim of the project Streetlearn that the Centre for Learning Sciences and Technologies of the Open Universiteit has started in May 2011. The project is co‐financed by the SURFnet/Kennisnet innovation programme TU Delft, Faculty of Electrical The provision of a guest lecture entitled ʹBroodje Aapʹ (Urban Myth) during the Engineering, Mathematics and Education Day EWI 2011 Computer Sciences XIOS University of Applied The service involves professionalising the design team and lecturers of the professional Bachelorʹs programme Social Work of the XIOS University of Applied Sciences Limburg Sciences in Hasselt, Belgium. Presentation at the Dutch National Education Exhibition (NOT) International Education British Open University British Open University CELLO Cicero Learning Network Conference eLearning CSERC ePIC London European Society for the Systemic Innovation of Education (ESSIE) GaLA Interreg KU Leuven/EADTU Maastricht University ‐ School of Business and Economics Madrid Network eLearning conference Web lectures Hendrik Drachsler at British OU – 17 June 2011 Next week CELSTEC researcher Hendrik Drachsler will deliver two lectures at the British Open University. On 23 June 2011 (13.00 GMT) he will deliver a web lecture on Recommender Systems and Learning Analytics in TEL. The next day, 24 June 2011 (13.00 GMT), the subject of his web lecture will be dataTEL ‐ Potentials and Limitations of Educational Datasets Web lecture Marco Kalz at British OU – 14 July 2011 at 2.00 PM (GMT) CELSTECʹs Marco Kalz will give a web lecture at the British Open University. The subject of his lecture is Structuration of Personal Learning Environments Ad hoc advice on selection process follow‐up Marcus Specht on new innovations in learning in Helsinki – 10 June 2011 CELSTECʹs Prof. Dr. Marcus Specht will give an invited talk on the next event of the Cicero Learning Network in Helsinki. The theme of the event is New innovations in learning seminar. It will take place the 14th of June 2011 in Helsinki. Other speakers are Dr. Keith Devlin (Stanford University) and Prof. Jari Multisilta (Cicero and University of Helsinki). Thursday 22 September 2011 CELSTECʹs Wilfred Rubens will give a presentation during the conference Professional Learning Europe in Cologne, 2nd European Conference on eLearning, Knowledge Management and Human Resources Development (Germany). In the spring of 2011 the first CSERC conference took place in Heerlen. The video recordings of two lectures are now available on the conference website. Several CELSTEC researchers have presented papers on international conferences. José Janssen and Francis Brouns contributed at ePIC 2011 in London, Rory Sie and Kamakshi Rajagopal contributed to the programme of the PLE conference in Southampton. Prof. Dr. Peter Sloep of CELSTEC will give a keynote on the annual assembly of the European Society for the Systemic Innovation of Education (ESSIE) in Leuven. His keynote is entitled Networked Learning, a Paradigm Shift. Alignment School: getting serious about games – 27 June 2011 CELSTEC’s Rob Nadolski has given a lecture on ʹEMERGO‐Methodology and toolkit for sustainable development of e‐casesʹ during the Alignment School in Edinburgh (20‐24 June 2011). This conference was organised by the GaLA (Games and Learning Alliance) project, a Network of Excellence (NoE) over Serious Games in which CELSTEC participates. Green light for EMuRgency project – 9 Sep 2011 The INTERREG project EMuRgency started in September 2011. This project, led by CELSTEC, focuses on the problems of cardiac arrest in the region Euregio Maas‐
Rijn (EMR). The primary goal of the project is to ensure that in case of a cardiac arrest bystanders start CPR before the emergency services arrive at the scene. Open Educational Resources Stakeholder Workshop within the framework of the project ʹInnovative OER in European HE (OER HE)ʹ The assignment will involve supervising 30 students with their Masterʹs theses. The provision of introductory lectures relating to scientific writing / writing a thesis proposal. Formulation of advice on the role of e‐learning in the process of thesis supervision.
Location: Mauritius Prof. Dr. Marcus Specht of the Centre of Learning Sciences and Technologies of the Open Universiteit gave an invited lecture on the conference ʺOportunidades del Mobile Learning para la Universidad y la empresaʺ (possibilities for mobile learning for university and company) in Madrid. The subject of his lecture was: ʺLinking Sensors, Actuators, and Learningʺ. Open Universiteit host of 8th International Networked Learning Conference – 27 Sep 2011 From 2 to 4 April 2012 the Open Universiteit will host the 8th International Networked Learning Conference at the Maastricht School of Management in NIHC Oulu ‐ Finland Picompany South Africa Pty Ltd RWTH Aachen RWTH Aachen Unillanos Universitat Oberta de Catalunya University of Girona University of Kent Maastricht, the Netherlands. This is an international, research‐based conference on networked learning in higher education and lifelong learning. P. Kirschner / R. de Groot: project managers of the umbrella programme LEARNING of the National Initiative Brains & Cognition Kirschner visiting professor at the University of Oulu – 12 Dec 2011 CELSTECʹs Prof. Dr. Paul Kirschner has been appointed Visiting Professor in Education at the University of Oulu in Finland. As visiting professor in ʹLearning and Interaction in Teacher Educationʹ he will join the Department of Educational Sciences and Teacher Education. The provision of a presentation on ‘Contemporary Assessment and RPL’ during the South African Banking sector in Venlo R. Klamma: presentation on Learning Analytics for the Life‐Long Long Tail Learner Lecture Wim Westera in Aachen – 10 Nov 2011 On 18 November 2011 Wim Westera (CELSTEC) will give a guest lecture at RWTH Aachen University. The lecture is entitled Serious gaming and High‐tech Entrepreneurship. The audience consists of teachers and students in Informatics of the RWTH and invited specialists from a number of companies in the field of technology. A. Berlanga en P. Sloep visited Unillanos in Colombia as part of the inception phase of the project NICHE‐COL‐036, developed at Unillanos Teresa Guasch: research educational supports in a virtual learning environment, specifically e‐feedback Beatriz E. Florián Gaviria: research TEL Recommender Systems S. Fincher; Keynote speaker at the Computer Science Education Research Conference (CSERCʹ11) Companies including SMEs A&O ATC Biblioservice Gelderland Biblioservice Gelderland Biblioservice Gelderland / Project Expert meeting Biebkracht BlueTea Carante group Continium Kerkrade Evaluation study of 7 Blended Learning pilots in the SME sector Metal and Electrical Products (Metalektro) sector. The study covers a maximum of 7 pilots. The pilot projects that have been delayed or for any reason started only partially or later within the term of this study will also be expressly included in it. CELSTECʹs Saskia Brand‐Gruwel will give a presentation on Adaptive Training for Air Traffic Controllers during the Symposium on Human Factors in Future Aviation. This symposium is being held at Schiphol‐Oost on 21 September 2011. Implementation of technical management and maintenance of Biebkracht 1.0, including ʹsandbox versionʹ. Technical management of Biekkracht 1.0 in the period September to December 2011. This concerns an analysis of and reports on the ʺstate of the artʺ of Biebkracht in its current form with underlying knowledge and learning principles. The activities will consist mainly of: – a (further) global analysis of Biebkracht functionality with special reference to the function of knowledge profiles and the moderator role – composition of two memoranda/reports as mentioned under ʹPurpose of the assignment’ based on previously compiled documents, meeting minutes, literature studies, etc. Presentation ‘HTML5 for Mobile Applications for Learning ‘ held at the Blueteam‐
Workshop, Bluetea/Stepco‐group. The E‐learning Platform of the Carante Groep has prepared the selection of an e‐
learning solution for the Carante Group. The Platform has drawn up a list of selection criteria that this solution has to meet. OU researches visitorsʹ brains in Continium Kerkrade – 15 Dec 2011 Visitors to the exhibition Get Smart – Entertain your Brain in the Discovery Center Continium in Kerkrade can participate in CELSTECʹs research into the functioning of the brain. Find out how you look at the exposition using an eye tracker. Experience the effect of fatigue on the functioning of your brain. DSM Resins Presentation during the Safety Health & Environment Conference (SHE) Conference 2011 of DSM Resins. European Platform (Elos Network) Workshop during the ELOS network meeting: The periodic network meeting of the ELOS meeting will be held on 17‐3 in Utrecht. European Platform (Elos Network) Workshop on Reflection stimuli in a development portfolio during the ELOS Network Meeting, Utrecht, the Netherlands. Interreg S. Ternier: Presentation for teachers about smartphones supporting learning process ‐ conference within the framework of the Interreg‐project Linguacluster Investablish The provision of a presentation on ‘Blended Learning’ during a study day at the Interactive Learning Center Kennisnet Plugfest e‐portfolio and the use of NTA‐2035 (CELSTEC in collaboration with NEN and Kennisnet Mediawijzer.net The provision of an address and chairing of a brainstorming group concerning an expert session on the model surrounding ʹtechnology, analysis, communication and strategyʹ from Meten van Mediawijsheid. Advice on the drafting of an study programme plan for the Practical Training The Netherlands Institute of course AA. The key principles that you previously formulated will be operated in Chartered Accountants the implementation. NEN Plugfest e‐portfolio and the use of NTA‐2035 (CELSTEC in collaboration with NEN and Kennisnet NQA Panel member The provision of a lecture entitled Hoe kunnen mensen écht goed leren? Sense and NTR nonsense on the internet and multitaskingʹ ((How can people really learn properly? Sense and nonsense on the internet and multitaskingʹ during the relationship/network meeting. Public library Nuth Presentation for the general public on the development of the adolescent brain. SIOB Support with the formulation of a theoretical framework on information skills for the libraries. The Sector Institute for Public Libraries (Sectorinstituut voor Openbare Bibliotheken, SIOB) has been commissioned by the Ministry of Education, Culture and Science to coordinate all of the plans aimed at renewing and strengthening the library sector. Foundation Library School (under This assignment involves the tasks and activities related to (1) the definitive establishment) structuring of the education programme, including the organisational model and (2) the configuration, structuring and filling of the LS online Learning Network (ʹLS Virtual Campusʹ) in co‐creation with the Library School for and in cooperation with other stakeholders. This contract covers the tasks and activities to be undertaken in the period up to 1 September in order to guarantee an effective OU service upon commencement of the LS from September 2011. This is in anticipation of the envisaged long‐term service agreement with the OU for the Library School. Surf Streetlearn: a serious game using Google Streetview – 28 Nov 2011 The StreetLearn project has developed and tested a serious game using Google Streetview to create the 3D surroundings of the game. The learner/gamer is a police officer searching for a drugs dealer and his stash. The game is situated in the centre of Amsterdam, the ʹgrachtengordelʹ, that forms part of the Unesco cultural heritage. Dutch Association of Healthcare The provision of a presentation on Visions of learning and e‐learning during the Providers for People with professionalisation meeting of the E‐learning Workplace of the Dutch Association Disabilities (VGN) of Healthcare Providers for People with Disabilities, Utrecht, the Netherlands. Other Humance AG The usability audit includes: ‐ General analysis of the usability and appropriateness of the app/website based on available screen design ‐ Report (bullet style) including screenshots of the issues ‐ 1 to 2 hour (Skype) presentation/ discussion International Society of Fatty Acids R. de Groot: Board of Directors of ISSFAL (International Society for the Study of and Lipipds Fatty Acids and Lipids) 4th edition of the 4C‐ID Symposion ʹHow to design supportive information?ʹ Workshop: using digital repositories of learning materials Workshop on authoring environment Recourse Appendix 4a
Scientific Output
Learning Sciences Cluster
1
2006 Refereed articles (impact factor)1 SSCI journals Arts, J. A. R., Boshuizen, H. P. A., & Gijselaers, W. H. (2006). Understanding managerial problem solving, knowledge use in information processing and problem solving. Contemporary Educational Psychology, 31, 387‐410. Bakx, A. W. E. A., Van der Sanden, J. M. M., Sijtsma, K., Croon, M. A. & Vermetten, Y. J. M. (2006). The role of students’ personality characteristics, self‐perceived competence and learning conceptions in the acquisition and development of social communicative competence: A longitudinal study. Higher Education, 51, 71‐104. Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., & Gijselaers, W. (2006). Common ground, complex problems and decision making. Group Decision and Negotiation, 15, 529‐556. Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2006). Towards a personalized task selection model with shared instructional control. Instructional Science, 34, 399‐422. Dornan, T., Muijtjens, A., Hadfield, J., Scherpbier, A., & Boshuizen, H. P. A. (2006). Student evaluation of the clinical `curriculum in actionʹ. Medical Education, 40, 667‐674. Gagnon, R., Charlin, B., Roy, L., St‐Martin, M., Sauve, E., Boshuizen, H. P. A., van der Vleuten, C. P. M. (2006). The cognitive validity of the script concordance test : A processing time study. Teaching and Learning in Medicine, 18, 22–27. Hummel, H., Paas, F., & Koper, J. R. (2006). Effects of cueing and collaboration on the acquisition of complex legal skills. British Journal of Educational Psychology, 76, 613‐631. Hummel, H., Paas, F., & Koper, J. R. (2006). Timing of cueing in complex problem‐solving tasks: Learner versus system control. Computers in Human Behavior, 22, 191‐205. Janssen‐Noordman, A. M. B., van Merriënboer, J. J. G., van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2006). Design of integrated practice for learning professional competences. Medical Teacher, 28, 447‐
452. Kester, L., Kirschner, P. A., & Van Merriënboer, J. J. G. (2006). Just‐in‐time information presentation: Improving learning a troubleshooting skill. Contemporary Educational Psychology, 31, 167‐185. Kester, L., Lehnen, C., Van Gerven, P., & Kirschner, P. A. (2006). Just‐in‐time, schematic supportive information presentation during cognitive skill acquisition. Computers in Human Behavior, 22, 93‐112. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem‐based, experiential, and inquiry‐based teaching. Educational Psychologist, 46, 75‐86. Nadolski, R. J., Kirschner, P. A., & van Merriënboer, J. J. G. (2006). Process support in learning tasks for acquiring complex cognitive skills in the domain of law. Learning and Instruction, 16, 266‐278. Paas, F., & Kester, L. (2006). Learner and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology, 20, 281‐285. Paas, F., & Kester, L. (Eds.) (2006). Emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments [Special issue]. Applied Cognitive Psychology, 20(3). Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16, 87‐91. Paas, F., & Van Gog, T. (Eds.) (2006). Recent worked examples research: Managing cognitive load to foster learning and transfer [Special issue]. Learning and Instruction, 16(2). Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning & Instruction, 16, 374‐
387. Prins, F. J., Sluijsmans, D. M. A., & Kirschner, P. A. (2006). Feedback for general practitioners in training: Styles, quality and preferences. Advances in Health Science Education, 11, 289‐303. Salden, R. J. C. M., Paas, F., & van Merriënboer, J. J. G. (2006). Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer. Learning and Instruction, 16, 350‐362. Salden, R. J. C. M., Paas, F., & Van Merriënboer, J. J. G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills. Computers in Human Behavior, 22, 321‐333. ISI (Thompson Reuters) journals in the Journal Citation Reports (see www.isinet.com)
1
2
[1.089] [0.639] [0.429] [1.810] [2.467] [0.727] [1.145] [0.808] [0.974] [1.089] [0.808] [2.795] [1.717] [1.028] [1.028] [1.717] [1.717] [1.717] [1.065] [1.717] [0.808] Salden, R. J. C. M., Paas, F., Van der Pal, J., & Van Merriënboer, J. J. G. (2006). Dynamic task selection in flight management system training. International Journal of Aviation Psychology, 16, 157‐174. Stoof, A., Martens, R. L., & van Merriënboer, J. J. G. (2006). Effects of web‐based support for the construction of competence maps. Instructional Science, 34, 89‐211. Strijbos, J. W., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers & Education, 46, 29‐48. Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviors. Small Group Research, 37, 490‐521. Van Gerven, P. W. M., Paas, F., & Tabbers, H. K. (2006). Cognitive aging and computer‐based instructional design: Where do we go from here? Educational Psychology Review, 18, 141‐157. Van Gerven, P. W. M., Paas, F., Van Merriënboer, J. J. G, & Schmidt, H. G. (2006). Modality and variability as factors in training the elderly. Applied Cognitive Psychology, 20, 311‐320. Van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2006). Effects of process‐oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16, 154‐164. Van Merriënboer, J. J. G., Kester, L., & Paas, F. (2006). Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology, 20, 343‐352. [0.561] [1.810] [1.085] [0.661] [2.400] [1.028] [1.717] [1.028] ICO Journals Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2006). The wheel of competency assessment. Presenting quality criteria for competency assessment programmes. Studies in Educational Evaluation, 32, 153‐170. Brand‐Gruwel, S., & Wopereis, I. (2006). Integration of the information problem‐solving skill in an educational programme: The effects of learning with authentic tasks. Technology, Instruction, Cognition, and Learning, 4, 243‐263. Gulikers, J. T. M., Bastiaens, Th. J., & Kirschner, P. A. (2006). Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework. Journal of Vocational Education & Training, 58, 337‐357. Gulikers, J. T. M., Bastiaens, Th. J., Kirschner, P. A., & Kester, L. (2006). Relations between student perceptions of assessment authenticity, study approaches and learning outcome. Studies in Educational Evaluation, 32, 381‐
400. Jochems, W. M. G. & Kreijns, C. J. (2006). Measuring social aspects of distributed learning. European Educational Research Journal, 5, 110‐121. Jochems, W. M. G. (2006). Educational research and educational research policy in the Netherlands. European Educational Research Journal, 5, 61‐63. Kirschner. P. A., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35, 199‐209. Semeijn, J. H., van der Velden, R., Heijke, H., van der Vleuten, C., & Boshuizen, H. P. A. (2006). Competence indicators in academic education and early labour market success of graduates in health sciences, Journal of Education and Work, 19, 383‐413. Sluijsmans, D. M. A., & Prins, F. J. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6‐22. Sluijsmans, D. M. A., Prins, F. J., & Martens, R. (2006). A framework for integrated performance assessment in e‐
Learning. Learning Environments Research, 9, 45‐66. Stoyanov, S., & Kommers, P. (2006). WWW‐intensive concept mapping for metacognition in solving ill‐structured problems. International Journal of Continuing Engineering Education and Lifelong Learning, 16, 297‐316. Van der Klink, M. R. & Streumer, J. N. (2006). Explaining the (In)Effectiveness of On‐the‐Job Training. International Journal of Human Resources and Management, 6, 114‐130. Van Merriënboer, J. J. G., & Kanselaar, G. (2006). Waar staan we na 25 jaar onderwijstechnologisch onderzoek in Vlaanderen, Nederland en de rest van de wereld? Pedagogische Studiën, 83, 278‐300. Bookchapters Gijselaers, W. H., Arts, J. A. R., Boshuizen, H. P. A., & Segers, M. S. R. (2006). When graduates enter the workplace: Trades‐offs between formal and dynamic knowledge. In C. Wankel & R. DeFillipi (Eds.), New visions of graduate management education (pp. 65‐84). Greenwich, CT: Information Age Publishing. 3
Van der Klink, M. R., & Streumer, J. N. (2006). The effectiveness of OJT in the context of HRD. In J. N. Streumer (Ed.), Work‐Related Learning (pp. 369‐392). Dordrecht/New York: Springer. Van Merriënboer, J. J. G., Sluijsmans, D. M. A., Corbalan, G., Kalyuga, S., Paas, F., & Tattersall, C. (2006). Performance assessment and learning task selection in environments for complex learning. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments: Theory and research (Advances in learning and instruction series) (pp. 201‐220). Oxford, UK: Elsevier. PhD‐theses Gulikers, J. T. M. (2006). Authenticity is in the eye of the beholder. Beliefs and perceptions of authentic assessment and the influence on student learning. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Van Gog, T. (2006). Uncovering the problem‐solving process to design effective worked examples. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Conference papers Brand‐Gruwel, S., & Wopereis, I. (2006). The integration of information‐problem solving instruction in an educational program: effects on students’ task approach and task performance. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer‐based) learning environments (pp. 56a‐56j). Rotterdam, the Netherlands: Sense Publishers. Burgos, D., & Corbalan, G. (2006). Modelado y uso de escenarios de aprendizajes en entornos b‐learning desde la práctica [Modelling and use of learning scenarios in eLearning environment from a practical perspective]. Paper included in the proceedings of III jornadas Campus Virtual: Innovación en el campus virtual, metodología y herramientas (pp. 191‐198). Universidad Complutense de Madrid. Madrid. Kirschner, P. A., Beers, P. J., Boshuizen, H. P. A., & Gijselaers, W. (2006). Coercing shared knowledge in collaborative learning environments. In: S. Barab, K. Hay, D. Hickey (eds.), Proceedings of the 7th international conference on Learning sciences (pp. 342‐348). International Society of the Learning Sciences. Munneke, L., Andriessen, J., Kanselaar, G., & Kirschner, P. A. (2006). Discussing a wicked problem in a computer‐
supported collaborative learning environment. The effects of task design on argumentative interactions. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer‐based) learning environments (pp. 175‐184). Rotterdam, The Netherlands: Sense Publishers. Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2006). Enhancing troubleshooting transfer performance: Effects of product‐oriented versus process‐oriented worked examples. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing (computer‐based) powerful learning environments (pp. 339‐347). Rotterdam, The Netherlands: Sense Publishers. Van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2006). Blueprints for complex learning: The 4C/ID‐
model. In J. Eggink & E. van der Werf (Eds.), Competency‐based: A new approach to learning in Dutch higher education (pp. 29‐57). Groningen, The Netherlands: Netherlands Association of Universities of Applied Sciences. Van Merriënboer, J. J. G., & Kicken, W. (2006, August). The systematic development of integrated curricula in vocational and technical education. Proceedings of the international conference on Vocational and Technical Education (VTE 2006) (pp. 57‐68). Singapore: Institute of Technical Education. Professional publications Boshuizen, H. P. A. (2006). Hoe leert de dokter? Tien wetten en aanbevelingen voor de gevorderde ‘leerling’. Ontwikkelingen in de geneeskunde, nascholingscursus voor huisartsen (pp.66‐70). Rotterdam, The Netherlands: Erasmus University. Boshuizen, H. P. A. (2006). Hoe kan medische kennis het beste beklijven? Tijdschrift voor Medisch Onderwijs, 25(6), 273‐278. Gulikers, J. T. M., & Kirschner, P. A. (2006). The interviewer [Review of the cd‐rom The Interviewer]. British Journal of Educational Technology, 37, 308‐309. Hendriks, M., Wopereis, I., Kirschner, P. A., & Paas, F. (2006). Succes‐ en faalfactoren van innovatieve onderwijsprojecten. Onderzoek van Onderwijs, 35, 28‐31. Meirink, J., Zwart, R., Van Gog, T., Tondeur, J., Mathijsen, I., Nijveldt, M., & Schuitema, J. (2006). Het AERA‐
congres 2006, San Francisco. Pedagogische Studiën, 83, 469‐479. Rusman, E., & Brand‐Gruwel, S. (2006) Ontwerprichtlijnen voor online samenwerkend leren [Design guidelines for online collaborative learning]. OnderwijsInnovatie, 8(1), 17‐25. 4
Van der Klink, M. R., (2006). Epiloog. Werken met grote groepen is in opkomst. Develop 2(1), 102‐103. Van der Klink, M. R., Heijden, B., & Gubbels, E. (red.) (2006). HRD en HRM: maakt één letter een wereld van verschil? Develop, 2(4). Van Merriënboer, J. J. G. (2006). Review: Succesfactoren voor instellingsbrede ICT‐implementatie in het onderwijs. Surf Edusite. Te vinden op http://www.edusite.nl/edusite/publicaties/15859 Other research output Inaugural addresses Kirschner, P. A. (2006). (Inter)dependent learning: Learning is interaction. Inaugural address. Utrecht University, Utrecht, The Netherlands. Contributions to conferences and congresses Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2006, May). Teachers’ opinions on quality criteria for Competency Assessment Programmes. Paper presented at the Onderwijs Research Dagen (ORD), Amsterdam, The Netherlands. Baartman, L. K. J., Prins, F. J., Kirschner, P. A. & Van der Vleuten, C. P.M. (2006, August). The CAP quality meter: the evaluation and use of a self‐evaluation instrument for schools to determine the quality of their Competency Assessment Programmes. Paper presented at the 3rd biennial EARLI SIG Assessment Conference. Northumbria, United Kingdom. Brand‐Gruwel, S., & Wopereis, I. (2006, May). Complexe informatieproblemen oplossen met behulp van Internet: Het IPS‐I model [Solving complex information problems using Internet: The IPS‐I model]. Paper presented at the Onderwijs Research Dagen (ORD), Amsterdam, The Netherlands. Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2006, April). Adaptation and Shared Control over Task Selection: Effects on Learning Efficiency and Task Involvement. Paper presented at the Technology and Learning Symposium. New York University, New York. Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2006, April). The effects of adaptive task‐selection with shared control on performance and task involvement. Paper presented at the annual conference of the American Educational Research Association (AERA). San Francisco, CA. Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2006, June). Enhancing transfer of learning through task variability and ‐limited‐ learner control. Poster presented at the Special Interest Meeting of EARLI SIGs Instructional Design and Learning and Instruction with Computers. Centre for instructional Psychology and Technology. Katholieke Universiteit Leuven, Leuven, Belgium. Gulikers, J. T. M., Bastiaens, Th. J., & Kirschner, P. A. (2006, June). Student, teacher and practitioner about authentic assessment. Paper presented at the Onderwijs Research Dagen (ORD), Amsterdam. Joosten‐ten Brinke, D., Sluijsmans, D., Brand‐Gruwel, S. & Jochems, W. (2006). The Quality of Procedures to Assess and Credit Prior Learning: a Review Study. Paper presented at ECER, Sep 14, 2006. Geneva, Zwitserland. Joosten‐ten Brinke, D., Sluijsmans, D., & Jochems, W. (2006, October). The quality of prior learning assessment and recognition (PLAR) in academic computer science: perceptions of tutors and assessors. Paper presented at the EARLI SIG meeting Professinal Learning and Development. Heerlen, The Netherlands. Jonsson, A., & Baartman, L. K. J. (2006, August). Estimating the quality of new modes of assessment: The case of an “Interactive Examination” for Teacher Competency. Paper presented at the 3rd biennial EARLI SIG Assessment Conference. Northumbria, UK. Kicken, W., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2006, May). Effecten van advies bij taakselectie op het keuzegedrag van leerlingen in leerlinggestuurd onderwijs [Effects of advise on task selection on students selection behavior in on‐demand education]. Paper presented at the Onderwijs Research Dagen (ORD). Amsterdam, The Netherlands. Kicken, W., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2006, July). Students’ perceptions of the effectiveness of a development portfolio on their self‐directedness in on‐demand vocational education and training. Paper presented at the EARLI Junior Researchers conference (JURE). Tartu, Estonia. Kicken, W., Harskamp, E., & Clarebout, G. (2006, May). Ondersteuning en bevordering van zelfstandig leren binnen leerlinggestuurd onderwijs [Support and enhancement of self‐directed learning in on‐demand education]. Paper presented at the Onderwijs Research Dagen (ORD). Amsterdam, The Netherlands. Könings, K. D., Brand‐Gruwel, S. & Van Merriënboer, J. J. G. (2006, May). Do students’ expectations of a learning environment come true? A study of longitudinal effects. Paper presented at the OnderwijsResearch Dagen (ORD) Amsterdam, The Netherlands. 5
Nievelstein, F., Prins, F. J., Van Gog, T., & Boshuizen, H. P. A. (2006, May). Ontologische verschillen in het privaatrechtdomein. Paper presented at the Onderwijs Research Dagen (ORD), Amsterdam, The Netherlands. Nievelstein, F., Prins, F. J., Van Gog, T. & Boshuizen, H. P. A. (2006, October). Ontological differences in the domain of private law. Paper presented at the Special Interest Meeting of EARLI SIG ‘Professional Learning and Development’, Heerlen, The Netherlands. Paas, F., & Van Merriënboer, J. J. G. (2006, April). Cognitive models and the transfer paradox: Balancing applicative and interpretive aspects of complex skills through systematic instructional design. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Paas, F., Kirschner, P. A., & Kirschner, F. (2006, April). Measuring group cognitive load to inform the design of effective problem‐based learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Paas, F., Van Gerven, P., & Wouters, P. (2006, April). Instructional compensation for age‐related cognitive declines in learning from dynamic visualizations. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Prins, F. J., Sluijsmans, D. M. A., & Kirschner, P. A. (2006, April). Peer feedback training for general practitioners: Improving skills for professional development. Paper presented at the American Educational Research Association, San Fransisco, CA. Schlusmans, K., Joosten‐Ten Brinke, D., & Van der Klink, M. R. (2006, October). Accreditation of prior learning in Dutch higher education. Paper presented at the Special Interest Meeting of EARLI SIG ‘Professional Learning and Development’, Heerlen, The Netherlands. Schlusmans, K., Van der Klink, M. R.,& Joosten‐Ten Brinke, D. (2006, May).Erkennen van verworven competenties: een inventariserend onderzoek. Paper presented at the OnderwijsResearch Dagen (ORD) Amsterdam, The Netherlands. Van der Klink, M. R., Vroegop, P., Beek, S. & Boshuizen, H. P. A. (2006, April). Teachers’ perceptions of their workplace as a learning environment. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Van Gog, T. (2006, May). Kunnen zonder kennen kan niet [No skill without knowledge]. Presentation at the miniconference of the Master Active Learning, Open Universiteit Nederland, Heerlen, The Netherlands. Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2006, April). Enhancing transfer: Effects of process‐oriented worked examples. Paper presented at the Technology and Learning Symposium, New York. Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2006, April). Effects of sequencing process‐oriented and product‐
oriented worked examples on troubleshooting transfer performance. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2006, April). Taking cognitive load into account in measuring expertise development. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Van Merriënboer, J. J. G. (2006, January). Flexibilisering en de paradox van de keuze. Lecture for the Theme Day of the VOR‐division ICT, Saxion Hogescholen, Deventer, The Netherlands. Van Merriënboer, J. J. G. (2006, February). Het construeren van leertaken voor competentiegericht onderwijs. Workshop for the Employees Day of ROC A12, ROC A12, Ede, , The Netherlands. Van Merriënboer, J. J. G. (2006, May). Van cognitieve architectuur naar onderwijsontwerp en –methoden. Lecture for the miniconference of the Master Active Learning, Open Universiteit Nederland, Heerlen, The Netherlands. Van Merriënboer, J. J. G. (2006, August). Ten steps to complex learning. Workshop for the Institute for Technical Education (ITE), Institute for Technical Education, Singapore. Van Merriënboer, J. J. G. (2006, November). Van de leerling naar de meester in vraaggestuurd competentiegericht onderwijs. Lezing voor de SURF Onderwijsdagen, 1Jaarbeurs, Utrecht, The Netherlands. Van Merriënboer, J. J. G., Corbalan, G., Van Gog, T., Kester, L., & Kicken, W. (2006, May). Vraagsturing en flexibilisering bij het gebruik van authentieke leertaken in het MBO. Paper presented at the Onderwijs Research Dagen (ORD), Amsterdam, The Netherlands. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2006, May). Het beoordelen van bronnen en informatie tijdens het oplossen van informatieproblemen [The evaluation of sources and information while solving information problems]. Paper presented at the Onderwijs Research Dagen (ORD). Amsterdam, The Netherlands. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2006, July). Students’ judging behaviour on the World Wide Web. Paper presented at the 9th conference of EARLI’s JURE. Tartu, Estonia. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2006, November). Students’ judging behaviour on the World Wide Web. Paper presented at the 2nd ICO Toogdag. Amsterdam, The Netherlands. 6
Wopereis, I. (2006, February). Informatie op het WWW: Zoekt en gij zult vinden [Information on the WWW: Search and find]. Presentation held at press conference ‘Studiehulp Malmberg’, Utrecht, the Netherlands. Wopereis, I. (2006, March). Leren informatieproblemen oplossen met ICT: Op weg naar een doorlopende leerlijn met authentieke leertaken [Learning to solve information problems with ICT: Towards a curriculum with authentic learning tasks]. Paper presented at the VELON Conference, Kerkrade, the Netherlands. Wopereis, I., Poortman, S., Goossen, E., & Boshuizen, H. P. A.(2006, May). Weblogs als reflectie‐instrument voor docenten‐in‐opleiding [Weblogs as reflection instrument for aspiring teachers]. Paper presented at the Onderwijs Research Dagen (ORD), Amsterdam, The Netherlands. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2006, April). Observational Learning from Animated Expert Models: The Relation between Modality, Pacing and Segmentation. Paper presented at the annual meeting of American Educational Research Association, San Francisco, CA. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2006, May). Observerend leren met animaties: De relatie tussen modaliteit, pacing, en segmentatie. Paper presented at the Onderwijs Research Dagen (ORD), Amsterdam, The Netherlands. Invitations to address major conferences Paas, F. (2006, October). Cognitive measurements to design effective learning environments. Invited paper presented at the Psychology Department of the University of New Mexico, Albuquerque, NM, USA. Paas, F., Van Merriënboer, J. J. G., & Kester, L. (2006, April). Instructional control of cognitive load in the design of complex learning environments. Invited paper presented at the Technology & Learning Symposium, New York University, New York, NY, USA. Van Gog, T., & Paas, F. (2006, January). Studying eye movements in computer‐based learning and problem solving. Invited presentation at the International Workshop on “Cognitive and Linguistic Factors in Interactive Knowledge Construction: A Developmental Perspective”, Radboud University Nijmegen, The Netherlands. Van Gog, T., & Paas, F. (2006, September). Cognitive measurements for the design of powerful learning environments. Invited presentation at the International Workshop on “Cognitive Load Measures and Cognitive Processing of Documents”, University of Toulouse, France. Van Merriënboer, J. J. G. (2006, February). Vraaggestuurd leren in competentiegericht onderwijs. Keynote for the Employees Day of ROC A12, ROC A12, Ede, The Netherlands. Van Merriënboer, J. J. G. (2006, March). Innovative educational design: From the science of instruction to the art of teaching. Keynote at the yearly CRWO conference, Oosterpoort, Groningen, The Netherlands. Van Merriënboer, J. J. G. (2006, June). Learning and teaching in the integrated curriculum. Keynote at the ICLHE conference, University of Maastricht, Maastricht, The Netherlands. Van Merriënboer, J. J. G. (2006, August). The systematic development of integrated curricula in vocational and technical education. Keynote at the international conference on Vocational and Technical Education (VTE 2006). Singapore. Van Merriënboer, J. J. G. (2006, November). Competentiegericht onderwijs: Van hapklare brokken naar leren met hoofd, hart en handen. Keynote voor de VMBO‐conferentie Competentiegericht Onderwijs Hoe‐Zo? Oranje Nassaucollege, Zoetermeer, The Netherlands. (Technical) Reports Van der Klink, M. R., & Schlusmans, K. (red.) (2006). EVC voor Velen. Heerlen: Ruud de Moor Centrum, Open Universiteit Nederland. Van der Klink, M. R., Evers, A., & Walhout, J. (2006). De kwaliteit van EVC in de lerarenopleidingen. Heerlen: Ruud de Moor Centrum, Open Universiteit Nederland. 7
2007 Refereed articles (impact factor)1 SSCI journals Ayres, P., & Paas, F. (2007). Can the cognitive‐load approach make instructional animations more effective? Applied Cognitive Psychology, 21, 811‐820. Ayres, P., & Paas, F. (2007). Making instructional animations more effective: A cognitive load approach. Applied Cognitive Psychology, 21, 695‐700. Ayres, P., & Paas, F. (Eds.) (2007). A cognitive‐load approach to the learning effectiveness of instructional animations [Special issue]. Applied Cognitive Psychology, 21. Beers. P. J., Kirschner, P. A., Boshuizen, H. P. A., & Gijselaers, W. H. (2007). ICT‐support for grounding in the classroom. Instructional Science, 35, 535‐556. Beers. P. J., Boshuizen, H. P. A., Kirschner, P. A., & Gijselaers, W. H. (2007). The analysis of negotiation of common ground in CSCL. Learning and Instruction. 17, 427‐435. Boot, E. W., Nelson, J., Van Merriënboer, J. J. G., & Gibbons, A. S. (2007). Stratification, elaboration and formalisation of design documents: Effects on the production of instructional materials. British Journal of Educational Technology, 38, 917‐933. Boot, E. W., Van Merriënboer, J. J. G., & Veerman, A. (2007). Novice and experienced instructional software developers: Effects on materials created with instructional software templates. Educational Technology, Research and Development, 55, 647‐666. Charlin, B., Boshuizen, H. P. A., Custers, E., & Feltovich, P. J. (2007). Scripts and clinical reasoning. Medical Education, 41, 1178‐1184(7). De Croock, M. B. M., & Van Merriënboer, J. J. G. (2007). Paradoxical effects of information presentation formats and contextual interference on transfer of a complex cognitive skill. Computers in Human Behavior, 23, 1740‐1761. De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21, 731‐746. Dewiyanti, S., Brand‐Gruwel, S., Jochems, W., & Broers, N. (2007). Students’ experiences with collaborative learning in asynchronous computer‐supported collaborative learning environments. Computers in Human Behavior, 23, 496‐514. Kester, L., Kirschner, P. A., & Corbalan, G. (2007). Designing support to facilitate learning in powerful electronic learning environments. Computers in Human Behavior, 23, 1047‐1054. Könings, K. D., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2007). Teachersʹ perspectives on innovations: Implications for educational design. Teaching and Teacher Education, 23, 985‐997. Könings, K. D., Van Zundert, M. J., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2007). Participatory design in secondary education: Is it a good idea? Studentsʹ and teachersʹ opinions on its desirability and feasibility. Educational Studies, 33, 445‐465. Kreijns, K., Kirschner, P. A., Jochems, W., & Van Buuren, H. (2007). Measuring perceived sociability of computer‐supported collaborative learning environments. Computers & Education, 49, 176‐192. Marambe, K. N., Nimmi, K., Athuraliya, C., Vermunt, J. D., & Boshuizen, H. P. A. (2007). A comparison of learning strategies, orientations and conceptions of learning of first‐year Medical students in a traditional and an innovative curriculum. Annals Academy of Medicine Singapore 2007, 36(9), 751‐755. Mooij, T. (2007). Contextual learning theory: Concrete form and a software prototype to improve early education. Computers & Education, 48, 100‐118. Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. Computers in Human Behavior, 23, 1499‐1530. Munneke, L., Andriessen, J., Kanselaar, G., & Kirschner, P. A. (2007). Supporting interactive argumentation: influence of representational tools on discussing a wicked problem. Computers in Human Behavior, 23, 1072‐1088. Paas, F., Van Gerven, P., & Wouters, P. (2007). Instructional efficiency of animation: Effects of interactivity through mental reconstruction of static key frames. Applied Cognitive Psychology, 21, 783‐793. ISI (Thompson Reuters) journals in the Journal Citation Reports (see www.isinet.com)
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[1.257] [1.257] [1.257] [0.795] [1.029] [0.574] [0.270] [2.562] [1.344] [1.257] [1.344] [1.344] [0.589] [0.246] [1.602] [0.733] [1.602] [1.344] [1.344] [1.257] Schmidt, H. G., Loyens, S. M. M., Van Gog, T., & Paas, F. (2007). Problem‐based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 91‐97. Stoof, A., Martens, R. L., & Van Merriënboer, J. J. G. (2007). Web‐based support for constructing competence maps: Design and formative evaluation. Educational Technology, Research and Development, 55(4), 347‐368. Strijbos, J. W., Martens, R. L., Jochems, W., & Broers, N. J. (2007). The effect of functional roles on perceived group efficiency during computer‐supported collaborative learning: A matter of triangulation. Computers in Human Behavior, 23, 353‐380. Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimal guidance during instruction does not work: A reply to commentaries. Educational Psychologist, 47, 115‐121. Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self‐regulated learning and learning outcomes. Learning and Instruction, 17, 532‐548. Wouters, P., Tabbers, H. K., & Paas, F. (2007). Interactivity in video‐based models. Educational Psychology Review, 19, 327‐342. [2.231] [0.270] [1.344] [2.231] [1.029] [1.516] ICO Journals Akkerman, S., Van den Bossche, P., Admiraal, W., Gijselaers, W., Segers, M., Simons, R.‐J., & Kirschner, P. A. (2007). Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio‐cultural perspectives? Educational Research Review, 2, 39‐63. Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2007). Determining the quality of competence assessment programmes: A self‐evaluation procedure. Studies in Educational Evaluation, 33, 258–
281. Darabi, A., Nelson, D. W., & Paas, F. (2007). Learner involvement in instruction on a complex cognitive task: Application of a composite measure of performance and mental effort. Journal of Research on Technology in Education, 40, 87‐96. Gravemeijer, K. P. E., & Kirschner, P. A. (2007). Naar meer evidence based onderwijs? [Towards more evidence based education?]. Pedagogische Studiën, 83, 463‐472. Kirschner, P. A., & Lai, K‐W. (2007). Online communities of practice in education. Technology, Pedagogy and Education, 16, 127‐132. Klink, M. R., Van der, Boon, J., & Schlusmans, K. (2007). Competences and vocational higher education: Now and in future. European Journal of Vocational Training, 30, 67‐82. Martens, R. L., Bastiaens, Th. J., & Kirschner, P. A. (2007). New learning design in distance education: its impact on student perception and motivation. Distance Education, 28, 81‐95. Stoyanov, S., & Kirschner, P. A. (2007). Effect of problem solving support and cognitive style on idea generation: Implications for technology‐enhanced learning. Journal of Research on Technology in Education, 40, 49‐63. Other Journals Martens, R. L. (2007). Methods in educational research: Less is more. Review of methods in educational research: From theory to practice edited by Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle (Eds.). San Francisco: Jossey‐Bass, 2006. PsycCRITIQUES, Contemporary Psychology: APA Review of Books. Books Martens, R. L., & Boekaerts, M. (2007). Motiveren van studenten in het hoger onderwijs. Theorie en interventies. Hoger Onderwijs Reeks. Groningen, The Netherlands: Wolters‐Noordhoff. Van Merriënboer, J. J. G., & Kirschner, P. A. (2007). Ten steps to complex learning: A systematic approach to four‐
component instructional design. Mahwah, NJ: Lawrence Erlbaum Associates. Book chapters Fastré, G. M. J., & Van Gils, A. (2007). Competence development in entrepreneurship: The role of university education. In McCuddy, M. K., van den Bosch, H., Martz, W. B. J., Matveev, A. V., & Morse, K. O. (Eds.), The challenges of educating people to lead in a challenging world (pp. 385‐398). The Netherlands: Springer. Gulikers, J. T. M., Bastiaens, Th. J., & Kirschner, P. A. (2007). Defining authentic assessment: Five dimensions of authenticity. In A. Havnes & L. McDowell (Eds.), Balancing dilemmas in assessment and learning in contemporary education (pp. 73‐86). New York, NY: Routledge. 9
Van der Klink, M.R., Schlusmans, K., & Boon, J. (2007). Designing and implementing views on competencies. In Sicilia, M. (Ed.), Competencies in organizational e‐learning. Concepts and tools, 221‐233. Hershey: Idea Group Inc. Van Merriënboer, J. J. G. (2007). Alternate models of instructional design: Holistic design approaches and complex learning. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 72‐81). Upper Saddle River, NJ: Pearson / Merrill Prentice Hall. PhD‐theses Könings, K. D. (2007). Student perspectives on education. Implications for instructional redesign. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Wouters, P. (2007). How to optimize cognitive load for learning from animated models. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Conference papers Stoyanov, S., Kommers, P., Bastiaens, Th. J., & Martínez Mediano, K. (2007, December). Performance support system in higher education. In Kinshuk, D. G. Sampson, J. M. Spector, & P. Isaias (Eds.), Cognition and Exploratory Learning in Digital Age. Proceedings of the IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2007) (pp. 279‐285). Algarve, Portugal: IADIS International Associations for Development of the Information Society. Professional publications Driessen, G., & Mooij, T. (2007). Als er niet uitkomt wat er inzit. Onderpresteren in het basisonderwijs. Pedagogiek in Praktijk. Magazine, 13(3), 24‐28. Driessen, G., & Mooij, T. (2007). Onderpresteren, begaafdheid en leerling‐ en groepskenmerken in het basisonderwijs. Tijdschrift voor Orthopedagogiek, 46, 366‐378. Goes‐Daniëls, M., Dresen, M., & Van der Klink, M. R. (2007). Een methodiek voor het uitwerken van kenmerkende beroepssituaties. Handboek Effectief Opleiden, 4.2‐3.01 ‐4.2‐3.16. Joosten–ten Brinke, D., & Van Dinther, M. (2007). Kwaliteit van EVC. Develop, 4, 17‐25. Kicken, W., & Brand‐Gruwel, S. (2007). Geknipt voor het vak. Zelfsturende kappersleerlingen kijken in de spiegel. Examens, 4, 21‐25. Martens, R. L. (2007). BON is boos. Vernieuwing, 66 (3), 16‐18. Martens, R. L. (2007). De stelling. Vernieuwing 66 (3), 3. Martens, R. L. (2007). De Volkskrant liegt over onderwijsvernieuwing. Kader Primair, 13, 8‐11. Martens, R. L. (2007). Een brug te ver? De kloof tussen onderwijs en onderwijsvernieuwing. Decaan en Mentor, 6(5), 7‐11. Martens, R. L. (2007, February 1). Docenten: ‘Onderzoek Kamer totaal overbodig’. BN/De Stem. Martens, R. L. (2007, February 8+9). Motiveren in plaats van controleren. Computers op School. COS 19, 2. Martens, R. L. (2007, September 14). Multimediale educatie: omroep als gids en bron. Spreekbuis, blad voor omroepmedewerkers. Martens, R. L. (2007, September). In het oog van de storm. Onderwijsinnovatie, pp. 28‐30. Martens, R. L. (2007, September). PDA’s in het onderwijs: leuke gadget of echte meerwaarde? Vives, pp.12‐14. Mooij, T. (2007). Ontwikkeling van hoogbegaafde leerlingen en schoolse kenmerken. Kind en Adolescent, 28, 263‐271. Mooij, T. (2007, Februari 10). Goed onderwijs voor elke leerling. Dagblad De Limburger, p. 7. Mooij, T. (2007). Vroege screening en continue ondersteuning in onderwijs: Een integrale onderwijsbenadering. In J. R. M. Gerris (met bijdragen van T. Mooij, J. W. Veerman, H. Pijnenburg, C. Van Nijnatten, J. Lenders, en P. Van der Laan), Over Jeugd‐, Gezins‐ en Onderwijsbeleid. Een schets van een viertal beleidsmodellen en verbindingen met onderzoek en praktijk. Collegedictaat van de cursus “Jeugd‐, Gezins‐ en Onderwijsbeleid” (pp. 32‐38). Nijmegen: Radboud Universiteit, Afdeling Orthopedagogiek, Gezin en Gedrag. Van der Klink, M.R. (2007). Erkennen van verworven competenties: adviezen voor opleidingen. Handboek Effectief Opleiden, 17.6.201‐17.6‐216. Van Goor, R., & Martens, R. L. (2007). De leraar in spagaat in een complexe samenleving. Vernieuwing, 66 (3), 6‐8. Van Goor, R., & Martens, R. L. (2007). De rol van de leerkracht in veranderde tijden. Vernieuwing, 66 (3), 5. Van Merriënboer, J. J. G. (2007). Voorwoord. In B. Hoogveld & H. Jansen (Eds.), Opleiden voor de toekomst: Werken met het 4C‐ID model in de praktijk (pp. 9). Heerlen, The Netherlands: Open University of the Netherlands. Wouters, P., Van Gog, T., Van Merriënboer, J. J. G., De Koning, B., & Kirschner, P. A. (2007). Impressies van de AERA 2007 in Chicago: Divisie C ‘Leren & Instructie’ [Impressions of the AERA 2007 in Chicago: Division C ‘Learning & Instruction’]. Pedagogische Studiën [Pedagogical Studies], 84, 315‐317. 10
Other research output Awards Van Gog, T. (2007). Erik De Corte Award 2007 for a Young and Promising Scholar in the Science of Learning and Instruction, awarded by the European Association for Research on Learning and Instruction. Inaugural addresses Martens R. L. (2007). Positive learning met Multimedia. Onderzoeken, toepassen & generaliseren. Inaugural address. Open University of the Netherlands, Heerlen, The Netherlands. Mooij, T. (2007). Learning for Self‐regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large. Inaugural address. Open University of the Netherlands, Heerlen, The Netherlands. Paas, F. (2007). Neem eens een voorbeeld aan anderen: Nieuwe impulsen voor onderzoek naar leren en instructie. Inaugural address. Open University of the Netherlands, Heerlen, The Netherlands. Contributions to conferences and congresses Amadieu, F., Van Gog, T., Paas, F., Tricot, A., & Mariné, C. (2007, August). Prior knowledge and interactive overview structure effects on cognitive load, disorientation and learning. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Bastiaens, Th. J., & Martens, R. L. (2007, April). The perception of 4C/ID based learning materials: two studies into the motivational effects of learning with complex tasks. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago. Boekaerts, M., & Martens, R. L. (2007, April). Goal framing and the development of interest over time. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago. Brand‐Gruwel, S., & Wopereis, I. (2007, August). Information Problem Solving while using Internet for searching information: a descriptive model. In I. Wopereis (Chair), Solving information‐based problems: searching, selecting and evaluating information. Symposium conducted at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Clark, R., Feldon, D., Van Merriënboer, J. J. G., Yates, K., & Early, S. (2007, August). Cognitive task analysis for complex learning. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Corbalan G., Kester, L., & Van Merriënboer, J. J. G. (2007, March). Enhancing germane load and transfer of learning through task variability and shared control. Paper presented at the First Cognitive Load Theory Conference, University of New South Wales, Sydney, Australia. Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2007, August). Learner control and task variability: Improving transfer and task involvement on genetics problems. In W. Kicken & Corbalan, G. (Organizers), When learners can control: Guidelines for effective learner‐controlled instruction. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2007, August). Variability over surface features and shared control: Is it always good for transfer? Paper presented at the pre‐conference of Junior Researchers of the European Association for Research on Learning and Instruction (JURE), Budapest, Hungary. Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2007, September). Shared Control and Variability Over Task Features in Inheritance Problems: Effects on Transfer Performance. Paper presented at the 8th European Conference on Educational Research (ECER), Ghent, Belgium. De Jong, K., & Brand‐Gruwel, S. (2007, May). Stimuleren van ontdekkend leren met behulp van proceswerkbladen: effecten op taakprestaties. Paper presented at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Fastré, G., Van der Klink, M. R., Sluijsmans, D. M. A., & Van Merriënboer, J. J. G. (2007, November). Zelfregulatie van beoordelen in het MBO. Paper presented at the 17e Onderwijssociologische conferentie, The Hague, The Netherlands. Joosten‐ten Brinke, D., Sluijsmans, D., & Jochems, W. (2007, September). The quality of prior learning assessment and recognition (PLAR) in academic Computer Science: Perceptions of students, tutors and assessors. Paper presented at the 8th European Conference on Educational Research (ECER), Ghent, Belgium. Joosten‐ten Brinke, D., Sluijsmans, D., Brand‐Gruwel, S., & Jochems, W. (2007, June). De kwaliteit van EVC voor universitair onderwijs: percepties van studenten, mentoren en assessoren. Paper presented at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Jossberger, H., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2007, November). Zelfgestuurd leren in het Vmbo. Paper presented at the 17e Onderwijssociologische conferentie, The Hague, The Netherlands. 11
Jossberger, H., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2007, September). Self‐directed learning in vocational education: What are the difficulties? Paper presented at the Conference on Research on Vocational Education and Training, Göttingen, Germany. Kicken, W., Brand‐Gruwel, S., & Van Meriënboer, J. J. G (2007, August). Effects of task‐selection advice on students’choices in learner‐controlled instruction. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Kicken, W., Brand‐Gruwel, S., & Van Meriënboer, J. J. G (2007, November). Het geven van advies over de inhoud van een ontwikkelingsportfolio ter bevordering van het zelfsturend vermogen van deelnemers in vraaggestuurd middelbaar beroepsonderwijs. Paper presented at the 17e Onderwijssociologische conferentie, The Hague, The Netherlands. Kirschner, F., Paas, F., & Kirschner P. A. (2007, August). When collaborative learning becomes more efficient than individual learning. Poster presented at the pre‐conference of Junior Researchers of the European Association for Research on Learning and Instruction (JURE), Budapest, Hungary. Kirschner, F., Paas, F., & Kirschner P. A. (2007, August). When collaborative learning becomes more efficient than individual learning. Poster presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Kirschner, F., Paas, F., & Kirschner P. A. (2007, June). De Rol van taakcomplexiteit in de efficiëntie van individueel en samenwerkend leren [The role of taskcomplexity in the efficiency of individual learning and collaborative learning]. Paper presented at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Kirschner, F., Paas, F., & Kirschner P. A. (2007, June). Determinants for the effectiveness of collaborative learning. Paper presented at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Kirschner, F., Paas, F., & Kirschner P. A. (2007, March). When collaborative learning becomes more efficient than individual learning. Paper presented at the First Cognitive Load Theory Conference, University of New South Wales, Sydney, Australia. Kirschner, F., Paas, F., & Kirschner P. A. (2007, November). When collaborative learning becomes more efficient than individual learning. Paper presented at the 3rd Interuniversitair Centrum voor Onderwijsonderzoek (ICO) Toogdag. Amsterdam, The Netherlands. Könings, K. D., Brand‐Gruwel, S. & Van Merriënboer, J. J. G. (2007, November). Participatory desing by students and teachers in secondary education: experiences and perceived effects on instruction. Paper presented at the Second European Conference on Practice‐based and Practitioner Research, Maastricht, The Netherlands. Kostons, D., Van Gog, T., & Paas, F. (2007, August). The development of assessment criteria to facilitate the construction of a self‐assessment and task‐selection training. Roundtable presented at the pre‐conference of Junior Researchers of the European Association for Research on Learning and Instruction (JURE), Budapest, Hungary. Kostons, D., Van Gog, T., & Paas, F. (2007, August). Training students’ self‐assessment and task selection skill to improve the effectiveness of learner‐controlled instruction. Poster presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Kostons, D., Van Gog, T., & Paas, F. (2007, November). Self‐assessment as a critical determinant of effectiveness of learner‐controlled instruction: A study of self‐assessment at different levels of expertise. Paper presented at the 3rd Interuniversitair Centrum voor Onderwijsonderzoek (ICO) Toogdag, Amsterdam, The Netherlands. Martens, R. L. (2007, June). Informeel leren doet geen pijn. Toespraak bij opening academisch jaar Open Universiteit Nederland, Den Haag, The Netherlands. Martens, R. L. (2007). Of we het willen of niet, de onderwijsrevolutie komt eraan! Lezing op derde nationaal congres primair onderwijs, Tilburg, The Netherlands. Martens, R. L. (2007, February). Onderwijs en motivatie. Lezing voor TiasNimbas Business School, University of Tilburg, Tilburg, The Netherlands. Martens, R. L. (2007, October). Verantwoordelijkheid geven en nemen. Workshop voor De Leerschool. Mooij, T. (2007). Denktank Onderwijs Hoogbegaafden. Deelname, op uitnodiging van SLO, aan vergaderingen van landelijke experts ter inrichting en ondersteuning van adequaat onderwijs aan hoogbegaafde leerlingen. Mooij, T. (2007, May). Kwaliteit in het primair onderwijs. Deelname op uitnodiging van het ministerie van Onderwijs, Cultuur en Wetenschap aan een landelijke conferentie‐ en verdiepingsbijeenkomst. Basisschool De Meander (CNS), Ede, The Netherlands. Mooij, T. (2007, September). Theory, design and implementation of ICT‐based self‐regulation in learning. Paper presented at the 8th European Conference on Educational Research (ECER), Ghent, Belgium. Mooij, T. (2007, December). Aanpak van discriminatie in en rond scholen. Presentatie en discussie met de ‘Commissie Gelijke Behandeling’, Utrecht, The Netherlands. Nievelstein, F., Van Gog, T., Boshuizen, H. P. A. (2007, August). Expertise development in law: Acquisition of conceptual knowledge structures. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. 12
Nievelstein, F., Van Gog, T., Boshuizen, H. P. A., Prins, F. J. (2007, April). Expertise development in law: Acquisition of conceptual knowledge structures. Paper Discussion presented at the annual meeting of the American Educational Research Association (AERA), Chicago. Paas, F., & Van Gog, T. (2007, March). Recommendations for the use of learning processes or learning outcomes in the calculation of instructional efficiency. Paper presented at the First Cognitive Load Theory Conference, University of New South Wales, Sydney, Australia. Sluijsmans, D. M. A., Van Zundert, M., et al (PACT) (2007, November). Guidelines for integrating peer assessment in team work: Assuring psychological safety, group awareness and individual responsibility. Paper presented at the Practice‐Based and Practitioner Research conference on Learning and Instruction, Maastricht, The Netherlands. Sluijsmans, D. M. A., Strijbos, J. W. & Van de Watering, G. (2007, August). Modelling the impact of individual contributions on peer assessment during group work: In search of flexibility. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Van Gog, T., & Paas, F. (2007, March). Using process tracing techniques to investigate cognitive processes and cognitive load patterns. Paper presented at the First Cognitive Load Theory Conference, University of New South Wales, Sydney, Australia. Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2007, August). Sequencing process‐oriented and product‐oriented worked examples. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Van Merriënboer, J. J. G. (2007, April). Ten steps to complex learning: A systematic approach to four‐components instructional design. Workshop for the 2007 International Conference of the Korean Society for Educational Technology (KSET), Seoul, Korea. Van Merriënboer, J. J. G. (2007, January). Ten steps to complex learning: A systematic approach to four‐components instructional design. Workshop for the European Patent Office, EPO, The Hague, The Netherlands. Van Merriënboer, J. J. G. (2007, March). CLT and self‐directed learning: Systematic design of scaffolding. Presentation at the First Cognitive Load Theory Conference, University of New South Wales, Sydney, Australia. Van Merriënboer, J. J. G. (2007, March). Complex learning in Higher Professional Education. Virtual Presentation for Utah State University and the ICLEPS consortium, Open University of the Netherlands, Heerlen, The Netherlands. Van Merriënboer, J. J. G. (2007, August). The first principles: Conclusions and discussion. Discussion at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Van Merriënboer, J. J. G. (2007, November). 4C/ID: Verleden, heden en toekomst. Presentatie voor de 4C/ID gebruikersconferentie, Studiecentrum Open University of the Netherlands, Utrecht, The Netherlands. Van Merriënboer, J. J. G. (2007, November). In 10 stappen naar competentiegericht leren: Een systematische aanpak voor onderwijsontwerp conform 4C/ID. Workshop voor Fundeon centrum voor de bouw, Harderwijk, the Netherlands. Van Merriënboer, J. J. G. (2007, November). Vier componenten in competentiegericht onderwijs. Lezing voor Fundeon centrum voor de bouw, Harderwijk, The Netherlands. Van Merriënboer, J. J. G. (2007, November). Wat is het nieuwe leren? Lezing voor de SURF Onderwijsdagen, Jaarbeurs, Utrecht, The Netherlands. Van Nuland, H. J. C., Martens, R. L., & Boekaerts, M. (2007, May). How to enhance adolescentsʹ school motivation? Issues for future research and some reseach ʹevidenceʹ. Presentation at the Bandura workshop: ʹSelf‐efficacy and competence beliefs in the context of families and schoolsʹ (RCI), Leiden, The Netherlands, Van Nuland, H. J. C., Martens, R. L., Boekaerts, M., & Taris, T. W. (2007, August). An online assessment of self‐
regulatory skills as mediators/moderators in the effect of achievement goal orientations on performance. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Van Zundert, M. J., Sluijsmans, D. M. A., & Van Merriënboer, J. J. G. (2007, November). Identifying variables that optimise learning and reliability of peer assessment. Paper presented at the 3rd Interuniversitair Centrum voor Onderwijsonderzoek (ICO) Toogdag, Amsterdam, The Netherlands. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H .P. A. (2007, August). Students’ and teachers’ judging behaviour when searching the World Wide Web for information. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2007, June). Het activeren van voorkennis afhankelijk van de expertise van de student [prior knowledge activation depending on learner expertise]. Paper presented at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. 13
Wopereis, I. (2007, September). Holistic design for complex learning. In P. Ayres (Chair), Trends in instructional design for complex learning. Symposium conducted at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Wopereis, I., & Poortman, S. (2007, August). Weblogs as instruments for reflection‐on‐action in teacher training. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2007, April). How to Optimize Learning from Animated Expert Models? Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2007, August). Observational Learning from Animated Models: Effects of Modality and Reflection on Transfer. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2007, August). How to Optimize Learning from Animated Expert Models? Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2007, June). Effect van modaliteit en reflectie op transfer. Paper presented at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Invitations to address major conferences Kirschner, F., Paas, F., & Kirschner P. A. (2007, October). When collaborative learning becomes more efficient than individual learning. Invited presentation at the Department of Fachdidaktik – Lehrerinnenbildung, University of Salzburg, Salzburg, Austria. Kirschner, P. A (2007, April). Debate: Constructivism, discovery, problem based, experiential, and inquiry based teaching: Success or failure? Invited symposium at the annual meeting of the American Educational Research Association (AERA), Chicago. Kirschner, P. A. (2007, June). Instructional design for effective and enjoyable computer‐supported learning. Keynote address at the NBE2007 conference on The Power of Media in Education, Rovaniemi, Finland Kirschner, P. A. (2007, December). Education myth busting: Education is not a question of belief, I believe! Keynote address at CELDA2007 (IADIS International Conference on Cognition and Exploratory Learning in Digital Age), Algarve, Portugal. Martens, R. L. (2007). Geloven, gissen & dwalen. Key note voor Key note. Presentatie op de 5e internationale conferentie Studienamiddag Hoger Onderwijs. Competentiegericht opleiden: waar blijven de bewijzen?, Leuven, Belgium Martens, R. L. (2007). Multimedia maken oude onderwijsdroom eindelijk waar. Multimedia Keynote lezing onderwijscolloquium over Multimedia, Heerlen, The Netherlands Martens, R. L. (2007, November). Multimedia und radikale Bildungsinnovation. Invited lecture at the FernUniversität Hagen, Institut für Bildungswissenschaft und Medienforschung, Hagen, Germany. Mooij, T. (2007, 13‐15 September). Towards a systematic approach of social, emotional, and behavioural difficulties in schools. Invitation to address the first European Conference on ‘Social, Emotional and Behaviour Competence and Difficulties in children and young persons (SEBCD)’. Bugibba, Malta. (with E. Smeets). Paas, F., & Van Gog, T. (2007, February). Cognitive measurements to design effective learning environments. Invited presentation at the Research Colloquium of the Psychology Department, University of Koblenz‐Landau, Landau, Germany. Paas, F., Kirschner, F., & Kirschner, P. A. (2007, October). A cognitive load approach to the effectiveness of collaborative learning. Invited presentation at the Department of Fachdidaktik – Lehrerinnenbildung, University of Salzburg, Salzburg, Austria. Van Gog, T., & Paas, F. (2007, June). Effects on learning and transfer of worked examples showing thought and attention processes. Invited presentation in the Symposium on “Exemplary Learning” of VOR Divisions ‘ICT’ and ‘Learning and Instruction’, Utrecht, The Netherlands. Van Gog, T., & Paas, F. (2007, June). May we have your attention please! Invited presentation in the symposium “Real instruction, real theory, real learning” at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Van Merriënboer, J. J. G. (2007, January). Complex learning at the Open University of the Netherlands. Invited presentation for the Festo Program for Applied Knowledge, Ludwig Maximilians University, Muenich, Germany. Van Merriënboer, J. J. G. (2007, April). A unified theory of cognition: Discussion. Invited discussion the annual meeting of the American Educational Research Association (AERA), Chicago. 14
Van Merriënboer, J. J. G. (2007, April). Cognitive load theory and complex learning. Invited presentation for the Port Security Project, Florida State University, Florida, USA. Van Merriënboer, J. J. G. (2007, April). From cognitive load theory to self‐directed complex learning. Invited presentation for CyberMBA, Seoul, Korea. Van Merriënboer, J. J. G. (2007, April). Instructional design for the 21st century: From atomistic to holistic approaches. Invited keynote for the 2007 International Conference of the Korean Society for Educational Technology (KSET), Seoul, Korea. Van Merriënboer, J. J. G. (2007, May). Competentiegericht onderwijs: Uitgangspunten en misverstanden. Invited keynote voor de Show & Share Studiedag, Hogeschool InHolland, Haarlem, The Netherlands. Van Merriënboer, J. J. G. (2007, juni). ICT voor Complex Leren. Invited keynote at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Van Merriënboer, J. J. G. (2007, August). Trends in instructional design for complex learning. Invited symposium at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Van Merriënboer, J. J. G. (2007, September). Kiezen en delen bij complex leren. Invited keynote bij het 18e Nationale Decanensymposium, Tropenmuseum, Amsterdam, The Netherlands. Van Merriënboer, J. J. G. (2007, September). The systematic development of competence‐based curricula in VET: Ten steps to complex learning. Invited presentation at the Conference Research on VET, University of Göttingen, Göttingen, Germany. Van Merriënboer, J. J. G., & Boot, E. W. (2007, March). Research on past and current training in the armed forces. Invited presentation for the Development of Professional Performance Conference, Orlando, Fl., USA. Van Merriënboer, J. J. G., & Van Gog, T. (2007, September). Onderwijs innoveren met het brein in gedachten [Innovating education with the brain in mind]. Invited presentation at the symposium “Hersenen, Leren en Onderwijsinnovatie” [Brain, Learning and Educational Innovation], University of Maastricht, Maastricht, The Netherlands. (Technical) Reports Driessen, G., Mooij, T., & Doesborgh, J. (2007). Hoogbegaafdheid van leerlingen in het primair onderwijs:Ontwikkelingen en samenhangen met kenmerken van thuis, de groep en de school. Nijmegen: Radboud Universiteit, ITS. Evers, A., Vermeulen, M., & Van der Klink, M. R. (2007). The need to invest in teachers and teacher education. How to manage costs and achieve quality in teacher education? Heerlen: Ruud de Moor Centrum: Open Universiteit Nederland. Mooij, T., Hoogeveen, L., Driessen, G., Van Hell, J., & Verhoeven, L. (2007). Succescondities voor onderwijs aan hoogbegaafde leerlingen: Eindverslag van drie deelonderzoeken. Nijmegen: Radboud Universiteit, ITS/CBO/Afdeling Orthopedagogiek: Leren en Ontwikkeling. Mooij, T., Steenbergen‐Penterman, A. F. M., & Te Boekhorst‐Reuver, J. (2007). Naar verantwoorde leerarrangementen voor hoogbegaafde leerlingen. Enschede: SLO. Mooij, T. (2007). Discriminatie in en rond school: Bijlagen. Secundaire analyse van gegevens verkregen met de Veiligheidsmonitor V(S)O 2006. Nijmegen: Radboud Universiteit, ITS. Mooij, T. (2007). Discriminatie in en rond school: Rapport. Secundaire analyse van gegevens verkregen met de Veiligheidsmonitor V(S)O 2006. Nijmegen: Radboud Universiteit, ITS. Van Gog, T., Van Hell, J. G., Jenks, K., Jolles, J., De Jong, T., Manlove, S., & Van Merriënboer, J. J. G. (2007). Explorations in learning and the brain: A quick scan of the potential of neuroscience for education. Quick scan for the Program Educational Research of the Netherlands Organisation for Scientific Research (NWO‐PROO). 15
2008 Refereed articles (impact factor)1 SSCI journals Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., Gijselaers, W., & Westendorp, J. (2008). Cognitive load measurements and stimulated recall interviews for studying the effects of information and communications technology. Educational Technology Research & Development, 56, 309‐328. Boot, E., van Merriënboer, J. J. G., & Theunissen, N. (2008). Improving the development of instructional software: Three building‐block solutions to interrelate design and production. Computers in Human Behavior, 24, 1275‐1292. Brand‐Gruwel, S., & Gerjets, P. (2008). Instructional support for enhancing students’ information problem solving ability. Computers in Human Behavior, 24, 615‐622. Brand‐Gruwel, S., & Gerjets, P. (Eds.). (2008). Instructional support for enhancing students’ information problem solving ability [Special issue]. Computers in Human Behavior, 24(3). Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2008). Selecting learning tasks: Effects of adaptation and shared control on efficiency and task involvement. Contemporary Educational Psychology, 33, 733‐
756. Gulikers, J. T. M., Kester, L., Kirschner, P. A., & Bastiaens, T. J. (2008). The effect of practical experience on perceptions of assessment authenticity, study approach and learning outcomes. Learning and Instruction, 18, 172‐186.` Kirschner, P. A., Beers. P. J., Boshuizen, H. P. A., & Gijselaers, W. H. (2008). Coercing shared knowledge in collaborative learning environments. Computers in Human Behavior, 24, 403‐420. Könings, K. D., Brand‐Gruwel, S., van Merriënboer, J. J. G., & Broers, N. (2008). Does a new learning environment come up to studentsʹ expectations? A longitudinal study. Journal of Educational Psychology, 100, 535‐548. Mooij, T., & Driessen, G. (2008). Differential ability and attainment in language and arithmetic of Dutch primary school pupils. British Journal of Educational Psychology, 78, 491‐506. Nievelstein, F., Van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2008). Expertise‐related differences in conceptual and ontological knowledge in the legal domain. European Journal of Cognitive Psychology, 20, 1043–1064. Rikers, R. M. J. P., Van Gog, T., & Paas, F. (2008). The effects of constructivist learning environments: A commentary. Instructional Science, 36, 463‐467. Smits, M. H. S. B., Boon, J., Sluijsmans, D. M. A., & Van Gog, T. (2008). Content and timing of feedback in a web‐based learning environment: Effects on learning as a function of prior knowledge. Interactive Learning Environments, 16, 183‐193. Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43, 16‐26. Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2008). Effects of studying sequences of process‐
oriented and product‐oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211‐222. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2008). Information‐problem solving: A review of problems students encounter and instructional solutions. Computers in Human Behavior, 24, 623‐648. Wopereis, I. G. J. H., Brand‐Gruwel, S., & Vermetten, Y. (2008). The effect of embedded instruction on solving information problems. Computers in Human Behavior, 24, 738‐752. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78, 645‐675. [0.695] [1.767] [1.767] [1.767] [1.408] [1.435] [1.767] [2.903] [1.701] [1.193] [0.917] [0.914] [3.600] [1.435] [1.767] [1.767] [3.361] ICO Journals Boot, E. W., & van Merriënboer, J. J. G. (2008). Solutions for developing instructional software by creating and reusing learning objects. Technology, Instruction, Cognition, and Learning, 6, 1‐28. De Jong, K., & Brand‐Gruwel, S. (2008). Stimuleren van ontdekkend leren met behulp van proceswerkbladen: effecten op taakprestaties en metacognitieve kennis. Pedagogische Studiën, 85(6), 434‐450. ISI (Thompson Reuters) journals in the Journal Citation Reports (see www.isinet.com)
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Gravemeijer, K. P. E., & Kirschner, P. A. (2008). Een te simpele voorstelling van zaken [A too simplistic view of the situation]. Pedagogische Studiën, 85(3), 195‐197. Gulikers, J. T. M., Bastiaens, T. J., Kirschner, P. A., & Kester, L (2008). Authenticity is in the eye of the beholder: Student and teacher perceptions of assessment authenticity. Journal of Vocational Education & Training, 60(4), 401‐412. Jochems, W., & van Merriënboer, J. J. G. (2008). Reflecties op het programma onderwijsonderzoek 2008‐2011. Pedagogische Studien, 85, 198‐201. Joosten‐ten Brinke, D., Sluijsmans, D. M. A., Brand‐Gruwel, S., & Jochems, W. M. G. (2008). The quality of procedures to assess and credit prior learning: Implications for design. Educational Research Review, 3, 51‐65. Kicken, W., Brand‐Gruwel, S., & van Merriënboer, J. J. G. (2008). Scaffolding advice on task selection: A safe path toward self‐directed learning in on‐demand education. Journal of Vocational Education & Training, 60, 223‐239. Kommers, P., Stoyanov, S., Mileva, N., & Martínez Mediano, K. (2008). The effect of adaptive performance support system on learning achievements of students. International Journal of Continuing Engineering Education and Lifelong Learning, 18, 351‐365. Mooij, T. (2008). Education and self‐regulation of learning for gifted pupils: Systemic design and development. Research Papers in Education, 23, 1‐19. Sluijsmans, D. M. A., Straetmans, G., & Van Merriënboer, J. (2008). Integrating authentic assessment with competency based learning: the Protocol Portfolio Scoring. Journal of Vocational Education & Training, 60, 157‐
172. Stoyanov, S., & Kommers, P. (2008). Concept mapping instrumental support for problem solving. International Journal of Continuing Engineering Education and Lifelong Learning, 18, 40‐53. Stoyanov, S., Kommers, P., Bastiaens, T., & Martínez Mediano, K. (2008). Performance support system in higher engineering education – introduction and empirical validation. International Journal of Continuing Engineering Education and Lifelong Learning, 18, 491‐506. Other Journals Fastré, G. M. J., Segers, M. S. R., & Gijselaers, W. H. (2008). Selection to ensure study success: Looking for multiple criteria. The case of a European Master of Science program in Business. Journal of Education for Business, 84(1), 47‐54. Khalil, M. K., Paas, F., Johnson, T.E., Su, Y. K., & Payer, A. F. (2008). Effects of instructional strategies using cross‐
sections on the recognition of anatomical structures in radiological images. Anatomical Sciences Education, 1, 75‐83 Van der Baaren, J., Schuwer, R., Kirschner, P. A., & Hendriks, M. (2008). Finding your way into an open online learning community. Journal of Interactive Media in Education. http://jime.open.ac.uk/2008/04/ Books Kanselaar, G., Jonker, V., Kirschner, P.A., & Prins, F.J. (Eds.). (2008). International perspectives in the learning sciences: Cre8ting a learning world. Proceedings from the ICLS 2009: The Eighth International Conference for the Learning Sciences (Vol. 1‐3). Utrecht, the Netherlands: International Society of the Learning Sciences. Spector, J. M., Merrill, M. D., van Merriënboer, J. J. G., & Driscoll, M. P. (Eds.). (2008). Handbook of research on educational communications and technology (Third Ed.). Mahwah, NJ: Erlbaum/Routledge. Zumbach, J., Schwartz, N., Seufert, T., & Kester, L. (Eds.). (2008). Beyond knowledge: The legacy of competence. Dordrecht, the Netherlands: Springer. Book chapters Boshuizen, H. P. A., & Schmidt, H. G. (2008). The development of clinical reasoning expertise; Implications for teaching. In: J. Higgs, M. Jones, S. Loftus, & N. Christensen (Eds.), Clinical reasoning in the health professions (pp. 113‐122), (3rd rev. ed.). Oxford: Butterworth‐Heinemann/Elsevier. Boshuizen, H. P. A., Phythian‐Sence, C., Wagner, R. K., Gravemeijer, K., Van der Aalsvoort, G. M., Nievelstein, F., et al. (2008). Instructional models in domains and professions. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (pp 537‐566). Mahwah, NJ: Erlbaum/Routledge. Clark, R. E., Feldon, D. F., van Merriënboer, J. J. G., Yates, K. A., & Early, S. (2008). Cognitive task analysis. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (Third Ed.) (pp. 577‐594). Mahwah, NJ: Erlbaum/Routledge. 17
Gulikers, J., Sluijsmans, D. M. A., & Baartman, L. (2008). The power of assessment in teacher education: In A. Swennen & M. van der Klink (Eds.), Becoming a Teacher Educator. Theory and Practice for Novice Teacher Educators (pp. 175‐ 191). Dordrecht, The Netherlands: Kluwer Academic Publishers Group. Kester, L., & Tabbers, H. K. (2008). The effect of intervening tests on text retention. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 183‐187). Dordrecht, the Netherlands: Springer. Kim, C., Lee, J., van Merriënboer, J. J. G., Merrill, M. D., & Spector, J. M. (2008). Foundations for the future. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (Third Ed.) (pp. 807‐815). Mahwah, NJ: Erlbaum/Routledge. Kirschner, F., Paas, F., & Kirschner, P. A. (2008). Individual versus group learning as a function of task complexity: An exploration into the measurement of group cognitive load. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 21‐28). Dordrecht, the Netherlands: Springer. Kirschner, P. A., & Van Merriënboer, J. J. G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In Th. L. Good (Ed.), 21st century education: A reference handbook (pp. 244‐253). Thousand Oaks, CA: Sage Publications. Kirschner, P. A., Wubbels, T., & Brekelmans, M. (2008). Benchmarks for teacher education programs in the pedagogical use of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 435‐448). New York: Springer. Mooij, T. (2008). Bullying in primary school. In R. Loeber, N. W. Slot, P. van der Laan, & M. Hoeve (Eds.), Tomorrow’s criminals: The development of child delinquency and effective interventions (pp. 121‐132). Farnham, UK: Ashgate. Paas, F., Ayres, P., & Pachman, M. (2008). Assessment of cognitive load in multimedia learning environments: Theory, methods, and applications. In Robinson, D., & Schraw, G. (Eds.), Recent innovations in educational technology that facilitate student learning (pp. 11‐35). Information Age Publishing. Paas, F., Van Gog, T., Kirschner, F., Marcus, N., Ayres, P., & Sweller, J. (2008). Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 7‐9). Dordrecht, the Netherlands: Springer. Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2008). Guiding students’ attention during example study by showing the model’s eye movements. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 189‐196). Dordrecht, the Netherlands: Springer. Van Gog, T., Paas, F., Savenye, W., Robinson, R., Niemczyk, M., Atkinson, R., et al. (2008). Data collection and analysis. In J. M. Spector, M. D. Merrill, J. J. G. Van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd rev. ed.) (pp. 763‐806). New York: Erlbaum/Routledge. Van Merriënboer, J. J. G., & Kester, L. (2008). Whole‐task models in education. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (Third Ed.) (pp. 441‐456). Mahwah, NJ: Erlbaum/Routledge. Van Merriënboer, J. J. G., & Stoyanov, S. (2008). Learners in a changing learning landscape: Reflections from an instructional design perspective. In J. Visser & M. Visser‐Valfrey (Eds.), Learners in a changing learning landscape: Reflections from a dialogue on new roles and expectations (pp. 69‐90). Dordrecht: Springer. PhD‐theses Corbalan, G. (2008). Shared control over task selection: Helping students to select their own learning tasks. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Helsdingen, A. (2008). Training complex judgment: Effects of critical thinking and contextual interference. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Joosten‐ten Brinke, D. (2008). Assessment of prior learning. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Kicken, W. (2008). Portfolio use in vocational Education: Helping students to direct their learning. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Walraven, A. (2008). Becoming a critical websearcher: Effects of instruction to foster transfer. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. 18
Conference papers Brand‐Gruwel, S., Van Meeuwen, L., & Van Gog, T. (2008). The use of evaluation criteria when searching the WWW: An eye‐tracking study. In A. Maes & S. Ainsworth (Eds.), Proceedings EARLI Special Interest Group Text and Graphics ‘Exploiting the opportunities: Learning with textual, graphical, and multimodal representations’ (pp. 34‐37). Tilburg, The Netherlands: Tilburg University. Fastré, G. M. J., Van der Klink, M., Van Merriënboer, J. J. G., & Sluijsmans, D. M. A. (2008). Support in self‐
assessment in secondary vocational education. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International perspectives in the learning sciences: Cre8ing a learning world. Proceedings of the eight International Conference of the Learning Sciences, Part 3 (pp. 29‐30). International Society of the Learning Sciences. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van der Wiel, M. (2008). Self‐directed learning in pre‐
vocational secondary education: An analysis of difficulties and success factors in workplace simulations. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International perspectives in the learning sciences: Cre8ing a learning world. Proceedings of the eight International Conference of the Learning Sciences, Part 3 (pp. 55). International Society of the Learning Sciences. Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (2008). International perspectives in the learning sciences: Cre8ing a learning world. Proceedings of the eighth International Conference for the Learning Sciences – ICLS 2008. International Society for the Learning Sciences. Kester, L. (2008). The learning effects of cued or non‐cued concept mapping on retention. In A. Maes & S. Ainsworth (Eds.), Proceedings EARLI Special Interest Group Text and Graphics ‘Exploiting the opportunities: Learning with textual, graphical, and multimodal representations’ (pp. 82‐85). Tilburg, The Netherlands: Tilburg University. Kirschner, F., Paas, F., & Kirschner, P. A. (2008). Learning from complex cognitive tasks: Comparing groups to individuals. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International perspectives in the learning sciences: Cre8ing a learning world. Proceedings of the eight International Conference of the Learning Sciences, Part 1 (pp. 446‐452). International Society of the Learning Sciences. Kostons, D., Van Gog, T., & Paas, F. (2008). The effects of expertise and an eye movement cue on self‐generated self‐assessment criteria. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International perspectives in the learning sciences: Cre8ing a learning world. Proceedings of the eight International Conference of the Learning Sciences, Part 3 (pp. 61‐62). International Society of the Learning Sciences. Tabbers, H. K., & Kester, L. (2008). Self‐testing complex texts: Effects on retention but not on comprehension. In A. Maes & S. Ainsworth (Eds.), Proceedings EARLI Special Interest Group Text and Graphics ‘Exploiting the opportunities: Learning with textual, graphical, and multimodal representations’ (pp. 139‐142). Tilburg, The Netherlands: Tilburg University. Van Gog, T., Brand‐Gruwel, S., Van Meeuwen, L., & Paas, F. (2008). Uncovering cognitive processes: Cued retrospective reporting based eye movement records. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International perspectives in the learning sciences: Cre8ing a learning world. Proceedings of the eight International Conference of the Learning Sciences, Part 3 (pp. 416‐417). International Society of the Learning Sciences. Professional publications Hoogveld, A. W. M., & Steinen, H. (2008, June). Eerstejaars zicht geven op hun latere beroep: herontwerp van de propedeuse facility management met behulp van het 4C‐ID model. [Supporting freshmen in facility management with correct idea’s about their profession: redesign of propedeutics curriculum, applying the 4C‐ID model]. Tijdschrift voor Hoger Onderwijs [Journal for Higher Education], 26, 66‐76. Kirschner, P. A. (2008). A Simple Desultory Philippic… : Stop the BS. Surfspace. Available at http://www.surfspace.nl/nl/Columns/Pages/ASimpleDesultoryPhilippic…StoptheBS.aspx Kirschner, P. A. (2008). Duur is niet altijd goed. Surfspace. Available at http://www.surfspace.nl/nl/Columns/Pages/duurisnietaltijdgoed.aspx Kirschner, P. A. (2008). Drie vliegen in één klap? Surfspace. Available at http://www.surfspace.nl/nl/Columns/Pages/Drievliegeninéénklap.aspx Kirschner, P. A. (2008). Leren is geen straf. Interview in Intermediair, 11, (10 juni 2008), 24‐26. Kirschner, P. A., & Prins, F. J. (2008). De beleving van de vernieuwingen in het voortgezet onderwijs: De stem van schoolleiders, docenten, ouders/verzorgers en scholieren. Een rapportage aan de Commissie Parlementair Onderzoek Onderwijsvernieuwingen. Tweede Kamer, vergaderjaar 2007‐2008, 31 007, nr. 9. Den Haag: SDU Uitgeverij. 19
Klatter, E., & van Merriënboer, J. J. G. (2008). Het gevecht tegen de teloorgang van competentiegericht onderwijs. Journaal voor Onderwijsvernieuwing, 8(4), 38‐39. Mooij, T. (2008). Inclusief hoogbegaafdheid [Including high ability]. De Wereld van het Jonge Kind [The World of the Young Child], 35, 346‐349. Mooij, T. (2008). De daad bij het woord: Naar de optimale basisschool [Linking words and deeds: Towards the optimal primary school]. Kader Primair [Primary Framework], 14(3), 12‐15. Prins, F. J., Kirschner, P. A., Jonker, V., Prangsma, M., Slof, B., Phielix, C., Janssen, J. J. H. M., Kotkamp, E. (2008). Conferentieverslag. De tweejaarlijkse International Conference for the Learning Sciences (ICLS), 23 ‐ 28 juni 2008, Utrecht. Pedagogische Studiën, 85, 483‐490. Walraven, A., Brand‐Gruwel, S., & Boshuizen, E. (2008). Beoordelen en selecteren van informatie op Internet: twee onderwijsmethodes vergeleken [Evaluating and selecting information on the Internet: two educational methods compared]. OnderwijsInnovatie, 10(1), 17‐25. Other research output Contributions to conferences and congresses Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2008, March). Teachersʹ evaluations of their classroom assessments: Comparing a traditional and an innovative school. Paper presented at the AERA conference, New York, USA. Bijker, M., Boshuizen, H. P. A., & Van der Klink, M. R. (2008, August). Which curriculum factors in Master programs in business administration positively affect the transition to management positions in organizations? Poster presented at EARLI Learning and Professional Development SIG Conference, Jyväskylä, Finland. Brand‐Gruwel, S., Van Meeuwen, L., & Van Gog, T. (2008, June). Surfen op de informatieoceaan: Beoordelen van informatie op internet [Surfing the information‐ocean: Judging information on the Internet]. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Brand‐Gruwel, S. Wopereis, I. & Van Merriënboer, J. (2008, March). Information problem‐solving while using the WWW: Effects of Realistic Learning Tasks. Paper presented at the annual meeting of the American Educational Research Association, New York. Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2008, March). Learner control over surface and structural task features: What learners select and what they should select. Paper presented at the annual meeting of the American Educational Research Association, New York. Corbalan, G., & Paas, F. (2008, September). Learning and motivational effects of different forms of feedback in linear algebra probles. Paper presented at the ‘Math Tutoring: Tools and Feedback’ Symposium organized by the Surf Foundation and the Joining Educational Mathematics Network, Heerlen, The Netherlands. Erkens, G., Kirschner, P.A., & Janssen, J . (2008, September). Visualization of argumentation as shared activity. A paper presented at the conference on Use of (external) representations in mathematical and scientific reasoning an problem solving: analysis and improvement, Workshop Leuven, Belgium. Fastré, G. M. J., Van der Klink, M., Sluijsmans, D. M. A., & Van Merriënboer, J. J. G. (2008, August). Support in self‐
assessment in secondary vocational education. Paper presented at the EARLI/Northumbria Assessment Conference 2008, Potsdam, Germany. Fastré, G. M. J., Van der Klink, M., & Van Merriënboer, J. J. G. (2008, November). Effecten van het geven van ondersteuning bij zelfbeoordeling. [Effects of giving support in self‐assessment]. Paper presented at the Studiedag 2008 Vlaams Forum voor Onderwijsonderzoek [Study day 2008 Flemish Forum for Educational Research], Hasselt, Belgium. Fastré, G. M. J., Van der Klink, M., Van Merriënboer, J. J. G., & Sluijsmans, D. M. A. (2008, June). Het bevorderen van zelfbeoordelingvaardigheden in het MBO [Support in self‐assessment in Care Village]. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Gorissen, C. J. J. (2008, November). Effecten van didactische structurering van multimediale leermiddelen. Presentation at the 4C/ID symposium, Rotterdam, The Netherlands. Joosten‐ten Brinke, D., Sluijsmans, D. M. A., & Jochems, W. M. G. (2008, March). Self‐assessment in university Assessment of Prior Learning procedures. Paper presented at the annual meeting of the American Educational Research Association, New York, U.S.A. Joosten‐ten Brinke, D., Sluijsmans, D. M. A., & Jochems, W. M. G. (2008, June) Het beoordelen van het portfolio’s bij EVC‐procedures in het hoger onderwijs [Portfolio assessment in the assessment of prior learning procedures]. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. 20
Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van der Wiel, M. (2008, June). Leren in werkplekkenstructuren: Een kwalitatieve analyse van succes‐ en faalfactoren [Learning in workplace simulations: A qualitative analysis of success and failure factors]. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van der Wiel, M. (2008, August). From theory to practice: Success‐ and failure factors in pre‐vocational secondary education. Paper presented at the EARLI Learning and Professional Development SIG Conference, Jyväskylä, Finland. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van der Wiel, M. (2008, July). What are difficulties and succes factors in workplace simulations in pre‐vocational education. Poster presented at the Junior Researchers of Earli Conference, Leuven, Belgium. Kester, L., & Tabbers, H. K. (2008, June). Het effect van tussentoetsen op het onthouden van teksten. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Kicken, W., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2008, June). Verantwoord verantwoordelijk: Richtlijnen voor effectief vraaggestuurd onderwijs. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Kicken, W., Brand‐Gruwel, S., Van Merriënboer, J. J. G, & Slot, W. (2008, March). Helping students to self‐direct their learning: Providing advice on portfolio content. Paper presented at the annual meeting of the American Educational Research Association, New York. Kirschner, F., Paas, F., & Kirschner, P. A. (2008, February‐March). Measuring group cognitive load. Paper presented at the Cognitive Load Theory Conference, Wollongong, Australia. Kirschner, F., Paas, F., & Kirschner, P. A. (2008, January). Effects of individual and group‐based learning from complex cognitive tasks on efficiency of retention and transfer performance. Paper presented at the Hawaii International Conference on Education, Honolulu, Hawaii. Kirschner, F., Paas, F., & Kirschner, P. A. (2008, March). Individual and group‐based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Paper presented at the annual meeting of the American Educational Research Association, New York. Kirschner, P. A., & Prins, F. J. (2008, June). De Beleving van de Vernieuwingen in het Voortgezet Onderwijs: De Stem van Schoolleiders, Docenten, Ouders/Verzorgers en Scholieren [Large scale innovations in Dutch secondary education: The voice of school managers, teachers, parents and students]. Paper presented at the Onderwijs Research Dagen, Eindhoven, The Netherlands. Kirschner, P. A., & Prins, F. J. (2008, November). Large scale innovations in Dutch secondary education: The voice of school managers, teachers, parents and students. Paper presented at the annual conference of the Association for Educational Communications and Technology (AECT), Orlando, FLA, USA. Könings, K., Brand‐Gruwel, S., & Elen, J. (2008, June). Luisteren naar wensen van leerlingen: Weten leerlingen wel wat zij willen? Paper presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Kostons, D., Van Gog, T., & Paas, F. (2008, February‐March). The effects of expertise and performance‐process cues on self‐assessment. Paper presented at the Cognitive Load Theory Conference, Wollongong, Australia. Kostons, D., Van Gog, T., & Paas, F. (2008, July). Investigating effects of expertise and performance‐process cues on self‐
asssessment. Paper presented at the Junior Researchers of Earli conference 2008, Leuven, Belgium. Mooij, T. (2008, June). Ontwerp en eerste resultaten van de landelijke veiligheidsmonitor V(S)O: naar vergroting van sociale veiligheid in en rond school. [Design and first results of the national monitor on school safety in secondary education: increasing social safety in and around schools.] Paper presented at the Onderwijs Research Dagen [Educational Research Days]. Eindhoven, The Netherlands. Nievelstein, F., Van Gog, T., & Boshuizen, H. P. A. (2008, August). Effects of instructional support on law students’ legal reasoning. Poster presented at EARLI Learning and Professional Development SIG Conference, Jyväskylä, Finland. Sluijsmans, D. M. A,, Strijbos, J., & van de Watering, G. (2008, August). Modelling the impact of individual contributions on peer assessment during group work in teacher training: In search of flexibility. Paper presented at the EARLI Northumbria Assessment Conference, Potsdam, Germany. Taminiau, E.M.C. (2008, November). Procedurele adviesmodellen en het effect op de ontwikkeling van self‐assessment en taakselectie vaardigheden en domein‐specifieke vaardigheden. Presentation at the 4C/ID symposium, Rotterdam, The Netherlands. Taminiau, E. M. C., Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2008, October). Procedural advisory models and the acquisition of domain‐specific skills. Paper presented at the annual conference Cognition and Exploratory Learning in Digital Age (CELDA), Freiburg, Germany. 21
Van Gog, T. (2008, June). Modeling examples including eye movements. Presentation in Workshop ‘Four eyes: Eye tracking methods in collaborative/learning research’ at the International Conference of the Learning Sciences, Utrecht, The Netherlands. Van Gog, T., & Paas, F. (2008, July). Including eye movements in modelling examples: Effects on learning and transfer. Paper presented at the International Conference of Psychology, Berlin, Germany. Van Gog, T., Brand‐Gruwel, S., Van Meeuwen, L., & Paas, F. (2008, February‐March). Uncovering cognitive processes: Concurrent reporting vs. cued retrospective reporting based on records of eye‐movements. Paper presented at the Cognitive Load Theory Conference, Wollongong, Australia. Van Gog, T., Brand‐Gruwel, S., Van Meeuwen, L., & Paas, F. (2008, July). Uncovering cognitive processes in learning and instruction: Cued Retrospective Reporting based on records of eye‐movements. Paper presented at the International Conference of Psychology, Berlin, Germany. Van Gog, T., De Jong, T., Van Merriënboer, J. J. G., & Manlove, S. (2008, March). Education and neuroscience: Identifying interesting interfaces. Paper presented at the annual meeting of the American Educational Research Association, New York. Van Meeuwen, L., Brand‐Gruwel, S., & Van Gog, T. (2008, July). Effects of information problem solving skill on judging Google search results: An eye‐tracking study. Paper presented at the International Conference of Psychology, Berlin, Germany. Van Merriënboer, J. J. G. (2008). Ten steps to complex learning: A systematic approach to holistic instructional design. Two‐day workshop for East China Normal University, February 26‐27, 2008, Shanghai, China. Van Merriënboer, J. J. G., & Sluijsmans, D. A. (2008). Toward a synthesis between cognitive load theory and self‐directed learning. Presentation at the 2nd Cognitive Load Theory Conference, University of Wollongong, February 29‐
March 2, 2008, Wollongong, Australia. Van Merriënboer, J. J. G. (2008). Ten steps to complex learning. Three‐day workshop for Ludwig Maximilians Universitat, November 26‐28, 2008, Munich, Germany. Van Zundert, M.J., Sluijsmans, D.M.A., & Van Merriënboer, J.J.G. (2008, June). Comparing domain skill and peer assessment skill for simple and complex tasks. Poster presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Van Zundert, M.J., Sluijsmans, D.M.A., & Van Merriënboer, J.J.G. (2008, July). Challenging pathways in peer assessment research. Poster presented at the Junior Researchers of EARLI Conference, Leuven, Belgium. Van Zundert, M.J., Sluijsmans, D.M.A., & Van Merriënboer, J.J.G. (2008, August). The effects of task complexity on domain skill and peer assessment skill. Paper presented at the EARLI Northumbria Assessment Conference, Potsdam, Germany. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H.P.A. (2008, August). Instructional design and design research: the story of the teachers. Paper presented at the EARLI Learning and Professional Development SIG Conference, Jyväskylä, Finland. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H.P.A. (2008, July). A Field Test of Two Conflicting Transfer Theories; Metacognition versus Cognition. Paper presented at the International Congress of Psychology, Berlin, Germany. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H.P.A. (2008, June). Het ontwerpen van krachtige leeromgevingen samen met docenten [Designing powerful learning environments with teachers]. Poster presented at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Wetzels, S.A.J., Kester, L., & van Merriënboer, J.J.G. (2008, July). Effects of note taking during prior knowledge activation dependent on learners’ prior knowledge. Paper presented at the Junior Researchers of EARLI Conference, Leuven, Belgium. Wetzels, S.A.J., Kester, L., & van Merriënboer, J.J.G. (2008, March). The effect of taking notes during prior knowledge activation on performance and learning efficiency. Paper presented at the annual meeting of the American Educational Research Association, New York. Wetzels, S.A.J., Kester, L., & van Merriënboer, J.J.G. (2008, September). Use of External Representations during Prior Knowledge Activation in Science: Prompting and Offloading. Paper presented at the meeting of the Scientific Network Leuven, Leuven, Belgium. Wopereis, I. G. J. H. (2008, November). Onderwijs ontwerpen voor het leren oplossen van informatieproblemen. Presentation at the 4C/ID symposium, Rotterdam, The Netherlands. Wopereis, I. G. J. H., Kirschner, P. A., & van Merriënboer, J. J. G. (2008, June). Variability of practice as the key to creativity. Paper presented at the Doctoral Consortium of the International Conference of the Learning Sciences, Utrecht, The Netherlands. Invitations to address major conferences 22
Kirschner, F., Paas, F., & Kirschner, P. A. (2008, November). A cognitive‐load approach to collaborative learning: United brains for complex cognitive tasks. Invited presentation at the Workshop on Cognitive Load Theory and its Applications to Instructional Design, Macau, China. Mooij, T. (2008, September). Promoting educational and social integration to prevent behaviour problems of pupils and school staff. Invited presentation in the symposium ‘Social, emotional, and behavioural difficulties in pupils: Prevalence, prevention and intervention’, at the ‘European Conference on Educational Research’, Göteborg, Sweden. Mooij, T. (2008, September). Social cohesion in schools: A theoretical model to improve social and cognitive functioning of staff and pupils. Invited presentation in the symposium ‘Learning in Technology Enhanced Learning Environments’, at the ‘European Conference on Educational Research’, Göteborg, Sweden. Paas, F. (2008, November). Interdisciplinary perspectives to advance cognitive load theory. Invited presentation at the Workshop on Cognitive Load Theory and its Applications to Instructional Design, Macau, China. Paas, F., Van Gog, T., Kirschner, F., Marcus, N., Ayres, P., & Sweller, J. (2008, February‐March). The cutting edge of cognitive load research lies across the boundaries of disciplines. Invited presentation at the Cognitive Load Theory Conference, Wollongong, Australia. Paas, F., Van Gog, T., Kirschner, F., Marcus, N., Ayres, P., & Sweller, J. (2008, September). Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education. Invited presentation at the EARLI Sig 6 & 7 conference, Salzburg, Austria. Van Gog, T. (2008, June). Example‐based learning: Effects of making thought and attention processes explicit. Invited presentation at Ludwigsburg University of Education, Germany. Van Gog, T. (2008, June). May we have your attention please! Guiding studentsʹ attention through the inclusion of the modelʹs eye movements in examples. Invited presentation at the University of Tübingen, Germany. Van Gog, T. (2008, May). Learning from examples: Effects of making thought and attention processes of the model explicit. Invited presentation at the Institute of Psychology, University of Freiburg, Germany. Van Gog, T., Van Hell, J. G., Jenks, K., Jolles, J., De Jong, T., Manlove, S., & Van Merriënboer, J. J. G. (2008, June). Leren en het brein: Kunnen neurowetenschappen een licht werpen op onderwijs‐onderzoeksvragen? [Learning and the brain: Can neurosciences shed light on educational research questions?]. Invited NWO‐PROO symposium at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Van Gog, T., Van Merriënboer, J. J. G., Rikers, R. M. J. P., & Paas, F. (2008, March). Experts and expertise development as models for instructional design: A cognitive load perspective. Invited presentation in a symposium on “Instructional Design for the Advanced Learner: Training Expertise” organized by the AERA SIG Technology, Instruction, Cognition, and Learning, at the annual meeting of the American Educational Research Association, New York. Van Merriënboer, J. J. G. (2008). Complex learning as a future challenge for educational research. Keynote presentation for the ICO Winterschool, January 20‐February 1, 2008, Jyväskylä, Finland. Van Merriënboer, J. J. G. (2008). Het gevecht tegen de teloorgang van competentiegericht onderwijs [Fighting the loss of competence‐based education]. Invited presentation for Stichting Consortium Beroepsonderwijs, February 8, 2008, Nijkerk, The Netherlands. Van Merriënboer, J. J. G. (2008). Instructional design for complex learning. Invited presentation for East China Normal University, February 26, 2008, Shanghai, China. Van Merriënboer, J. J. G. (2008). Four‐component instructional design and self‐directed learning. Invited presentation for the School of Education at the University of Wollongong, March 3, 2008, Wollongong, Australia. Van Merriënboer, J. J. G. (2008). Onderwijs innoveren voor een leven‐lang‐leren [Innovating education for lifelong learning]. Invited presentation for the Amarantis Onderwijsgroep, October 7, 2008, Amsterdam, The Netherlands. Van Merriënboer, J. J. G. (2008). Valkuilen bij het ontwerpen volgens 4C/ID [Pitfalls when designing with 4C/ID]. Keynote presentation at the 4C/ID Gebruikersdag, November 13, 2008, Rotterdam, The Netherlands. Van Merriënboer, J. J. G. (2008). Studenten prepareren voor een leven lang leren [Preparing students for lifelong learning]. Invited presentation for the Nationaal Onderwijs Congres (NOC), November 20, 2008, Rotterdam, The Netherlands. (Technical) Reports De Jong, A. J. M., van Gog, T., Jenks, K., Manlove, S., van Hell, J. G., Jolles, J., van Merriënboer, J. J. G., van Leeuwen, Th., & Boschloo, A. (2008). Explorations in learning and the brain: On the potential of cognitive neuroscience for educational science. The Hague, The Netherlands: NWO. 23
2009 Refereed articles (impact factor)1 SSCI journals Amadieu, F., Van Gog, T., Paas, F., Tricot, A., & Mariné, C. (2009). Effects of prior knowledge and concept‐map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376‐386. Angeli, C., Valanides, N., & Kirschner, P. A. (2009). Field dependence–independence and instructional‐
design effects on learners’ performance with a computer‐modeling tool. Computers in Human Behavior, 25, 1355‐1366. Ayres, P., & Paas, F. (2009). Interdisciplinary perspectives inspiring a new generation of cognitive load research. Educational Psychology Review, 21, 1‐9. Ayres, P., & Van Gog, T. (2009). Editorial: State of the art research into Cognitive Load Theory. Computers in Human Behavior, 25, 253‐257. Bell, K., Boshuizen, H. P. A., Scherpbier, A. J. J. A., & Dornan, T. L. (2009). When only the real thing will do: Junior medical studentsʹ learning from real patients. Medical Education, 43(11), 1036‐1043. Brand‐Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of Information Problem Solving while using Internet. Computers & Education, 53, 1207‐1217. Corbalan, G., Kester, L., & Van Merriënboer, J .J. G. (2009). Combining shared control with variability over surface aspects: Interaction effects on transfer performance and task involvement. Computers in Human Behavior, 25, 290‐298. Corbalan, G., Kester, L., & Van Merriënboer, J .J. G. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19, 455‐465. De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21, 113‐140. Janssen, J. J. H. M., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2009). Influence of group member familiarity on online collaborative learning computers in human behaviour. Computers in Human Behavior, 25, 261‐270. Kester, L. & Kirschner, P. A. (2009). Effects of fading support on hypertext navigation and performance in student‐centered e‐learning environments. Interactive Learning Environments, 17, 165‐179. Kicken, W., Brand‐Gruwel, S., Van Merriënboer, J. J. G., & Slot, W. (2009). Design and evaluation of a development portfolio: How to improve studentsʹ self‐directed learning skills? Instructional Science, 37, 453‐473. Kicken, W., Brand‐Gruwel, S., Van Merriënboer, J. J. G., & Slot, W. (2009). The effects of portfolio‐based advice on the development of self‐directed learning skills in secondary vocational education. Educational, Technology, Research & Development, 57, 439‐460. Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive‐load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31‐42. Kirschner, F., Paas, F., & Kirschner, P. A. (2009). Individual and group‐based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25, 306‐
314. Kostons, D., Van Gog, T., & Paas, F. (2009). How do I do? Investigating effects of expertise and performance‐process records on self‐assessment. Applied Cognitive Psychology, 23, 1256‐1265. Paas, F., & Ayres, P. (Eds.) (2009). Advancing cognitive load theory through interdisciplinary research [Special issue]. Educational Psychology Review, 21. Prangsma, M. E., Van Boxtel, C. A. M., Kanselaar, G., & Kirschner, P. A. (2009). Concrete and abstract visualizations in history learning tasks. British Journal of Educational Psychology, 79, 371‐387. Scheiter, K., & Van Gog, T. (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi‐representational sources. Applied Cognitive Psychology, 23, 1209‐1214. Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009). Attention guidance during example study via the model’s eye movements. Computers in Human Behavior, 25, 785‐791. ISI (Thompson Reuters) journals in the Journal Citation Reports (see www.isinet.com)
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[2.372] [1.677] [3.477] [1.677] [2.696] [2.059] [1.677] [2.372] [3.477] [1.677] [0.973] [1.341] [1.183] [3.477] [1.677] [1.452] [3.477] [1.651] [1.452] [1.677] Van Gog, T., Kester, L., Nievelstein, F., Giesbers, B., & Paas, F. (2009). Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction. Computers in Human Behavior, 25, 325‐331. Van Gog, T., Paas, F., Marcus, N., Ayres, P., & Sweller, J. (2009). The mirror‐neuron system and observational learning: Implications for the effectiveness of dynamic visualizations. Educational Psychology Review, 21, 21‐30. Van Merriënboer, J., Wopereis, I., Bosker, R., Creemers, B., De Jong, T., Scheerens, J., & Simons, P. R. J. (2009). 20 jaar interuniversitair centrum voor onderwijsonderzoek: Een retrospectief [20 years interuniversity centre for educational research: A retrospective. Pedagogische Studiën, 86, 474‐481. Verhoeven, L., Schnotz, W., & Paas, F. (2009). Cognitive load in interactive knowledge construction. Learning and Instruction, 19, 369‐375. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2009). How students evaluate information and sources when searching the World Wide Web for information. Computers and Education, 52(1), 234‐
246. Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., & Sweller, J. (2009). Instructional animations can be superior to statics when learning human motor skills. Computers in Human Behavior, 25, 339‐347. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2009). Observational learning from animated models: Effects of modality on reflection on transfer. Contemporary Educational Psychology, 34, 1‐8. [1.677] [3.477] [0.000] [2.372] [2.059] [1.677] [1.057] ICO Journals Joosten‐ten Brinke, D., Sluijsmans, D. M. A., & Jochems, W. M. G. (2009). Self‐assessment in university assessment of prior learning procedures. International Journal of Lifelong Education, 28, 107‐122. Mooij, T. (2009). Education and ICT‐based self‐regulation in learning: Theory, design and implementation. Education and Information Technologies, 14, 3‐27. Mooij, T., & Smeets, E. (2009). Towards systemic support of pupils with emotional and behavioural disorders. International Journal of Inclusive Education, 13, 597‐616. Schaap, H., De Bruijn, E., Van der Schaaf, M. F., & Kirschner, P. A. (2009). Studentsʹ personal professional theories in competence‐based vocational education: the construction of personal knowledge through internalisation and socialisation. Journal of Vocational Education & Training, 61(4), 481‐494. Seezink, A., Poell, R. F., & Kirschner, P. A. (2009). Teachersʹ individual action theories about competence‐based education: The value of the cognitive apprenticeship model. Journal of Vocational Education & Training, 61, 203‐
215. Other Journals Dornan, T., Scherpbier, A. J. J. A., Boshuizen, H. P. A. (2009). Supporting medical students’ workplace learning: Experience‐based learning (ExBL). The Clinical Teacher, 6(3), 167‐171. Joosten‐ten Brinke, D., Sluijsmans, D. M. A., & Jochems, W. M. G. (2009c). The quality of Assessment of Prior Learning (APL) in university programmes: Perceptions of candidates, tutors and assessors. Studies in Continuing Education, 31(1), 61‐76. Books De Jong, T., Van Gog, T., Jenks, K., Manlove, S., Van Hell, J. G., Jolles, J., Van Merriënboer, J. J. G., Van Leeuwen, T., & Boschloo, A. (2009). Explorations in learning and the brain: On the potential of cognitive neuroscience for educational science. New York: Springer. Book chapters Boshuizen, H. P. A. (2009). Teaching for expertise; problem‐based methods in medicine and other professional domains. In K. A. Ericsson (Ed.), The development of professional performance: Approaches to objective measurement and designed learning environments (pp. 379‐404). Cambridge University Press. Gerjets, P., & Kirschner, P. A. (2009). Learning from multimedia and hypermedia. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder & S. Barnes (Eds.), Technology‐enhanced learning: Principles and products (pp. 251‐272). Dordrecht, The Netherlands: Springer. Kirschner, P. A. (2009). Epistemology or pedagogy, that is the question. In S. Tobias & T. M. Duffy. Constructivist instruction: Success or failure? (pp. 144‐157). New York: Routledge. Kirschner, P. A., Kirschner, F. C., & Paas, F. (2009). Cognitive load theory. In E. M. Anderman & L. H. Anderman 25
(Eds.). Psychology of classroom learning: An encyclopedia, Volume 1, a‐j (pp. 205‐209). Detroit, MI: Macmillan Reference. Paas, F., & Van Gog, T. (2009). Principles for designing effective and efficient training of complex cognitive skills. In F. Durso (Ed.), Reviews of human factors and ergonomics, vol. 5 (pp. 166‐194). Santa Monica, CA: Human Factors and Ergonomics Society. PhD‐theses Kirschner, F. (2009). United brains for complex learning. A cognitive‐load approach to collaborative learning efficiency. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Nievelstein, F. (2009). Learning law: Expertise differences and the effect of instructional support. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Wetzels, S. (2009). Individualised strategies for prior knowledge activation. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Conference papers Jarodzka, H., Scheiter, K., Gerjets, P., Van Gog, T., & Dorr, M. (2009). How to convey perceptual skills by displaying experts’ gaze data. In N. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2920‐2925). Austin, TX: Cognitive Science Society. Van Gog, T., & Paas, F. (2009). Effects of concurrent performance monitoring on cognitive load as a function of task complexity. In N. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1605‐1608). Austin, TX: Cognitive Science Society. Professional publications Brouns, F., Van den Boom, G., Pannekeet, K., & Schumacher, J. (2009). Studienet Basismodellen – Het nieuwe Studienet: Blackboard centraal. Heerlen: Open Universiteit Nederland. Corbalan, G., Cuypers, H., & Paas, F. (2009). Het leren van lineaire algebra: Effecten van feedback op motivatie en efficiëntie van het leren [Learning linear algebra: Effects of feedback on motivation and learning efficiency]. Tijdschrift voor Didactiek der β‐wetenschappen, 26(1 & 2), 21‐36. Coun, M. J. H., & Wagemans L. J. J. M. (2009). Cursusontwikkeling als industrieel proces. In K. Schlusmans, G. van den Boom, M. van der Klink, D. Joosten‐ten Brinke, R. Hoefakker, & L. Wessels (Eds.), Een leven lang eigenwijs studeren: Het onderwijs van de Open Universiteit Nederland (pp. 103‐110). Heerlen: Open Universiteit Nederland. Fastré, G. M. J., Van der Klink, M., & Van Merriënboer, J. J. G. (2009). Onderzoek doen in de onderwijspraktijk, wat brengt het met zich mee? Onderwijs en Gezondheidszorg, 3, 6‐9. Gorissen, C. J. J., Mofers, F. J. M., & Hermans, H. (2009). eReaders in het onderwijs. OnderwijsInnovatie, 2, 32‐36. Helsdingen, A. S. (2009). Training in complexe besluitvorming – de effecten van critical thinking instructie en oefenvolgorde. Opleiding en Ontwikkeling, 3, 18‐21. Hermans, H., Van den Boom, G., Verjans, S., & Wagemans L. J. J. M. (2009). De elektronische leeromgeving. In K. Schlusmans, G. van den Boom, M. van der Klink, D. Joosten‐ten Brinke, R. Hoefakker, & L. Wessels (Eds.), Een leven lang eigenwijs studeren: Het onderwijs van de Open Universiteit Nederland (pp. 103‐110). Heerlen: Open Universiteit Nederland. Joosten‐ten Brinke, D., De Craene, B., Lemmen, K., Van den Boomen, J., Slangen, M., & Voncken, J. (2009). Opzet van organisatiebrede EVC‐procedure. OnderwijsInnovatie, 2, 17‐24. Mooij, T. (2009). Hoe kinderen opvoeding en ontwikkeling in eigen beheer kunnen krijgen. In F. Smit (Red.), Ouders en school. Ouderbetrokkenheid en ouderparticipatie in de praktijk (pp. 102‐104). Den Haag: Sdu. Mooij, T. (2009). Veiligheidsmonitor Voortgezet (Speciaal) Onderwijs: Opzet en resultaten. In M. Boekenoogen, P. van Hoesel, Y. Prince, & C. Verheijen (Eds.), Methoden van beleidsonderzoekers: creatief en oplossingsgericht (pp. 299‐309). Den Haag: Lemma. Schlusmans, K., Van den Boom, G., Van der Klink, M., Joosten‐ten Brinke, D., Hoefakker, R., & Wessels, L. (2009). Een leven lang eigenwijs studeren: het onderwijs van de Open Universiteit Nederland. Heerlen: Open Universiteit Nederland. Schlusmans, K., Van den Boom, G., & Spoormans, H. (2009). Het Onderwijsconcept. In K. Schlusmans, G. van den Boom, M. van der Klink, D. Joosten‐ten Brinke, R. Hoefakker, & L. Wessels (Eds.), Een leven lang eigenwijs studeren: Het onderwijs van de Open Universiteit Nederland (pp. 13‐20). Heerlen: Open Universiteit Nederland. Spanjers, I., Leppink, J., & Van Gog, T. (2009). Boekbespreking: How to optimize cognitive load for learning from animated models. Pedagogische Studiën, 86, 321‐323. 26
Van den Boom, G., & Schlusmans, K. (2009). De cursus en didactische modellen. In K. Schlusmans, G. van den Boom, M. van der Klink, D. Joosten‐ten Brinke, R. Hoefakker, & L. Wessels (Eds.), Een leven lang eigenwijs studeren: Het onderwijs van de Open Universiteit Nederland (pp. 35‐43). Heerlen: Open Universiteit Nederland. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3‐15. Walhout, J., & Brand‐Gruwel, S. (2009). Informatievaardigheden brandstof bij levenslang leren. Mediacoach, 1(2), 22‐25. Other research output Contributions to conferences and congresses Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2009). Succesfactoren in bedrijfskundeopleidingen [Success factors in Business Administration Education]. Paper presented at 36th Onderwijs Research Dagen (ORD), Leuven, Belgium. Boon, M.J.J.P.M., & Wagemans, L.J.J.M. (2009, June). E‐xcellence local seminars Leuven, Bern. Paper presented at the International Conference on Distance Education (ICDE), Maastricht, the Netherlands. Boshuizen, H. P. A., Van de Wiel, M., & Schmidt, H. G. (2009, August). The emergence of knowledge encapsulations within a limited timeframe. Paper presented at the 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. Brand‐Gruwel, S. (2009). Lezing over ontwerpen van instructie in informatievaardigheden voor mediathecarissen. November, 5, 2009, Sittard: Bibliotheekhuis Limburg. Brand‐Gruwel, S., Van Meeuwen, L., & Van Gog, T. (2009, August). How students evaluate information found on the WWW: An eye‐tracking study. Paper presented at the 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. Broekkamp, H., & Kirschner, P. A. (2009, March). Benutting van outline tools voor schrijven en leren van leerlingen [Making use of outline tools for writing and learning]. Presentatie tijdens de conferentie ‘Kennis van waarde maken’, Surf, Kennisnet, Utrecht, The Netherlands. Corbalan, G., Kester, L., & Van Merriënboer, J .J. G. (2009, March). Feedback and learner control: Effects on efficiency and motivation. Paper presented at the 3rd International Cognitive Load Theory Conference, Heerlen, The Netherlands. Corbalan, G., Kester, L., & Van Merriënboer, J .J. G. (2009, August). Feedback as knowledge of correct response in genetic problems: Effects on efficiency and motivation. Paper presented at the 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. Damsa, C. I., Kirschner, P. A., Erkens, G., & Andriessen, J. E. B. (2009, April). Shared epistemic agency and object‐
oriented collaboration in university education student research activities. Paper presented at the 20th Annual Meeting of the American Educational Research Association (AERA). San Diego, CA. Damsa, C. I., Kirschner, P. A, Erkens, G., & Andriessen, J. E. B. (2009, May). Shared epistemic agency and object‐
oriented collaboration in university education student research activities. Paper presented at the Annual Meeting of the Dutch‐Flamish Educational Research Association (ORD), Leuven, Belgium. Fastré, G. M. J., Van der Klink, M., Van Merriënboer, J. J. G. (2009, May). Het effect van specifieke beoordelingscriteria op de zelfbeoordelingvaardigheden van studenten in het MBO. [The effects of specific assessment criteria on students’ self‐assessment skills in Secondary Vocational Education]. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Leuven, Belgium. Fastré, G. M. J., Van der Klink, M., Van Merriënboer, J. J. G. (2009, August). Competence‐based education! Competence‐based assessment? Paper presented at JURE 2009, Amsterdam, The Netherlands. Fastré, G. M. J., Van der Klink, M., Van Merriënboer, J. J. G. (2009, August). Competence‐based education! Competence‐based assessment? Paper presented at the 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. Gorissen, C. J. J., Kester, L., & Martens, R. L. (2009, March).Optimizing the structure of hypermedia instruction with regard to cognitive load and motivation. Poster presented at the Third International Cognitive Load Theory Conference. Heerlen, The Netherlands. Gorissen, C. J. J., Kester, L., & Martens, R. L. (2009, March). Effecten van didactische structurering van multimediale leermiddelen. Presentatie op de Conferentie ‘Kennis van Waarde Maken’ van Kennisnet. Utrecht, The Netherlands. Gorissen, C. J. J., Kester, L., & Martens, R.L. (2009, May). Het optimaliseren van de structuur van hypermedia iInstructies met betrekking tot cognitieve belasting en motivatie. Poster presented at the Annual Meeting of the Dutch‐Flamish Educational Research Association (ORD), Leuven, Belgium. 27
Helsdingen, A. S., Van den Bosch, K., & Van de Ven, J. (2009, November). Learning to make sense. Paper presented at the COGIS Conference, Paris, France. Helsdingen, A., Van Gog, T., & Van Merriënboer, J. J. G. (2009, March). Training complex judgment: The effects of critical thinking and contextual interference. Poster presented at the Third International Cognitive Load Theory Conference, Heerlen, The Netherlands. Hoogveld, A. W. M. (2009). Lezing over competentie gericht leren. November, 2, 2009, Arnhem: Rijn IJssel. Janssen, J., Van Kampen, R., Erkens, G., & Kirschner, P. A. (2009). The guide on the side: Secondary teachersʹ experience with collaborative inquiry learning. Paper presented at the 13th biennial conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2009, March). Training perceptual skills in the Natural Sciences by eye movement modeling. Paper presented at the Third International Cognitive Load Theory Conference, Heerlen, The Netherlands. Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2009, May). Attention guidance via eye movements in example‐based learning ‐Part 2: A perceptual task. Paper presented at the Scandinavian Workshop of Applied Eye‐Tracking, Stavanger, Norway. Joosten‐ten Brinke, D., & De Volder, M. (2009, June). Improving the validity of assessments in computer based assessment. Paper presented at the International Conference on Distance Education (ICDE), Maastricht, The Netherlands. Joosten‐ten Brinke, D., & Lemmen, K. (2009, June). Supporting distance education’ candidates in Assessment of Prior Learning procedures. Paper presented at the International Conference on Distance Education (ICDE), Maastricht, The Netherlands. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van der Wiel, M. (2009, August). Characteristics of successful learners in vocational education: Development of an instrument. Round table presented at the Junior Researchers of Earli Conference, Amsterdam, The Netherlands. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van der Wiel, M. (2009, August). Pre‐vocational secondary education: The benefits of self‐direction in workplace simulations. Paper presented at 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. Kicken, W., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2009, August). The effects of p/reflection prompts on the development of delf‐directed learning skills in secondary vocational education. Paper presented at 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. Kirschner, P. A., & Broekkamp, H. (2009, November). Innovation‐on‐hold: The outline function as a learning tool. Paper presented at Dé Onderwijsdagen: Samen Slim Leren, Surf, Kennisnet, Utrecht, The Netherlands. Kostons, D., Van Gog, T., & Paas, F. (2009, March). Self‐assessment and task selection difficulties in learner‐controlled instruction: A cognitive load approach. Paper presented at the Third International Cognitive Load Theory Conference, Heerlen, The Netherlands. Kostons, D., Van Gog, T., & Paas, F. (2009, April). Investigating differences in self‐assessment and task selection abilities between more effective and less effective learners. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California. Kostons, D., Van Gog, T., & Paas, F. (2009, August). Investigating differences in self‐assessment and task selection approaches between more effective and less effective novices. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Mihalca, L., Salden, R., Corbalan, G., Paas, F., & Miclea, M. (2009, March). Using cognitive load for adaptive instruction in genetics education. Poster presented at the 3rd International Cognitive Load Theory Conference, Heerlen, The Netherlands. Mihalca, L., Salden, R., Corbalan, G., Paas, F., & Miclea, M. (2009, August). Comparing different instructional control strategies in learning genetics for novices: Effects on efficiency, effectiveness and motivation. Poster to be presented at the 13th EARLI conference, Amsterdam, The Netherlands. Mooij, T. (2009, May). Naar onderwijs voor en door hoogbegaafde leerlingen. Presentatie en discussie in het kader van een landelijke conferentie van de Leonardostichting, E&S, Apeldoorn, The Netherlands. Mooij, T. (2009, May). Naar onderwijs voor en door hoogbegaafde leerlingen. Presentatie en discussie in het kader van een landelijke conferentie van de Leonardostichting, Evangelische Broedergemeente, Zeist, The Netherlands. Mooij, T. (2009, November). Excellent onderwijs door excellente leerlingen. Het (laten) excelleren van toptalent. Presentatie en discussie in het kader van ‘Het 5e Nationale Havo/VWO Congres 2009: Actualiteiten en speerpunten voor uw onderwijsagenda 2009‐2010, Eindhoven, The Netherlands. Mooij, T., Smeets, E., & De Wit, W. (2009, September). Multilevel aspects of social cohesion and feelings of safety of secondary pupils. Paper and presentation at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), Vienna, Austria. 28
Nievelstein, F., Van Gog, T., Van Dijck, G., & Boshuizen, H. P. A. (2009, March). Learning to solve legal cases: Effects of instructional support. Paper presented at the Third International Cognitive Load Theory Conference, Heerlen, The Netherlands. Nievelstein, F., Van Gog, T., Van Dijck, G., & Boshuizen, H. P. A. (2009, April). Fostering law students’ ability to reason about legal cases: Effects of instructional support. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California. Nievelstein, F., Van Gog, T., Van Dijck, G., & Boshuizen, H. P. A. (2009, August). The effects of expertise and instructional support on reasoning about legal cases. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Schaap, H., De Bruijn, E., Van der Schaaf, M. F., Baartman, L. K. J., & Kirschner, P. A. (2009, August). The content and nature of students’ personal professional theories in competence‐based vocational education. Poster presented at the European Association for Research on Learning and Instruction Conference (EARLI), Amsterdam, The Netherlands. Slof, B., Erkens, E., & Kirschner, P. A. (2009, May). Leren probleem oplossen door het faseren van deeltaken en schema’s: De leereffecten [Learning to Solve Problems by Phasing Part‐tasks and Schemata: The Learning Effects]. Paper presented at the Onderwijs Research Dagen (ORD), Leuven, Belgium. Slof, B., Erkens, E., & Kirschner, P. A. (2009, June). Representational scripting effects on group performance. Paper presented at the 8th International Conference on Computer Supported Collaborative Learning (CSCL), Rhodos, Greece. Slof, B., Erkens, E., & Kirschner, P. A. (2009, August). Representational effects on individual learning gains. Paper presented at the Junior Researchers of EARLI pre‐conference (JURE) of the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Slof, B., Erkens, E., & Kirschner, P. A. (2009, November). Guiding students’ online problem‐solving performance through evoking proper part‐task related student interaction. Paper presented at the 5th Interuniversity Centre for Educational Research (ICO) Toogdag, Utrecht, The Netherlands. Spanjers, I., Van Gog, T., & Van Merriënboer, J. J. G. (2009, March). Information transience in animations: Perceptual and cognitive difficulties. Poster presented at the Third International Cognitive Load Theory Conference, Heerlen, The Netherlands. Spanjers, I., Van Gog, T., & Van Merriënboer, J. J. G. (2009a, August). Does an expertise reversal effect of segmentation occur in learning with animations? Round Table presented at the Junior Researchers of Earli (JURE) Conference, Amsterdam, The Netherlands. Spanjers, I., Van Gog, T., & Van Merriënboer, J. J. G. (2009b, August). Information transience in animations: Perceptual and cognitive difficulties. Paper presented in the symposium ‘Investigating perceptual and cognitive processes during knowledge acquisition by animation’ at the Thirteenth Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Taminiau, E. M. C., Corbalan, G., & Van Merriënboer, J .J. G. (2009, March). Procedural advice on self‐assessment and task selection. Poster presented at the 3rd International Cognitive Load Theory Conference, Heerlen, The Netherlands. Taminiau, E. M. C., Corbalan, G., & Van Merriënboer, J .J. G. (2009a, August). Learner control and procedural advice on self‐assessment and task selection. Round table paper presentation at the Junior Researchers of EARLI pre‐
conference 2009, Amsterdam, The Netherlands. Taminiau, E. M. C., Corbalan, G., & Van Merriënboer, J .J. G. (2009b, August). Procedural advisory models and the acquisition of self‐assessment and task selection skills. Poster presented at the 13th European Association for Research on Learning and Instruction conference, Amsterdam, The Netherlands. Van den Boom, G., & Giesbertz, W. (2009). Workshop Competentiegericht onderwijs ontwerpen met het 4C/ID‐model. BKO‐traject Managementwetenschappen. September, 24, 2009, Oktober, 8 en 22, 2009, Heerlen: Open universiteit Nederland, faculteit Managementwetenschappen. Van den Brink, H., & Visser, I. (2009). Bijscholing van LVO‐docenten Kunstgeschiedenis op kunsthistorisch gevoed en in toepassing van geavanceerde technieken en hulpmiddelen voor het onderwijs. Sittard: Stichting Limburgs Voortgezet Onderwijs. Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009, April). Attention guidance during worked‐
example study via eye movements. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California. Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009, May). Attention guidance via eye movements in example‐based learning ‐Part 1: A procedural task. Paper presented at the Scandinavian Workshop of Applied Eye‐Tracking, Stavanger, Norway. 29
Van Gog, T., Kirschner, F., & Paas, F. (2009, March). When to measure cognitive load: Implications for results and conclusions. Paper presented at the Third International Cognitive Load Theory Conference, Heerlen, The Netherlands. Van Gog, T., Kirschner, F., & Paas, F. (2009, September). Messen kognitiver Belastung beim Lernen [Measuring cognitive load during learning]. Paper presented at the Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie [conference of the educational psychology division of the German Psychological Society], Saarbrücken, Germany. Van Gog, T., & Paas, F. (2009, September). Selbstreguliertes Lernen aus der Perspektive kognitiver Belastung [Self‐
regulated learning from a cognitive load perspective]. Paper presented at the Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie [conference of the educational psychology division of the German Psychological Society], Saarbrücken, Germany. Van Meeuwen, L., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2009, May). Flexibele trainingen in complexe en technologieafhankelijke domeinen [Flexible training in complex and technological demanding domains]. Paper presented at 36h Onderwijs Research Dagen (ORD), Leuven, Belgium. Van Meeuwen, L., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2009, August). Defining and training self‐directed learning skills in cognitively complex and dynamic learning environments. Poster presented at 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. Van Meeuwen, L., Brand‐Gruwel, S., Van Merriënboer, J. J. G., & De Bock, J. (2009, August) Adaptive task selection in air traffic control training. Round table presented at the Junior Researchers of Earli Conference, Amsterdam, The Netherlands. Van Merriënboer, J. J. G., & Corbalan, G. (2009, April). Scaffolding self‐directed learning through shared control. Paper presented at the annual conference of the America Educational Research Association (AERA), New York. Van Merriënboer, J. J. G., & Wopereis, I. G. J. H. (2009, May). ICO 1988‐2008: Een retrospectief op 20 jaar onderwijskundig promotieonderzoek in Nederland [ICO 1988‐2008: A retrospective on 20 years educational PhD research in the Netherlands]. Paper presented at the Onderwijs Research Dagen 2009, Leuven, Belgium. Wagemans L. J. J. M. (2009). Workshop Kwaliteitszorg. BKO‐cursus Thema Kwaliteitszorg en evaluatie. Maart, 26, 2009; September, 16, 2009, Heerlen. Wagemans L. J. J. M. (2009). Workshop Onderwijsevaluatie. BKO‐cursus Thema Kwaliteitszorg en evaluatie. April, 9 en September, 16, 2009, Heerlen. Wagemans, L. J. J. M. (2009, December). SEIN+. Presentatie voor Informatiemarkt “Dag van het Onderwijs”, Heerlen, The Netherlands. Wagemans, L. J. J. M., & Schumacher, J. (2009, February). ELO centraal. Presentatie IPO Onderwijscolloquium De Centrale ELO van de OUNL. Heerlen, Nederland. Wagemans, L. J. J. M., & Schumacher, J. (2009, December). De Centrale ELO van de OUNL. Presentatie voor Informatiemarkt “Dag van het Onderwijs”, Heerlen, The Netherlands. Wagemans, L. J. J. M., Van der Vegt, G., & Slot, W. (2009, June). SEIN System: Fine‐tuning of a web‐based system for the evaluation of distance learning courses at the Open University of the Netherlands. Paper presented at the International Conference on Distance Education (ICDE), Maastricht, The Netherlands. Walhout, J., Brand‐Gruwel, S., & Martens, R. (2009, November). Adaptive instruction to foster studentsʹ information problem solving skills: learning to organize digital information. Poster presented at the 4th Practice‐Based and Practitioner Research conference (EAPRIL), Trier, Germany. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2009, May). De ‘Googlificatie’ van het onderwijs: Een positief geluid [The’ googlification’ of education: A positive sound]. Paper presented at 36th Onderwijs Research Dagen (ORD), Leuven, Belgium. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2009, August). Becoming a critical websearcher. Effects of instruction to foster transfer. Paper presented at 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2009, March). Adapting Prior Knowledge Activation to Learners’ Level of Prior Knowledge. Paper presented at the 3rd Cognitive Load Theory Conference, Heerlen, The Netherlands. Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2009, May). Het activeren van voorkennis: Strategieën en het expertiseniveau van studenten [Prior knowledge activation: Strategies and learners’ level of prior knowledge]. Paper presented at the 36th Onderwijs Research Dagen (ORD), Leuven, Belgium. Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2009, August). The influence of prior knowledge on the retrieval‐directed function of note taking in prior knowledge activation. Paper presented at the 13th Biennial Conference for Research on Learning and Instruction of EARLI, Amsterdam, The Netherlands. 30
Wopereis, I. G. J. H., Kirschner, P. A., & Van Merriënboer, J. J. G. (2009, March). Variability of practice as the key to creativity. Poster presented at the third Cognitive Load Theory Conference, Heerlen, The Netherlands. Wopereis, I. G. J. H., Kirschner, P. A., & Van Merriënboer, J. J. G. (2009, May). Onderwijs in improvisatie: … geschikt / … ongeschikt [Education for improvisation: … suitable / … unsuitable]. Paper presented at the Onderwijs Research Dagen 2009, Leuven, Belgium. Wopereis, I. G. J. H., Kirschner, P. A., & Van Merriënboer, J. J. G. (2009, August). Improvising in music: Can it be learned? Paper presented at the JURE Conference (the junior researchers’ pre‐conference of EARLI), Amsterdam, The Netherlands. Wopereis, I. G. J. H. (2009, June 25). Using corporate blogs for (self‐)reflection, knowledge sharing, and opinion making: A Capita Selecta of strengths, weaknesses, opportunities, and threats. Presentation at plenary session Learning & Cognition Group, Centre for Learning Sciences and Technologies, Heerlen, The Netherlands. Invitations to address major conferences Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2009, August). Teaching conceptual and perceptual skills in the natural sciences by eye movement modelling. Paper presented in the SIG 6 invited symposium at the biannual meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Kirschner, P. A. (2009). Keynote Dag van de Onderwijsinnovatie. November, 16, 2009, Gent, België: Universiteit Gent. Mooij, T. (2009, September). Differences in pupil characteristics and motives in being a victim, perpetrator, and witness of violence in secondary education. Invited presentation for the symposium ‘Technology enhanced learning: Problems and promises’ at the European Conference on Educational Research of the “European Educational Research Association” (EERA), Vienna, Austria. Paas, F. (2009, November). The role of human cognitive architecture in the transition from guided to unguided learning. Keynote presented at the IADIS International Conference on Cognition and Exploratory Learning in Digital Age CELDA 2009, Rome, Italy. Smeets, E., Van Gennip, H., Van Rens, C., & Mooij, T. (2009, September). Present and future pedagogical practices with and without ICT. Invited contribution to the symposium ‘Monitoring the use of ICT in education’ at the European Conference on Educational Research of the “European Educational Research Association” (EERA), Vienna, Austria. Van Gog, T. (2009, January). Leren en het brein [Learning and the brain]. Invited presentation at the Department of Educational Development & Research, Maastricht University, The Netherlands. Van Gog, T. (2009, July). Cognitive load theory and the design of instruction for complex cognitive tasks. Invited presentation at the Department of Instructional Psychology, Duisburg‐Essen University, Germany. Van Gog, T. (2009, August). Different applications of eye tracking in instructional design research. Paper presented in the SIG 6 invited symposium at the biannual meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Van Gog, T., & Paas, F. (2009, March). Mirror‐neurons and observational learning. Invited presentation in a symposium on Neuroscience and Education Research, co‐organized by the Netherlands Educational Research Association and Research School ICO (Interuniversity Centre for Educational Research), Utrecht, The Netherlands. Van Merriënboer, J. J. G. (2009). 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Research on instructional design for lifelong learning, Amsterdam, The Netherlands. Van Merriënboer, J. J. G. (2009). Annual Educational Psychology Conference of the PAEPS. Cognition and Instruction for Complex Learning, Saarbrücken, Germany. (Technical) Reports Boon, M. J. J. P. M. (2009). Audit Sector Economie. November, 23, 2009, Maastricht: ROC Leeuwenborgh. Boon, J., & Wagemans, L. J. J. M. (2009, June). E‐XCELLENCE+ Report Local seminar Russia Moscow, 16‐17 June 2009. EADTU, Heerlen, The Netherlands. Boon, J., Wagemans, L. J. J. M., Bergamin, P., & Bernhard, W. (2009, March). E‐XCELLENCE+ Report Local seminar Switzerland Bern, 11‐12 March 2009. EADTU, Heerlen, The Netherlands. Boon, J., Wagemans, L. J. J. M., & Ubachs, G. (2009, January). E‐XCELLENCE+ Report Local seminar Belgium Leuven, 20‐21 January 2009. EADTU, Heerlen, The Netherlands. Boon, J., Wagemans, L. J .J. M., & Williams, K. (2009, December). E‐XCELLENCE+ Report Full Assessment The Netherlands Heerlen, 30 November 2009. EADTU, Heerlen, The Netherlands. 31
Brand‐Gruwel, S. (2009). Beoordeling onderzoeksvoorstel ʹIntegreren van kritisch Internetgebruik in de onderbouw van het VWOʹ. September, 15, 2009, Kennisnet ICT. Brown, T., & Wagemans, L.J.J.M. (2009, October). E‐XCELLENCE+ Report Local seminar Slovakia Bratislava, 15‐16 October 2009. EADTU, Heerlen, The Netherlands. Kirschner, P. A., & Hoogveld, A. W. M. (2009). Onderwijsbewijs ‐ oefenen in DWO. Utrecht: Freudenthal Institute for Science and Mathematics Education (Fismc). Stalmeier, M. (2009). Evaluatieverslag Blokken Entertainment Education Universiteit van Amsterdam. Gouda: Centrum Media en Gezondheid. Stalmeier, M. (2009). Eindevaluatieverslag Entertainment Education: Onderwijsmodules. Gouda: Centrum Media en Gezondheid. Wagemans, L. J. J. M., & Kess, P. (2009, April). E‐XCELLENCE+ Report Local seminar Estonia Tallinn, 20‐21 April 2009. EADTU, Heerlen, The Netherlands. 32
2010 Refereed articles (impact factor)1 SSCI journals Antonenko, P. D., Paas, F., Grabner, R., & Van Gog, T. (2010). Using electroencephalography to measure of cognitive load. Educational Psychology Review, 22, 425‐438. Corbalan, G., Paas, F., & Cuypers, H. (2010). Computer‐based feedback in linear algebra: Effects on transfer performance and motivation. Computers & Education, 55, 692‐703. Damşa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., & Sins, P. H. M. (2010). Shared epistemic agency: An empirical study of an emerging construct Journal of the Learning Sciences, 19(2), 143‐186. De Bruin, A. B. H., Camp, G., & Van Merriënboer, J. J. G. (2010). Available but irrelevant: when and why information from memory hinders diagnostic reasoning. Medical Education, 44(10), 948‐950. De Jong, T., Eysink, T. H. S., & Van Merriënboer, J. J. G. (2010). Learning with multiple representations in computer‐based learning environments. Pedagogische Studien, 87(1), 3‐8. De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010). Learning by generating versus receiving instructional explanations: Two approaches to enhance attention cueing in animations. Computers & Education, 55, 681‐691. De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20, 111‐122. Fastré, G. M. J., Van der Klink, M. R., & Van Merriënboer, J. J. G. (2010 ). The effects of performance‐
based assessment criteria on student performance and self‐assessment skills. Advances in Health Sciences Education, 15(4), 517‐532. Helsdingen, A. S., Van den Bosch, K., Van Gog, T., & Van Merriënboer, J. J. G. (2010). The effects of Critical Thinking Instruction on Training Complex Decision Making. Human Factors, 52(4), 537‐545. doi: 510.1177/0018720810377069. Hoogenhout, E. M., Van der Elst, W., De Groot, R. M. H., Van Boxtel, M. P. J., & Jolles, J. (2010). The Neurovegetative Complaints Questionnaire in the Maastricht Aging Study: psychometric properties and normative data. Aging and Mental Health, 14, 613‐623. Janssen, J., Erkens, G., & Kirschner, P. A. (2010). Group awareness tools: It’s what you do with it that matters. Computers in Human Behavior, Available online 14 July 2010. doi:2010.1016/j.chb.2010.2006.2002. Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., & Paas, F. (2010). Making the black box of collaborative learning transparent: Combining process‐oriented and cognitive load approaches. Educational Psychology Review, 22(2), 139‐154. Jarodzka, H., Scheiter, K., Gerjets, P., & Van Gog, T. (2010). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction 20, 146‐154. doi:110.1016/j.learninstruc.2009.1002.1019. Joosten‐ten Brinke, D., Sluijsmans, D. M. A., & Jochems, W. M. G. (2010). Assessorsʹ approaches to portfolio assessment in Assessment of Prior Learning procedures. Assessment & Evaluation in Higher Education, 35(1), 59‐74. Kalyuga, S., Renkl, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review, 22, 175‐186. Kirschner, P. A., & Karpinski, A. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237‐1245. Könings, K. D., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2010). An approach to participatory instructional design in secondary education: an exploratory study. Educational Research, 52(1), 45‐59. Kostons, D., Van Gog, T., & Paas, F. (2010). Self‐Assessment and task selection in learner‐controlled instruction: Differences between effective and ineffective learners. Computers & Education, 54, 932‐
942. Nievelstein, F., Van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2010). Effects of Conceptual Knowledge and Availability of Information Sources on Law Students Legal Reasoning. Instructional Science, 38, 23‐35. doi:10.1007/s11251‐11008‐19076‐11253. ISI (Thompson Reuters) journals in the Journal Citation Reports (see www.isinet.com)
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[2.474] [2.617] [1.700] [2.639] [0.000] [2.617] [2.768] [1.416] [1.373] [1.316] [1.865] [2.474] [2.768] [0.734] [2.474] [1.865] [0.898] [2.617] [1.473] Nievelstein, F., Van Gog, T., Van Dijck, G., & Boshuizen, H. P. A. (2010). Instructional support for novice law students: Reducing search processes and explaining concepts in cases. Applied Cognitive Psychology. DOI: 10.1002/acp.1707 Paas, F., Van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications and integrated research perspectives. Educational Psychology Review, 22, 115‐121. Paas, F., Van Gog, T., & Sweller, J. (Eds.) (2010). Updating cognitive load theory with new conceptualizations, specifications and integrated research perspectives [Special issue]. Educational Psychology Review, 22(2). Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Awareness of group performance in a CSCL‐
environment: Effects of peer feedback and reflection. Computers in Human Behavior, 26(2), 151‐161. doi:110.1016/j.chb.2009.1010.1011. Reed, H., Drijvers, P., & Kirschner, P. A. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55(1), 1‐15. Schellekens, A., Paas, F., Verbraeck, A., & Van Merriënboer, J. J. G. (2010). Designing a flexible approach for higher professional education by means of simulation modelling. Journal of the Operational Research Society, 61, 202‐210. Schellekens, A., Paas, F., Verbraeck, A., & Van Merriënboer, J. J. G. (2010). Flexible programmes in higher professional education: Expert validation of a flexible educational model. Innovations in Education and Teaching International, 47(3), 283‐294. Schiepers, O. J., Van Boxtel, M. P. J., De Groot, R. H. M., Jolles, J., De Kort, W. L., Swinkels, D. W., et al. (2010). Serum iron parameters, HFE C282Y genotype, and cognitive performance in older adults: results from the FACIT study. The Journals of gerontology. Series A, Biological sciences and medical sciences, 65A(12), 1312‐1321. doi:1310.1093/gerona/glq1149. Schiepers, O. J., De Groot, R. H. M., Jolles, J., & Van Boxtel, M. P. J. (2010). Fish consumption, not fatty acid status, is related to quality of life in a healthy population. Prostaglandins Leukot Essent Fatty Acids, 83(1), 31‐35. Seezink, A., Poell, R. F., & Kirschner, P. A. (2010). SOAP in practice: learning outcomes of a cross‐
institutional innovation project conducted by teachers, student teachers, and teacher educators. European Journal of Teacher Education, 33(3), 229‐243. Slof, B., Erkens, G., Kirschner, P. A., Janssen, J., & Phielix, C. (2010). Fostering complex learning‐task performance through scripting student use of computer supported representational tools. Computers & Education, 55(4), 1707‐1720. Slof, B., Erkens, G., Kirschner, P. A., Jaspers, J. G. M., & Janssen, J. (2010). Guiding students’ online complex learning‐task behavior through representational scripting. Computers in Human Behavior, 26(5), 927‐939. doi:910.1016/j.chb.2010.1002.2007. Slof, B., Erkens, G., Kirschner, P. A., & Jaspers, J. (2010). Design and effects of a representational scripting tool on group performance. Educational Technology Research and Development, 58(5), 589‐608. Spanjers, I. A. E., Van Gog, T., & Van Merriënboer, J. J. G. (2010). A theoretical analysis of how segmentation of dynamic visualizations optimizes students’ learning. Educational Psychology Review, 22(4), 411‐423. doi:410.1007/s10648‐10010‐19135‐6. Van Gog, T., Paas, F., & Sweller, J. (2010). Cognitive load theory: Advances in research on worked examples, animations, and cognitive load measurement. Educational Psychology Review, 22, 375‐378. Van Merriënboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44(1), 85‐93. Van Zundert, M., Sluijsmans, D., & Van Merriënboer, J. J. G. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270‐279. Walraven, A., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2010). Fostering transfer of web searchers’ evaluation skills: A field test of two transfer theories. Computers in Human Behavior, 26, 716‐728. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2010). Observational learning from animated models: Effects of studying‐practicing alternation and illusion of control of transfer. Instructional Science, 38, 89‐104. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2010). Leren problemen oplossen met animaties [Learning to solve problems with animations]. Pedagogische Studiën, 87, 27‐37. Van Loon‐Hillen, N., Van Gog, T., & Brand‐Gruwel, S. (2010). Effects of Worked Examples in a Primary School Mathematics Curriculum. Interactive Learning Environments, 18, 1‐11. 34
[1.626] [2.474] [2.474] [1.865] [2.617] [1.102] [0.644] [3.988] [1.653] [0.396] [2.617] [1.865] [1.081] [2.474] [2.474] [2.639] [2.768] [1.865] [1.473] [0.000] [0.707] ICO Journals Jossberger, H., Brand‐Gruwel, S., Boshuizen, H. P. A., & Van de Wiel, M. (2010). The Challenge of Self‐Directed and Self‐Regulated Learning in Vocational Education: A Theoretical Analysis and Synthesis of Requirements. Journal of Vocational Education & Training, 62, 415‐440. Other Journals Sweller, J., Clark, R., & Kirschner, P. A. (2010). Teaching general problem‐solving skills is not a substitute for, or a viable addition to, teaching mathematics. Notices of the American Mathematical Society, 57, 1303‐1304. Sweller, J., Clark, R. E., & Kirschner, P. A. (2010). Mathematical ability relies on knowledge, Too. American Educator, 34(4), 34‐35. Books Brand‐Gruwel, S., & Wopereis, I. (2010). Word Informatievaardig! Digitale informatie selecteren, beoordelen en verwerken. [Become information literate: Selecting, evaluating, and processing digital information]. Groningen, the Netherlands: Noordhoff. Van Merriënboer, J. J. G., & Kirschner, P. A. (2010). 복잡한 학습 10 단계 [Ten steps to complex learning]. Seoul, Korea: Academy Press. (Original work published 2007) Wolpers, M., Kirschner, P. A., Scheffel, M., Lindstaedt, S., & Dimitrova, V. (Eds.). (2010). Proceedings from EC‐
TEL 2010: The 5th European Conference on Technology Enhanced Learning. Berlin: Springer Verlag. Book chapters Brünken, R., Seufert, T., & Paas, F. (2010). Cognitive load measurement. In J. Plass, Moreno, R., & Brünken, R. (Eds.), Cognitive load theory (pp. 181‐202). New York: Cambridge University Press. Erkens, G., Kirschner, P. A., & Janssen, J. (2010 ). Visualization of argumentation as shared activity. In L. Verschaffel, E. de Corte, T. de Jong, & J. Elen (Eds.), Use of external representations in reasoning and problem solving (pp. 242‐260). EARLI book series New Perspectives on Learning and Instruction: New York: Routledge. Gulikers, J. T. M., Bastiaens, Th. J., & Kirschner, P. A. (2010). Un marco de referencia de cinco dimensiones para la evaluación auténtica. (translation from English). Cuajimalpa, México: Aseguramiento de la Calidad en la Educacion y en el Trabajo. Kester, L., Paas, F., & Van Merriënboer, J. J. G. (2010). Instructional control of cognitive load in the design of complex learning environments. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 109‐
130). New York: Cambridge University Press. Mooij, T. (2010). Pesten op de basisschool. In R. Loeber, W. Slot, P. van der Laan, M. Hoeve, & D. Graas (Eds.), Misdadigers van morgen? Over de ontwikkeling en effectieve aanpak van jeugddelinquentie onder twaalfminners (pp. 101‐108). Amsterdam: SWP. Mooij, T. (2010). Schoolontwikkeling en optimalisering van leerprocessen. In J. R. M. Gerris, J. W. Veerman, & A. Tellings (Eds.), Jeugd‐ en gezinsbeleid vanuit pedagogisch perspectief. Deel 2: Uitgewerkte beleidsthema’s (pp. 249‐
269). Antwerpen/Apeldoorn: Garant. Van der Vleuten, C., Dolmans, D., & Van Merriënboer, J. J. G. (2010). Research in Education. In H. v. Berkel, A. Scherpbier, H. Hillen, & C. v. d. Vleuten (Eds.), Lessons from problem‐based learning (pp. 219‐225). Oxford, UK: Oxford University Press. Van Merriënboer, J. J. G., & Kirschner, P. A. (2010). Diez pasos para el aprendizaje complejo: Un acercamiento sistemático al diseňo instruccional de los cuatro componentes (translation from English). Cuajimalpa, México: Aseguramiento de la Calidad en la Educacion y en el Trabajo. Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2010). Use of external representations in science: Prompting and reinforcing prior knowledge activation. In L. Verschaffel, E. de Corte, T. de Jong, & J. Elen (Eds.), Use of representations in reasoning and problem solving: Analysis and improvement (pp. 225‐241). Abingdon, UK: Routledge. PhD‐theses Kostons, D. (2010). On the role of self‐assessment and task‐selection in self‐regulated learning. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. 35
Conference papers Caniels, M. C., & Kirschner, P. A. (2010). Informal learning in the Netherlands. In S. Halley, C. Birch, D. Tempelaar, M. McCuddy, N. H. Nanclares, S. R. Grube, W. Gijselaers, B. Rienties, & N. Nelissen (Eds.), Proceedings of the 17th EDINEB Conference: Crossing Borders in Education and Work‐Based Learning (pp. 339‐348), Maastricht, The Netherlands: FEBA ERD Press. Dorr, M., Jarodzka, H., & Barth, E. (2010). Space‐variant spatio‐temporal filtering of video for gaze visualization and perceptual learning. In C. Morimoto & H. Instance (Eds.), Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 307‐314), New York, NY: ACM. Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., et al. (2010). Learning perceptual aspects of diagnosis in medicine via eye movement modeling examples on patient video cases. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1703‐
1708), Austin, TX: Cognitive Science Society. Jarodzka, H., Holmqvist, K., & Nyström, M. (2010). A vector‐based, multidimensional scanpath similarity measure. In C. Morimoto & H. Instance (Eds.), Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 211‐218), New York, NY: ACM. Nelen, A., Poortman, C., De Grip, A., Nieuwenhuis, L., & Kirschner, P. A. (2010). Het rendement van combinaties van leren en werken: Een review studie [Effects of combinations of learning and working: A review study]. Proceedings van de 37e Onderwijs Research Dagen 2010, Enschede, Nederland: Onderwijs Research Dagen. Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Group awareness of social and cognitive behavior in a CSCL environment. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010): Volume 1 (pp. 230‐237). Chicago IL, USA: International Society of the Learning Sciences. Slof, B., Erkens, G., & Kirschner, P. A. (2010, July). Coordinating collaborative problem‐solving processes by providing part‐task congruent representations. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) Volume 1 (pp. 675‐
682). Chicago IL: International Society of the Learning Sciences. Slof, B., Erkens, G., & Kirschner, P. A. (2010, July). Matching representational tools’ ontology to part‐task demands to foster problem‐solving in business economics. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) Volume 2 (pp. 16‐18). Chicago IL: International Society of the Learning Sciences. Slof, B., Erkens, G., & Kirschner, P. A. (2010, July). Representational scripting to support students’ online problem‐solving performance. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) Volume 1 (pp. 476‐483). Chicago IL: International Society of the Learning Sciences. Wopereis, I. G. J. H., Van Merriënboer, J. J. G., & Kirschner, P. A. (2010). Improvising in music: A learning biography study to reveal skill acquisition. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Proceedings of the 9th International Conference of the Learning Sciences: Vol. 2 (pp. 419‐420), Chicago, IL: International Society of the Learning Sciences. Professional publications Diederen, S., Gelders, J., Pauw, I., Brand‐Gruwel, S., & Popeijus, H. (2010). Onderzoek naar professionele onderzoekstaal in Lerarenopleidingen Basisonderwijs. Veerkracht, 8(1), 13‐17. De Smet, M. J. R., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2010). Betere teksten dankzij ʹoutline‐
toolʹ. Didaktief, 40(10), 40‐41. De Smet, M. J. R., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2010). Outline‐tool helpt om beter te leren schrijven. OnderwijsInnovatie, 12(4), 32‐34. Glatz, J., De Groot, R. H. M., Hesselink, M., & Schrauwen, P. (2010). 9e ISSFAL‐congres Gezondheidsaspecten van vetten en vetzuren. Voeding Nu, 10/11, 25‐27. Gros, B., Barberà, E., & Kirschner, P. (2010). Time factor in e‐Learning: impact literature review. eLC Research Paper Series, O, 1‐32. Barcelona: eLearn Center: UOC. Meusen‐Beekman, K., & Joosten‐ten Brinke, D. (2010). Peer assessment in het basisonderwijs. Het effect van peer assessmenttraining op het geven van een spreekbeurt. Examens, Tijdschrift voor de toetspraktijk, 3, 13‐16. Slof, B., Erkens, G., & Kirschner, P. A. (2010). Leren bedrijfseconomische problemen op te lossen door het maken van vakspecifieke schema’s [Learning to solve business‐economics problems through constructing domainspecific diagrams]. Tijdschrift voor het Economisch Onderwijs (TEO), 110(4), 226‐230. 36
Other research output Awards Brand‐Gruwel, S. (2010). Awarded as best PhD‐supervisor by the Netherlands Educational Research Association (VOR). Kester, L., Van Gog, T., & Paas, F. (2010). Best Paper Award of the EARLI SIG 6/7 conference for the paper “Effects of worked examples, example‐problem pairs, and problem‐example pairs compared to problem solving”. Van Meeuwen, L., Jarodzka, H., Brand‐Gruwel, S., De Bock, J., Kirschner. P., & Van Merriënboer, J. (September 2010). Best poster award of the EARLI SIG 6/7 conference for the poster “Processes Mediating Expertise in Air Traffic Control”. Contributions to conferences and congresses Bezdan, E., Kester, L., & Kirschner, P. A. (2010, 23 June). Het effect van verschillende vormen van hiërarchische structuren op hypertext‐gebaseerd leren. Poster gepresenteerd tijdens de Onderwijs Research Dagen, Enschede, Nederland. Bezdan, E., Kester, L., & Kirschner, P. A. (2010, 30 August). Hierarchical Structures in Hypertext Learning. Presentation at the Ph.D Workshop of the EARLI‐SIG 6&7 conference, Ulm, Germany. Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2010, 25‐27 August). Success factors of master of science curricula in business administration. Paper presented at the 5th EARLI‐SIG14, Learning and Professional Development, Munich, Germany. Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2010, 25‐27 August). Modelling self‐efficacy, self‐
regulation, self‐directed learning and career processes of adult professionals and relations with learning outcomes and labour market success. Paper presented at the 5th EARLI‐SIG14 Learning and Professional Development, Munich, Germany. Boshuizen, H. P. A. (2010, 25‐27 August). Lifelong learning in aviation and medicine; Comments and suggestions. Discussion at the 5th EARLI‐SIG14 Learning and Professional Development, Munich, Germany. Boshuizen, H. P. A. (2010, 25‐27 August). Expertise in Medicine – Analysing and Fostering Professional Vision. Comments and suggestions. Discussion at the 5th EARLI‐SIG14 Learning and Professional Development, Munich, Germany. Boshuizen, H. P. A., & Van der Klink, M. R. (2010, 25‐27 August). Transitions and careers in the teaching profession ‐ and how that affects expertise development; An analysis of the domain and a proposal for research. Paper presented at the 5th EARLI‐SIG14 Learning and Professional Development, Munich, Germany. Brand‐Gruwel, S., & Wopereis, I. (2010, 9 February). Word informatievaardig. Workshop gegeven tijdens het Hoger Onderwijs Reeks Jubileum Congres Inspireren tot Leren, Amersfoort, Nederland. Caniëls, M. C. J., & Kirschner, P. A. (2010, 9‐11 June). Informal learning in the Netherlands. Paper presented at the EDINEB Conference 2010, London, England. De Groot, R. H. M. (2010, 9 February). Biopsychologische voorwaarden voor leren. Presentatie tijdens de Movare Studie Dag, Maastricht, The Netherlands. De Groot, R. H. M. (2010, 19 April). Inzichten vanuit de neurowetenschappen voor het studieplein. Presentatie voor teamleider of Sophianum College, Gulpen, The Netherlands. De Groot, R. H. M. (2010, 10 June). Nutrition and cognition. Presented at ‘Eet voor je leven’, organized by Voeding Nederland, Ede, The Netherlands. De Groot, R. H. M. (2010, 29 September). Het Puberbrein. Presented at the Openbare bibliotheek Nuth, Nuth, The Netherlands. De Groot, R. H. M. (2010, 25 November). Het Puberbrein. Presented for students of the Open University, Eindhoven, The Netherlands: Open University of the Netherlands, SC Eindhoven. Diederen, S., Geldens, J., Pauw, I., Popeijus, H., & Brand‐Gruwel, S. (2010, June). Professionele onderzoekstaal in lerarenopleidingen basisonderwijs. Poster presented at the 37th Onderwijs Research Dagen (ORD), Enschede, Nederland. [Output overgehaald van E&T] Dorr, M., Jarodzka, H., & Barth, E. (2010, March). Space‐variant spatio‐temporal filtering of video for gaze visualization and perceptual learning. Eye Tracking Research & Application Symposium (ETRA), Austin, Texas, USA. Gorissen, C. J. J., Kester, L., Brand‐Gruwel, S., & Martens, R. L. (2010, 13‐16 May). The effects of control versus autonomy in hypermedia learning environments. Poster presented at the 4th International Self‐Determination Theory Conference, Ghent, Belgium: Kennisnet. 37
Gorissen, C. J. J., Kester, L., Brand‐Gruwel, S., & Martens, R. L. (2010, 23‐25 June). De effecten van controle versus autonomie in hypermedia leeromgevingen. Paperpresentatie op de Onderwijs Research Dagen, Enschede, Nederland: Kennisnet. Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology. Helsdingen, A. S., Sluimer, R. R., & Korteling, J. E. (2010, September). Transfer of bloody serious gaming. Presented at the European Association of Aviation Psychologists (EAAP) conference, Budapest, Hungary. Helsdingen, A. S. (2010, 20‐24 September). Judgements of learning in collaborative learning environments. Poster presented at the EAAP conference, Budapest, Hungary. Helsdingen, A. S., Janssen, B., & Schuwer, R. (2010, 2‐4 November). Business models in OER: A contingency approach. Presentation at the OPENED conference, Barcelona, Spain. Helsdingen, A. S., Jansen, B., & Schuwer, R. (2010, November). Business models in OER: A contingency approach. Paper presented at the conference the OPENED conference, Barcelona, Spain. Hoogveld, A. W. M. (2010, 26‐27 October). Workshop 4C‐ID Design Methodology Designers and teachers European Patent Office, The Hague, The Netherlands: European Patent Office. Hoogveld, A. W. M., & Kicken, W. (2010, 2 November). Workshop 4C‐ID ontwerpmethodologie. Studiedag Technische Bedrijfskunde, Hogeschool Utrecht, Utrecht, Nederland. Hoogveld, A. W. M., & Wopereis, I. (2010, 5 March). Symposium 4C‐ID. Presentatie tijdens 3e symposium over 4C‐
ID: flexibel toepassen van het ontwerpmodel, Utrecht, Nederland: Open Universiteit. Jarodzka, H. (2010, 12 November). Applied eye tracking research. Presentation and Labtour for Vereniging Gewone Leden in oprichting (VGL i.o.), Heerlen, The Netherlands: Open University of the Netherlands. Jarodzka, H. (2010, 15 November). Eye‐tracking ‐ Research in Learning and Instruction. Workshop given at the Open University of the Netherlands, Heerlen, The Netherlands. Jarodzka, H. (2010, 2 December). Eye‐Tracking – Research in Learning and Instruction. Workshop given at CELSTEC, Open University of the Netherlands, Heerlen, The Netherlands. Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., et al. (2010, May). Role and Development of Perceptual Skills in Medical Education. The Scandinavian Workshop on Applied Eye‐Tracking (SWAET), Lund, Sweden. Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., et al. (2010, August). Fostering perceptual skills in medical diagnosis. Meeting of the EARLI SIG2 Text and Graphics Comprehension, Tübingen, Germany. Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., et al. (2010, August). Fostering perceptual skills in medical diagnosis. Meeting of the EARLI SIG6/7 Instructional Design and Learning and Instruction with Computers, Ulm, Germany. Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., et al. (2010, August). Learning perceptual aspects of diagnosis in medicine via eye movement modeling examples on patient video cases. Poster presented at the 32nd Annual Conference of the Cognitive Science Society, Portland, OR, USA. Jarodzka, H., Holmqvist, K., & Nyström, M. (2010, March). A vector‐based, multidimensional scanpath similarity measure. Presentation at the Eye Tracking Research & Application Symposium (ETRA), Austin, Texas, USA. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H. P. A., & Van de Wiel, M. (2010, June). Zelfregulatie in het beroepsonderwijs: Een kans voor succes [Self‐direction in vocational education: A chance for succes]. Paper presented at the Onderwijs Research Dagen [Educational Research Days], Enschede, The Netherlands. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H. P. A., & Van der Wiel, M. (2010, June). Samen in Zee met Zelfregulatie: Een Design‐Based Aanpak met Vmbo Leraren. Poster presented at the 37th Onderwijs Research Dagen (ORD), Enschede, Nederland. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H. P. A., & Van de Wiel, M. (2010, August). The quest for self‐
regulation: A design‐based approach with vocational teachers. Poster presentation at the EARLI Learning and Professional Development SIG Conference, Munich, Germany. Jossberger, H., Brand‐Gruwel, S., Boshuizen, H. P. A., & Van de Wiel, M. (2010, August). Monitoring: A strategy to detect imminent mistakes. In D. Sembill (Chair), Human Fallibility: The Ambiguity of Errors for Work and Learning. Symposium conducted at the EARLI Learning and Professional Development SIG Conference, Munich, Germany. Kammerer, Y., & Jarodzka, H. (2010, September). Das Auge als Datenquelle: Triangulation von Blickbewegungsdaten zur Analyse perzeptueller und kognitiver Prozesse in der angewandten Psychologie. Arbeitsgruppe auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Germany. 38
Mooij, T. (2010, 10 February). Hoogbegaafde leerlingen: (h)erkenning, optimale instructie, en integratie in school. Presentatie, discussie en forumdeelname in het kader van de tweejaarlijkse studiedag van de ‘Vereniging voor Gereformeerd Primair Onderwijs HAAL’, Amersfoort, Nederland Gereformeerde Basisschool ‘Het Zwaluwnest’. Mooij, T. (2010, 22 April). Excellent onderwijs door excellente leerlingen. Voordracht en discussie gehouden in het kader van de professionaliseringsmiddag van het St. Willibrord Gymnasium, Deurne, Nederland. Mooij, T. (2010, 26‐28 August). Personal, family, and school influences on secondary pupils’ feelings of safety at school, in the school surroundings, and at home. Presentation at the ‘European Conference on Educational Research’ of the ʹEuropean Educational Research Associationʹ (EERA), Helsinki, Finland. Mooij, T. (2010, 25‐27 August). Design and implementation of ICT‐supported education for highly able pupils. Presentation at the European Conference on Educational Research, Helsinki, Finland. Mooij, T. (2010, 8 October). De homo voorbij: HLBT‐emancipatie op school als integraal deel van sociale competenties. Presentatie en discussie op het landelijke symposium ‘Meer dan een lesje’ op invitatie van ‘EduDivers’, Den Haag, Idazaal, Nederland. Mooij, T. (2010, 25 October). Onderwijs en leren optimaliseren voor achterblijvers en voorlopers. Presentatie en discussie op verzoek van het Ministerie van Onderwijs, Cultuur en Wetenschap, Themadirectie Jeugd, Onderwijs en Zorg, Den Haag, Nederland: Ministerie van OCW. Slof, B., Erkens, G., & Kirschner, P. A. (2010, June). Succesvol probleemoplossen door deeltaakspecifieke ondersteuning [Succesfull problem‐solving through providing part‐task congruent support]. Proceedings van de 37e Onderwijs Research Dagen 2010, Enschede, Nederland. Slof, B., Erkens, G., & Kirschner, P. A. (2010, June). Ondersteuning van gezamenlijk probleemoplossen door gefaseerd construeren van domeinspecifieke representaties [Supporting collaborative problem‐solving through constructing phase‐
related domain‐specific representations]. Proceedings van de 37e Onderwijs Research Dagen 2010, Enschede, Nederland. Taminiau, E. M. C., Corbalan, G., Kester, L., Van Merriënboer, J. J. G., & Kirschner, P. A. (2010, March). Procedural advice on self‐assessment and task selection in learner‐controlled education. Presentation at the ICO Springschool, Niederalteich, Germany. Taminiau, E. M. C., Corbalan, G., Kester, L., Van Merriënboer, J. J. G., & Kirschner, P. A. (2010, April). Advisory models to help novices to deal with learner‐controlled education. Presented at the Elsevier Article of the Future meeting, Heerlen, The Netherlands. Taminiau, E. M. C., Kester, L., Corbalan, G., Van Merriënboer, J. J. G., & Kirschner, P. A. (2010, July). Procedural advice on self‐assessment and task selection in learner‐controlled education. Paper presented at the Junior Researchers of EARLI Conference 2010, Frankfurt, Germany. Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2010, 25‐27 August). Learning knowledge as an integral part of competencies in higher education: Effects on studentsʹ knowledge. Paper presented at the 5th EARLI‐SIG14 Learning and Professional Development, Munich, Germany. Van Gog, T., & Jarodzka, H. (2010, July). Eye tracking in research on learning and instruction. Presentation at EARLI JURE ’10 conference, Frankfurt, Germany. Van Gog, T., Kester, L., & Paas, F. (2010, August). Effects of worked examples, example‐problem pairs, and problem‐example pairs compared to problem solving. Paper presented at the Biannual EARLI SIG meeting of Instructional design and Learning and instruction with computers, Ulm, Germany. Van Meeuwen, L. W., Brand‐Gruwel, S., Van Merriënboer, J. J. G., Kirschner, P. A., & De Bock, J. J. P. R. (2010, April). Self‐directed learning in adaptive training systems: A proposition for shared control. Poster presented at 1st International Air Transport and Operations Symposium, Delft, The Netherlands. Van Meeuwen, L. W., Brand‐Gruwel, S., Van Merriënboer, J. J. G., Kirschner, P. A., & De Bock, J. J. P. R. (2010, May). Self‐directed learning skills in air‐traffic control; A cued retrospective reporting study. Presented at the Scandinavian Workshop on Applied Eye‐tracking, Lund, Sweden. Van Meeuwen, L. W., Brand‐Gruwel, S., De Bock, J. J. P. R., Kirschner, P. A., & Van Merriënboer, J. J. G. (2010, September). Self‐directed Learning Skills in Air‐traffic Control Training; An Eye‐tracking Approach. Paper presented at the conference European Association for Aviation Psychology, Budapest. Van Meeuwen, L. W., Brand‐Gruwel, S., Van Merriënboer, J. J. G., De Bock, J. J. P. R., & Kirschner, P. A. (2010, August). Indicators for successful learning in air traffic control training. Paper presented at the conference 5th EARLI SIG 14 Learning and Professional Development Conference, Munich, Germany. Van Meeuwen, L., Jarodzka, H., Brand‐Gruwel, S., Van Merriënboer, J. J. G., De Bock, J. J. P. R., & Kirschner, P. A. (2010, August). Processes mediating expertise in air traffic control. Meeting of the EARLI SIG6/7 Instructional Design and Learning and Instruction with Computers, Ulm, Germany. 39
Van Meeuwen, L. W., Jarodzka, H., Brand‐Gruwel, S., Van Merriënboer, J. J. G., De Bock, J. J. P. R., & Kirschner, P. A. (2010, September). Processes mediating expertise in air traffic control. Poster presented at the European Association for Aviation Psychology Conference, Budapest. Van Merriënboer, J. J. G. (2010, 8 June). Competentiegericht onderwijs: van 4C/ID tot FLEX‐ID. Workshop for ID College, Leiden, The Netherlands. Van Merriënboer, J. J. G. (2010, 11 June). Instructional design for lifelong learning. Presentation for the Symposium on behalf of the retirement of Jos Moust, Lifelong Learning in Health, Maastricht, The Netherlands: Maastricht University. Van Merriënboer, J. J. G. (2010, 15 June). An introduction to four‐component instructional design. Presentation for the FHML Honours Programme, Maastricht, The Netherlands: Maastricht University. Van Merriënboer, J. J. G. (2010, 16 June). An introduction to four‐component instructional design. Workshop for Air Traffic Control The Netherlands (LVNL), Amsterdam Schiphol, The Netherlands. Van Merriënboer, J. J. G. (2010, 23‐25 June). Ontwerpen en onderzoeken als onderwijsconcept. Discussant at the OnderwijsResearchDagen (ORD), Enschede, The Netherlands. Van Merriënboer, J. J. G. (2010, 23‐25 June). Modelprogressie in digitale leeromgevingen. Discussant at the OnderwijsResearchDagen (ORD), Enschede, The Netherlands. Van Merriënboer, J. J. G. (2010, 4‐8 September). Educating the future doctor: An instructional design perspective (or, beyond PBL). Presentation at the Annual Conference of the Association for Medical Education in Europe (AMEE), Glasgow, Scotland. Van Merriënboer, J. J. G. (2010, 4‐8 September). Applications of Cognitive Load Theory in Medical Education. Presentation at the Annual Conference of the Assocation for Medical Education in Europe (AMEE), Glasgow, Scotland. Van Merriënboer, J. J. G. (2010, 4 October). 4C/ID: van leerdoelgericht naar competentiegericht opleiden. Workshop for SYNTRA Vlaanderen, Brussels, Belgium. Van Merriënboer, J. J. G. (2010, 8 October). Effectief innoveren met 4C/ID. Presentation for InHolland University of Applied Sciences, Hoofddorp, The Netherlands. Van Merriënboer, J. J. G. (2010, 9 November). FLEX‐ID: Een kritische reflectie op drie casussen. Workshop for ID College, Zoetermeer, The Netherlands. Van Merriënboer, J. J. G. (2010, 30 November). Instructional design for complex learning. Presentation for the Research Master Learning in Interaction, Utrecht, The Netherlands: Utrecht University. Van Merriënboer, J. J. G. (2010, 7 December). 4C/ID: Four components instructional design. Presentation for the Master Educational Sciences, Brussels, Belgium: VU Brussels. Van Merriënboer, J. J. G. (2010, 15 December). 4C/ID ‐ Four components instructional design. Presentation for Erasmus University Rotterdam, Rotterdam, The Netherlands. Van Mierlo, C. M. (2010, 15 November and 2 December). Eye tracking: Applications within cognitive science. Workshop given at the Open University of the Netherlands, Heerlen, The Netherlands. Wopereis, I. (2010, 5 maart). Basisworkshop 4C/ID. Workshop gegeven tijdens het 3e symposium 4C/ID: Flexibel toepassen van de principes van het ontwerpmodel. Utrecht, Nederland: Studiecentrum Utrecht, Open Universiteit. Wopereis, I. (2010, 7 May). Leren improviseren. Presentatie gegevens tijdens de Jazzdag, Amersfoort. Wopereis, I. (2010, October). Opening conferentie Informatie zoeken op het web. Presentatie gegeven tijdens de conferentie Informatie zoeken op het web, Utrecht, Nederland: Open Universiteit, Studiecentrum Utrecht. Wopereis, I. (2010, Oktober). Leertaken ontwerpen voor het leren van informatievaardigheden in het hoger onderwijs. Workshop gegeven tijdens de conferentie Informatie zoeken op het web. Utrecht, Nederland: Open Universiteit, Studiecentrum Utrecht. Wopereis, I. (2010, 9 December). Word informatievaardig! Presentatie gegeven tijdens de Dag van het Onderwijs 2010, Heerlen, Open Universiteit. Wopereis, I., Van Merriënboer, J., & Kirschner, P. (2010, June). Wat is een goede improvisator? Een expert concept mapping studie naar kenmerken ten behoeve van instructie en toetsing [What is a good improviser? An expert concept mapping study on features for instruction and testing]. Paper presented at the Onderwijs Research Dagen 2010, Enschede, The Netherlands. Invitations to address major conferences Brand‐Gruwel, S. (2010, March). Googlificatie van het onderwijs: instructie in beoordelen, selecteren en verwerken van digitale informatie [Instruction in judging, selecting and processing of digital information]. Invited address presented at Avans conference on Information Problem Solving, Den Bosch, The Netherlands. 40
Brand‐Gruwel, S. (2010, March). Ontwerpen van onderwijs om ‘self‐directed learning’ te stimuleren [Desiging instruction to foster self‐directed learning]. Keynote presented at the 3th 4C/ID‐conference, Utrecht, The Netherlands. Brand‐Gruwel, S. (2010, April). Googlificatie van het onderwijs: het beoordelen, selecteren en verwerken van digitale informatie [Judging, selecting and processing of digital information]. Invited address presented at 21th International Registrars Day, Heerlen, The Netherlands. Brand‐Gruwel, S. (2010, October). Effectief zoeken en verwerken van digitale informatie. Keynote presented the conference ‘Zoeken naar informatie op het web’ [seaching of information on the web], Utrecht, The Netherlands. Firssova, O. (2010, 3 september). Leren op en van conferenties in een academische opleiding: wat, waarom en hoe. Keynote Symposium als didactisch instrument van de Masteropleiding Leren en Innoveren, Hogeschool InHolland, Heerlen, Nederland: Open Universiteit. [Output overgehaald van E&T] Paas, F. (2010, May). Human cognitive architecture and the design of innovative learning environments. Keynote presented at the 2010 International Conference of the Korean Society for Educational Technology (KSET), Seoul, Korea. Paas, F. (2010, May). A cognitive load approach to the design of innovative learning environments. Invited presentation at the Ewha Womens University, Seoul, Korea. Paas, F. (2010, November). Multidisciplinary research perspectives on the design of innovative learning environments. Keynote presented at Fo Guang University, Yilan, Taiwan. Paas, F. (2010, November). Evolutionary educational psychology: How a new view of human cognitive architecture can advance cognitive load research. Invited presentation at the 4th International Cognitive Load Theory Conference, Hong Kong/Macao, China. Van Merriënboer, J. J. G. (2010, 14 January). Virtual patients in the learing environment. Invited keynote for the EVIP symposium Virtual Patients and Simulations in Medical Education, Maastricht, The Netherlands. Van Merriënboer, J. J. G. (2010, 15 January). 4C/ID: Een innovatieve benadering bij het (her)ontwerp van leerpraktijken. Presentation for InHolland University for Applied Sciences, Hoofddorp, The Netherlands. Van Merriënboer, J. J. G. (2010, 18‐19 February). What is transfer of learning and how can we make it work? Invited keynote for the INMED Conference, Galway, Ireland. Van Merriënboer, J. J. G. (2010, 23 February). Competentiegericht onderwijs in de techniek. Presentation for Arcus College, Heerlen, The Netherlands. Van Merriënboer, J. J. G. (2010, 1 March). Onderwijsontwikkeling en heroriëntatie op onderwijsrollen. Workshop for TIAS‐NIMBAS, Tilburg, The Netherlands. Van Merriënboer, J. J. G. (2010, 4 March). Onderwijskundige principes van training. Invited keynote for the symposium Update of Practical Skills Training, Amsterdam, The Netherlands: VU University. Van Merriënboer, J. J. G. (2010, 5 March). Valkuilen bij het ontwerpen van competentiegericht onderwijs. Invited keynote for the Annual 4C/ID Conference, Utrecht, The Netherlands. Van Merriënboer, J. J. G. (2010, 21‐25 March). A design perspective on adaptive training systems. Workshop for the bi‐
annual ICO School, Regensburg, Germany. Van Merriënboer, J. J. G. (2010, 23 April). Zin en onzin van theorieën voor medisch‐onderwijskundig onderzoek. Invited keynote for the Annual NVMO PhD Day, Utrecht, The Netherlands. Van Merriënboer, J. J. G. (2010, 24‐27 May). An instructional design perspective on conceptual change. Invited keynote for the 7th Bi‐annual Meeting of the EARLI SIG Conceptual Change, Leuven, Belgium. Van Merriënboer, J. J. G. (2010, 25‐27 August). Lifelong Learning in Aviation and Medicine. Invited symposium for the EARLI SIG 14 Conference Learning and Professional Development, Munich, Germany. Van Merriënboer, J. J. G. (2010, 13‐15 October). Designing the integrated curriculum with the 4C/ID‐model. Invited keynote for the 3rd Conference of Innova‐Cesal, Bucuramanga, Colombia. Van Merriënboer, J. J. G. (2010, 1 December). Instructional design and learning with multimedia. Invited keynote for the Kaplan Europe Academic Excellence Summit, London, England. Van Merriënboer, J. J. G. (2010, 9 December). Effectief innoveren met 4C/ID. Presentation for the Master Evidence Based Instruction and Teaching (MEBIT), Maastricht, The Netherlands: Maastricht University. (Technical) Reports Brand‐Gruwel, S., & Walhout, J. (2010). Informatievaardigheden voor leraren. Rapport 9. Heerlen, Nederland: Open Universiteit, Ruud de Moor Centrum. Helsdingen, A. S., Janssen, B., & Schuwer, R. (2010). Business models in OER. Technical Report. Heerlen, The Netherlands: Open University of the Netherlands. Kirschner, P. A. (2010). Learning and Cognition Programme 2010‐2014. August, 2010, Heerlen, The Netherlands: Open Universiteit. 41
Nelen, A., Poortman, C., Nieuwenhuis, L., De Grip, A., & Kirschner, P. A. (2010). Het rendement van combinaties van leren en werken: een review studie Den Haag, Nederland: NWO‐PROO. Redecker, C., Leis, M., Leendertse, M., Govert, G., Punie, Y., Kirschner, P. A., et al. (2010). The Future of Learning: New Ways to Learn New Skills for Future Jobs. Results from an online expert consultation. JRC 60869 Technical Note. Luxembourg: Publications Office of the European Union. Stoyanov, S., Hoogveld, A. W. M., & Kirschner, P. A. (2010 ). Mapping Future Education and Training: Group Concept Mapping Study. Heerlen, The Netherlands: Open University of the Netherlands; EU Forlic project. Stoyanov, S., Hoogveld, A. W. M., & Kirschner, P. A. (2010 ). Mapping major changes to education and training in 2025 JRC 59079 Technical Note. Luxembourg: Publications Office of the European Union. EU Forlic project. 42
2011 Refereed articles (impact factor)1 SSCI journals Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2011). Self‐evaluation of assessment programs: A cross‐case analysis. Evaluation and Program Planning, 34, 206‐216. doi: 10.1016/j.evalprogplan.2011.03.001 Balslev, T., Jarodzka, H., Holmqvist, K., de Grave, W., Muijtjens, A. M. M., Eika, B., ... Scherpbier, A. J. J. A. (2011). Visual expertise in paediatric neurology. European Journal of Paediatric Neurology. Advance online publication. doi:10.1016/j.ejpn.2011.1007.1004. Brand‐Gruwel, S., & Stadtler, M. (2011). Solving information‐based problems: Evaluating sources and information. Learning and Instruction, 21(2), 175‐179. doi:110.1016/j.learninstruc.2010.1002.1008. Brinkman, W., Tjiam, I. M., Schout, B. M. A., Hendrikx, A. J. M., Witjes, J. A., Scherpbier, A. J. J. A., & Van Merriënboer, J. J. G. (2011). Designing simulator‐based training for nephrostomy procedure: An integrated approach of cognitive task analysis (CTA) and 4‐component instructional design (4C/ID). Journal of Endourology, 25(Supplement 1), A29‐A29. Bruno, O., Fedele, E., Prickaerts, J., Parker, L. A., Canepa, E., Brullo, C., … Ricciarelli, R. (2011). GEBR‐7b, a novel PDE4D selective inhibitor that improves memory in rodents at non‐emetic doses. British Journal of Pharmacology, 164, 2054‐2063. doi: 10.1111/j.1476‐5381.2011.01524.x Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2011). Learner‐controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency. Computers in Human Behavior, 27(1), 76‐81. doi:10.1016/j.chb.2010.1005.1026. De Groot, R. H. M., Jolles, J., Van Boxtel, M. P. J., Stein, A. D., Blauw, G‐J., Van de Bor, M., & Lumey, B. (2011). Prenatal famine exposure and cognition at age 59 years. International Journal of Epidemiology, 40, 327‐337. DOI: 10.1093/ije/dyq261 De Kraker, J., Kroeze, C., & Kirschner, P. A. (2011). Computer models as social learning tools in participatory integrated assessment. International Journal of Agricultural Sustainability, 9, 297‐309. doi:10.1080/14735903.2011.582356 De Smet, M. J. R., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2011). Effects of electronic outlining on students’ argumentative writing performance. Journal of Computer Assisted Learning, 27(6), 557‐574. doi: 550.1111/j.1365‐2729.2011.00418.x Fransen, J., Kirschner, P. A., & Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 27(3), 1103‐1113. doi:1110.1016/j.chb.2010.1105.1017 Glatz, J. F. C., De Groot, R. H. M., Hesselink, K. C., & Schrauwen, P. (2011). Editorial; Lipids in Metabolic Health and Disease. Prostaglandines, Leukotrienes and Essential fatty Acids, 85, 195. DOI: 110.1016/j.plefa.2011.1004.1006 Helsdingen, A. S., Van Gog, T., & Van Merriënboer, J. J. G. (2011). The effects of practice schedule and critical thinking prompts on learning and transfer of complex judgment task. Journal of Educational Psychology, 103(2), 383‐398. doi:10.1037/a0022370 Helsdingen, A. S., Van Gog, T., & Van Merriënboer, J. J. G. (2011). The effects of practice schedule on learning a complex judgment task. Learning & Instruction, 21(1), 126‐136. doi:110.1016/j.learninstruc.2009.1012.1001. Hoogenhout, E. M., De Groot, R. H. M., & Jolles, J. (2011). A new comprehensive educational group intervention for older adults with cognitive complaints: Background, content, and process evaluation. Educational Gerontology, 37, 51‐73. Kimmerle, J., Wodzicki, K., Jarodzka, H., & Cress, U. (2011). Value of information, behavioral guidelines, and social value orientation in an information‐exchange dilemma. Group Dynamics: Theory, Research, and Practice, 15, 173‐186. Kirschner, F., Kester, L., & Corbalan, G. (2011). Cognitive load theory and multimedia learning, task characteristics, and learner engagement: The current state of the art. Computers in Human Behavior, 27, 1‐4. doi:10.1016/j.chb.2010.1005.1003. ISI (Thompson Reuters) journals in the Journal Citation Reports (see www.isinet.com)
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[0.901] [2.123] [3.732] [1.847] [4.409] [2.293] [6.414] [1.696] [1.464] [2.293] [3.367] [3.080] [3.732] [0.388] [0.878] [2.293] Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Superiority of collaborative learning with complex tasks: A research note on an alternative affective explanation. Computers in Human Behavior, 27(1), 53‐57. doi:10.1016/j.chb.2010.1005.1012. Kirschner, F., Paas, F., Kirschner, P. A., & Janssen, J. (2011). Differential effects of problem‐solving demands on individual and collaborative learning outcomes. Learning and Instruction, 21, 587‐599. Kirschner, P. A., Ayres, P., & Chandler, P. (2011). Contemporary cognitive load theory research: The good, the bad and the ugly. Computers in Human Behavior, 27(1), 99‐105. doi:110.1016/j.chb.2010.1006.1025. Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working‐memory effect. Applied Cognitive Psychology, 25, 615–624. doi: 10.1002/acp.1730. Könings, K. D., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2011). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science, 39(5), 737‐762. Könings, K. D., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2011). The match between students’ lesson perceptions and preferences: Relations with student characteristics and the importance of motivation. Educational Research, 53(4), 439‐457. McKenney, S., & Voogt, J. (2011). Pupil‐created videos to support language development: Research‐
based implementation guidelines. Australasian Journal of Educational Technology, 27(4), 709‐726. Mooij, T. (2011). Differences in pupil characteristics and motives in being a victim, perpetrator, and witness of violence in secondary education. Research Papers in Education, 26(1), 105‐128. doi: 110.1080/02671520903191196. Mooij, T., Smeets, E., & De Wit, W. (2011). Multi‐level aspects of social cohesion of secondary schools and pupils’ feelings of safety. British Journal of Educational Psychology, 81(3), 369‐390. doi:310.1348/000709910X000526614. Mooij, T. (2011). Secondary school teachers’ personal and school characteristics, experience of violence, and perceived violence motives. Teachers and Teaching: theory and practice, 17(2), 225‐251. Nievelstein, F., Van Gog, T., Van Dijck, C., & Boshuizen, H. P. A. (2011). Instructional support for novice law students: Reducing search processes and explaining concepts in cases. Applied Cognitive Psychology, 25(3), 408‐413. doi:410.1002/acp.1707. Phielix, C., Prins, F. J., Kirschner, P. A., Erkens, G., & Jaspers, J. (2011). Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool. Computers in Human Behavior, 27(3), 1087‐1102. doi:1010.1016/j.chb.2010.1006.1024. Raval, H., McKenney, S., & Pieters, J. (2011). Institutionalizing planning, enactment and reflection of daily lessons through appropriate organizational restructuring. The Asia‐Pacific Education Researcher, 20(3), 438‐435. Reeves, T. C., McKenney, S., & Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology, 27(1), 55‐65. http://www.ascilite.org.au/ajet/ajet27/reeves.htm Schaap, H., De Bruijn, E., Van der Schaaf, M. F., Baartman, L. K. J., & Kirschner, P. A. (2011). Explicating students’ personal professional theories in vocational education through multi‐method triangulation. Scandinavian Journal of Educational Research, 55, 567‐586. Schiepers, O. J. G., Van Boxtel, M. J. P., De Groot, R. H. M., Jolles, J., Bekers, O., Kok, F. J., Verhoef, P., & Durga, J. (2011). Genetic variation in folate metabolism is not associated with cognitive functioning or mood in healthy adults. Progress in Neuropsychopharmacology and Biological Psychiatry, 35, 1682‐
1688. DOI: 10.1016/j.pnpbp.2011.06.008 Schiepers, O. J. G., Van Boxtel, M. P. J., Harris, S. E., Gow, A. J., Pattie, A., Brett, C. E., De Groot, R. H. M., Jolles, J., Starr, J. M., & Deary, I. J. (2011). MTHFR polymorphisms and cognitive ageing in the ninth decade: the Lothian Birth Cohort 1921. Genes Brain and Behavior, 10, 354‐364. DOI: 10.1111/j.1601‐
183X.2011.00675.x Slof, B., Erkens, G., Janssen, J., Kirschner, P. A., & Jaspers, J. G. M. (2011). Successfully carrying out complex learning tasks through guiding teamsʹ qualitative and quantitative reasoning. Instructional Science, 4, 1‐21. DOI: 10.1007/s11251‐011‐9185‐2 Spanjers, I. A. E., Wouters, P., Van Gog, T., & Van Merriënboer, J. J. G. (2011). An expertise reversal effect of segmentation in learning from animated worked‐out examples. Computers in Human Behavior, 27(1), 46‐52. doi:10.1016/j.chb.2010.1005.1011 44
[2.293] [3.732] [2.293] [1.667] [1.828] [0.480] [1.517] [0.511] [1.423] [0.744] [1.667] [2.293] [0.958] [1.517] [0.268] [3.247] [3.476] [1.828] [2.293] Stadtler, M., & Brand‐Gruwel, S. (Eds.). (2011). Solving Information‐based Problems: Searching, Selecting and Evaluating Information [Special issue]. Learning and Instruction, 21(2). Van den Bossche, P., Gijselaers, W., Segers, M., Woltjer, G., & Kirschner, P. A. (2011). Team learning: Building shared mental models. Instructional Science, 39, 283‐301. doi:10.1007/s11251‐010‐9128‐3. Van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example‐problem, and problem‐
example pairs on novices’ learning. Contemporary Educational Psychology, 36(3), 212‐218. doi:210.1016/j.cedpsych.2010.1010.1004. Van Gog, T., Kester, L., & Paas, F. (2011). Effects of concurrent monitoring on cognitive load and performance as a function of task complexity. Applied Cognitive Psychology, 25, 584‐587. doi: 510.1002/acp.1726. Van der Elst, W., Hoogenhout, E. M., Dixon, R. A., De Groot, R. H. M., & Jolles, J. (2011). The Dutch Memory Compensation Questionnaire: Psychometric properties and regression‐based norms. Assessment, 18(4), 517‐529. DOI:510.1177/1073191110370116. Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., et al. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235‐1244. Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2011). Adapting prior knowledge activation: Mobilisation, perspective taking, and learners’ prior knowledge [Special issue]. Computers in Human Behavior, 27(1), 16‐21. doi: 10.1016/j.chb.2010.1005.1004. Wetzels, S. A. J., Kester, L., Van Merriënboer, J. J. G., & Broers, N. J. (2011). The influence of prior knowledge on the retrieval‐directed function of note taking in prior knowledge activation. British Journal of Educational Psychology, 81(2), 274‐291. doi: 210.1348/000709910X000517425. Wopereis, I. G. J. H., & Van Merriënboer, J. J. G. (2011). Evaluating text‐based information on the World Wide Web. Learning and Instruction, 21(2), 232‐237. doi:210.1016/j.learninstruc.2010.1002.1003. Wubbels, T., & Van Merriënboer, J. J. G. (2011). Towards sustainable education science ‐ Response to the report National Education Plan Learning Sciences. Pedagogische Studiën, 88(3), 214‐220. [3.732] [1.828] [2.204] [1.667] [2.014] [1.322] [2.293] [1.423] [3.732] [0.200] ICO Journals Jaarsma, T., Maat, H., Richards, P., & Wals, A. (2011). The role of materiality in apprenticeships: The case of the suame magazine, kumasi, ghana. Journal of Vocational Education & Training, 63(3), 439‐449. Kreijns, K., Kirschner, P. A., Jochems, W. M. G., & Van Buuren, H. (2011). Measuring perceived social presence in distributed learning groups. Education and Information Technologies, 16, 365‐381. Books Holmqvist, K., Nyström, N., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: a comprehensive guide to methods and measures. Oxford, UK: Oxford University Press. Hoogveld, A. W. M., Janssen‐Noordman, A., & Van Merriënboer, J. J. G. (Red.). (2011). Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐model [Innovative education in practice: Implementing the 4C‐ID‐model]. Groningen, the Netherlands: Noordhoff Uitgevers. Book chapters Fastré, G., & Van Merriënboer, J. J. G. (2011). Zorgdorp. In A. W. M. Hoogveld, A. Janssen‐Noordman, & J. J. G. van Merriënboer (Red.), Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐model (pp. 77‐85). Groningen: Noordhoff Uitgevers. Hoogveld, A. W. M., & Bertisen, R. (2011). Verschil moet er zijn. In A. W. M. Hoogveld, A. Janssen‐Noordman, & J. J. G. van Merriënboer (Red.), Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐model (pp. 109‐
118). Groningen: Noordhoff Uitgevers. Kicken, W. (2011). Zelfgestuurde kappers. In A. W. M. Hoogveld, A. Janssen‐Noordman, & J. J. G. van Merriënboer (Red.), Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐model (pp. 87‐97). Groningen: Noordhoff Uitgevers. Loyens, S. M. M., Kirschner, P. A., & Paas, F. (2011). Problem‐based learning. In S. Graham (Editor‐in‐Chief), A. Bus, S. Major, & L. Swanson (Associate Editors), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 403‐425). Washington, DC: American Psychological Association. Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self‐
assessment support for adult academic distance learning. In H.‐J. Shalin (Ed.), Constructing self‐discovery learning spaces online: scaffolding and decision making technologies (pp. 169‐198). Hershey, PA: IGI Global. 45
Paas, F., Van Merriënboer, J. J. G., & Van Gog, T. A. J. M. (2011). Designing instruction for the contemporary learning landscape. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 335‐357). Washington, DC: American Psychological Association. Steinen, H., & Hoogveld, A. W. M. (2011). Ondersteunende diensten. In A. W. M. Hoogveld, A. Janssen‐
Noordman, & J. J. G. van Merriënboer (Red.), Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐
model (pp. 35‐43). Groningen: Noordhoff Uitgevers. Thys, A., & Hoogveld, A. W. M. (2011). Het toeristisch eiland. In A. W. M. Hoogveld, A. Janssen‐Noordman, & J. J. G. van Merriënboer (Red.), Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐model (pp. 57‐66). Groningen: Noordhoff Uitgevers. Van Merriënboer, J. J. G. (2011). Inleiding op de casussen: Ontwerpprincipes van het 4C‐ID‐model. In A. W. M. Hoogveld, A. Janssen‐Noordman, & J. J. G. van Merriënboer (Red.), Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐model (pp. 9‐24). Groningen: Noordhoff Uitgevers. Wopereis, I., & Brand‐Gruwel, S. (2011). Dat zoeken we op! In A. W. M. Hoogveld, A. Janssen‐Noordman, & J. J. G. van Merriënboer (Red.), Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐model (pp. 119‐127). Groningen: Noordhoff Uitgevers. Zwanenburg, W., Bruin, C., & Hoogveld, A. W. M. (2011). De striptekenaar. In A. W. M. Hoogveld, A. Janssen‐
Noordman, & J. J. G. van Merriënboer (Red.), Innovatief onderwijs in de praktijk: Toepassingen van het 4C‐ID‐
model (pp. 25‐34). Groningen: Noordhoff Uitgevers. PhD‐theses Fastré, G. (2011). Improving sustainable assessment skills in vocational education. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Jossberger, H. (2011). Toward Self‐Regulated Learning in Vocational Education: Difficulties and Opportunities (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Conference papers Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011). The Effects of Different Testing Methods on Retention and Comprehension of Expository. In N. Mansour (Ed.), Programme book JURE 2011. Junior Researchers of EARLI (pp. 125). Exeter, UK: University of Exeter. Professional publications Bolks, T., & Van der Klink, M. (2011). Zelfsturing gaat niet vanzelf. Onderzoek naar sturingsactiviteiten Pabo‐
studenten en lerarenopleiders. Velon Tijdschrift, 32(4), 4‐11. De Smet, M. J. R., Brand‐Gruwel, S., Broekkamp, S., & Kirschner, P. A. (2011). Gestroomlijnd schrijven: Het effect van een elektronische outline‐tool op de schrijfvaardigheid. Levende Talen Tijdschrift, 12(4), 14‐25. Joosten‐ten Brinke, D. (2011). Gezien en gelezen. Toetsen op school. Examens, Tijdschrift voor de toetspraktijk, 3, 33. Joosten‐ten Brinke, D. (2011). Visie op computergebaseerd toetsen bij de Open universiteit. Heerlen: Open Universiteit. Joosten‐ten Brinke, D., & De Jongh, A. (2011). Kopstukken uit de examenwereld. Cees van der Vleuten, voorstander van longitudinaal toetsen. Examens, Tijdschrift voor de toetspraktijk, 3, 29‐32. Kirschner, P. A. (2011). Alle mobieltjes de klas uit! [Mobile devices out of the classroom!]. Didactief, September, 33. Kirschner, P. A. (2011). Leren is als voetballen [Testing is the new learning]. Didactief, November(9), 37. Kirschner, P. A. (2011). Lust je ook een broogdje aap? [Wanna buy an urban legend?]. COTimes, 3(March), 3. Kirschner, P. A. (2011, January). Promotieonderzoek doen? Schrijf het op een postzegel! COTimes, 3, 3. Kirschner, P. A. (2011). Politieke correctheid – Dood aan de keizer [Political correctnesss ‐ Death to Caesar]. COTimes, 3(November), 3. Kirschner, P. A. (2011, September). Een beetje wetenschap is gevaarlijk! [A little science is dangerous!]. COTimes, 3, 3. Available at http://portal.ou.nl/nl/web/pki/blog/‐
/blogs/1542243;jsessionid=290D80B8809693F8CC64CB1DB79EDD80 Kirschner, P. A., Sweller, J., & Clark, R. E. (2011). Wiskunde leren? Kijk de kunst af van schaakmeesters [Learn math? See how chess masters learn]. Didaktief, 5, 30‐32. Sluijsmans, D. M. A., & Joosten‐ten Brinke, D. (2011). Wanneer heeft iemand iets geleerd? In M. Lunenberg & J. Dengerink (Eds.), Kennisbasis lerarenopleiders. Eindhoven: Velon. Beschikbaar op http://www.velon.nl/uploads/kennisbasis/lerenenlerenden/3_5theoriebeoordelensluijsmanstenbrinkedef24_0
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Mooij, T. (2011). Verschil tussen hoogbegaafd en excellent. Naar optimaal onderwijs. Didactief, 41(9), 13. Available at http://www.didaktief.nl/nieuws/10615‐verschil‐tussen‐hoogbegaafd‐en‐excellent.html Van Berkel, H., & Joosten‐ten Brinke, D. (2011). Kopstukken uit de examenwereld. Pieter Drenth, de man van wetenschap en bestuur. Examens, Tijdschrift voor de toetspraktijk, 4, 28‐32. Other research output Inaugural addresses Joosten‐ten Brinke, D. (2011). Eigentijds toetsen en beoordelen. Lectorale rede. Tilburg: Fontys Lerarenopleiding Tilburg. Contributions to conferences and congresses Argelagós, E., Jarodzka, H., & Pifarré, M. (2011, August). Measuring cognitive processes involved in web search: log files, eye‐movements and cued retrospective reports compared. Presentation at EARLI, Exeter, UK. Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 9 Juni). Beter Leren van Hypertext door Aandachtsturing binnen Grafische Overzichten ‐ een Eye Tracking Onderzoek. Poster gepresenteerd tijdens de Onderwijs Research Dagen, Maastricht, Nederland. Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 29 August). Redundant Information Presentation in Hypertext Learning Environments. Presentation at the pre‐conference of the Junior Researchers of EARLI, Exeter, United Kingdom. Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 31 August). Aligning Instruction to Individual Learning Needs in Adaptive Hypertext Learning Environments. Presentation at the 14th Biennial Conference of the European Association for Research on Learning and Instruction, Exeter, United Kingdom. Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 9 September). Hierarchical Structures in Hypertext Learning Environments. Presentation for the visit of KU Leuven, Open University, Heerlen, The Netherlands. Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2011, 8‐10 June). Het arbeidsmarktsucces van academische economen en bedrijfskundigen in de transitie van universiteit naar werk. Paper presented at the 38th Onderwijs Research Dagen (ORD). June, 8‐10, 2011, Maastricht, The Netherlands. Bijker, M., Van der Klink, M., Boshuizen, H. P. A., Tempelaar, D., Van der Vleuten, C., & Van Strien, J. (2011, 8 June). Lifelong learning in the professions: Differences between psychologists, educational scientists and managers. A comparison of three modelling techniques, using one database. In H. P. A. Boshuizen, & M. R. Van der Klink (Chairs), Lifelong Learning in the professions. How psychologists, educational scientists, and managers differ. Symposium at the Onderwijs Research Dagen (ORD), June 8, Maastricht, The Netherlands. Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2011, 8 September). The curriculum success of business administration education programs. Presentation for the visit of KU Leuven, Heerlen, The Netherlands: Open Universiteit. Boschman, F., McKenney, S., & Voogt, J. (2011, 8‐10 June). Exploring Practical Knowledge of Teachers as Designers of ICT rich Learning Environments for Early Literacy Development: unraveling a messy construct. Paper presentation at the ORD annual meeting, Maastricht, The Netherlands. Boshuizen, H. P. A. (2011, 30 August ‐ 3 September). Expertise development in the professions; Implications for teaching and assessment. Paper presented at the bi‐annual EARLI conferences, Exeter, UK. Boshuizen, H. P. A. (2011, 30 August ‐ 3 September). Development of positive and negative knowledge in a professional community. Presentation at EARLI 2011, Exeter, UK. Brand‐Gruwel, S., Van Meeuwen, L. W., Kirschner, P. A., Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2011, 21 September). Adaptive Training in ATC. Presentation at the Symposium on Human Factors for Future Aviation, Schiphol‐Oost, The Netherlands. Brand‐Gruwel, S., Van Meeuwen, L., & Van Gog, T. (2011, August). Evaluation of information while searching on the Internet: Differences between experts and novices. Paper presented at 14th Biennial Conference for Research on Learning and Instruction of EARLI, Exeter, UK. Cviko, A., McKenney, S., & Voogt, J. (2011, 8‐10 June). Docenten als (her)ontwerpers van een ICT‐rijk curriculum voor beginnende geletterdheid. Round table presentation at the ORD annual meeting, Maastricht, The Netherlands. Cviko, A., McKenney, S., & Voogt, J. (2011, 13‐16 September). Teachers as (re‐)designers of an ICT‐rich learning environment for early literacy. Paper presentation at the ECER annual meeting, Berlin, Germany. De Groot, R. H. M. (2011, Januari). Het Puberbrein. Presentatie gegeven aan OU‐studenten, Studiecentrum Heerlen, Heerlen, Nederland. De Groot, R. H. M. (2011, 25 Januari). Het Puberbrein: Brein, Leefstijl en Leren. Presentatie gegevens tijdens het Onderwijssymposium: Brein & Leren, georganiseerd door Continium Discovery Center Kerkrade, Kerkrade, 47
Nederland. De Groot, R. H. M. (2010, Februari). Biopsychologische voorwaarden voor leren. Gepresenteerd op de Movare Studie dag, MECC, Maastricht, Nederland. De Groot, R. H. M. (2011, 16 Februari). Het Puberbrein. Presentatie gegeven voor bezoekers van de Openbare Bibliotheek Nuth, Nuth, Nederland. De Groot, R. H. M. (2011, Maart). Het Puberbrein. College voor leerlingen Hogeschool Zuyd, Sittard, Nederland. De Groot, R. H. M. (2011, Maart). Het Puberbrein. Presentatie voor docenten Grotius College, Heerlen, Nederland. De Groot, R. H. M. (2010, April). Inzichten vanuit de neurowetenschappen voor het studieplein. Presentation at a meeting for team leaders of Sophianum College, Heerlen, The Netherlands. De Groot, R. H. M. (2011, April). Het Puberbrein. Presentatie voor ouders van leerlingen van het Bernardinuscollege, Heerlen, Nederland. De Groot, R. H. M. (2011, 20 April). Het Puberbrein. Presentatie voor ouders van leerlingen van het Stella Maris college, Meerssen, Nederland. De Groot, R. H. M. (2011, Mei). Het Puberbrein: Brein, Leefstijl en Leren. Presentatie voor schoolbesturen en directies op de Open Universiteit, Heerlen, Nederland. De Groot, R. H. M. (2011, September). Brein, Leefstijl en Leren. Presentatie voor bezoekers van de KU Leuven, Heerlen, Nederland. De Groot, R. H. M., Ouwehand, C., & Jolles, J. (2011, 2 September). Eating the right amount of fish: Inverted U‐shape association between fish consumption and cognitive performance and academic achievement in Dutch adolescents. Poster presented at the the 14th biannual EARLI conference, Exeter, UK. De Groot, R. H. M. (2011, Oktober). Puberbrein: Brein, Leefstijl en Leren. Presentatie tijdens Open Kennisavond, Maastricht, Nederland. De Groot, R. H. M. (2011, November). Het Puberbrein: Brein, Leefstijl en Leren. Presentatie aan bezoekers van het Continium, Kerkrade, Nederland. De Groot, R. H. M. (2011, 12 December). Het puberbrein. Presentatie in de Openbare Bibliotheek, ʹs Hertogenbosch, Nederland. De Groot, R. H. M., Van Dijk, M., & Kirschner, P. A. (2011, September). De GOALS studie; Grootschalig Onderzoek naar Activiteiten van Limburgse Scholieren. Presentatie aan ouders van leerlingen op het Bernardinus College, Heerlen, Nederland. Dekker, S. J., Krabbendam, L., Gemmink, M. M., De Groot, R. H. M., & Jolles, J. (2011, June). Implementation of a neuropsychological intervention in secondary school: Targeting executive problems in young adolescent boy. Poster presented at the 3rd Biennial Conference of the International Mind, Brain, and Education Society, San Diego, United States. De Smet, M. J. R., Brand‐Gruwel, S., Broekkamp, H., & Kirschner, P. A. (2011, April). Benutting van outline tools voor het schrijven en leren van leerlingen. Presentatie tijdens Kennisnet Vlootschouw Opbrengsten van ICT in het onderwijs, Utrecht, The Netherlands. De Smet, M. J. R., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2011, June). Benutting van outline tools voor het schrijven en leren van leerlingen. Presentation at the Onderwijs Research Dagen (ORD), Maastricht, The Netherlands. De Smet, M. J. R., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2011, August). Effects of electronic outlining on students’ argumentative writing performance. Presentation at EARLI, Exeter, UK. De Smet, M. J. R., Brand‐Gruwel, S., Broekkamp, H., & Kirschner, P. A. (2011, August). Effects of electronic outlining on the organization of text ideas. Presentation at the annual meeting of the Junior Researchers of the European Association for Research on Learning and Instruction, Exeter, UK. Dewhurst, R., Jarodzka, H., Holmqvist, K., Foulsham, T., & Nyström, M. (2011, May). A new method for comparing scanpaths based on vectors and dimensions. Poster presentation at Vision Sciences Society 2011, Naples, Florida. Dewhurst, R., Nyström, M., Jarodzka, H., & Holmqvist, K. (2011, August). Scanpath similarity depends on how you look at it: Evaluating a ‘MultiMatch’ comparison algorithm. Presentation at ECEM, Marseille, France. Dijkstra, E. M. (2011, October). Excellent Education in preschool and its effects on cognitively excellent pupils. Presentation presented at the ICO Introductory Course, Utrecht, The Netherlands. Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, 8 Juni). Toetsen als Leerinterventie. Samenvatten in het Testing Effect Paradigma Onderzocht [Tests as learning interventions. Summarization investigated in the Testing Effect Paradigm]. Paper presented during a symposium at the Educational Research Days [Onderwijs Research Dagen], Maastricht, The Netherlands. Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, July). Toetsen als leerinterventie. Samenvatten in het testing effect paradigma onderzocht [Tests as learning interventions. Summarization in the testing effect paradigma investigated]. Presentation for Erasmus University Rotterdam, Rotterdam. 48
Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, 30 August). The effects of generative testing methods on text retention and text comprehension. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction, Exeter, UK. Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, 30 August). Summarizing as retrieval strategy versus re‐reading: Which learning strategy works best? Paper presented at the annual meeting of the Junior Researchers of the European Association for Research on Learning and Instruction, Exeter, UK. Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, September). Optimizing adaptive learning through testing, diagnostic reflection and learner control. Presentation for visitors of KU Leuven, Open University, Heerlen, The Netherlands. Firssova, O. (2011, 19 January). Academic writing performance measured for research and instruction. Presentation at the ICO Course Domain specific research on learning and instruction: theories, methodology and curricular innovations, Utrecht, The Netherlands: Interuniversitair Centrum voor Onderwijswetenschappen. Firssova, O., Bijker, M., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2011, August). Student writings as modeling examples? Poster presented at EARLI, Exeter, UK. Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2011, October). The ALOUD Study: Adult Learning Open University Determinants Study ‐ Influence of biological determinants on academic achievement in formal lifelong learning in adults. Presentation given at the second ICO Introduction Course (nr. 11‐07.1) meeting, Utrecht, The Netherlands. Gijselaers, H. J. M., Neroni, J., De Groot, R. H. M., & Kirschner, P. A. (2011, September). The ALOUD Study: Adult Learning Open University Determinants Study ‐ Influence of biological and psychological determinants on study success in formal lifelong learning in adults. Presentation given for visit of KU Leuven at CELSTEC, Heerlen, The Netherlands. Gootzen, M., Kools, Q., & Brand‐Gruwel, S. (2011, November). Learning activities of student‐teachers during action‐
research. Paper presented at the 6th EAPRIL conference, Nijmegen, The Netherlands. Gorissen, C. J. J., Kester, L., Brand‐Gruwel, S., & Martens, R. L. (2011, April). Didactische structurering van multimedia. Presentatie op de Conferentie ‘Vlootschouw: Opbrengsten van ictʹ van Kennisnet, Utrecht, Nederland. Gorissen, C. J. J., Kester, L., Brand‐Gruwel, S., & Martens, R. L. (2011, Juni). De effecten van autonomie ondersteuning in hypermedia leeromgevingen. Presentatie tijdens de Onderwijs Research Dagen (ORD), Maastricht, Nederland. Gorissen, C. J. J., Kester, L., Brand‐Gruwel, S., & Martens, R. L. (2011, August). The Effects of Autonomous Learning on Cognitive Load and Learning Results. Presentation at the EARLI conference, Exeter, UK. Gorissen, C. J. J., Kester, L., Brand‐Gruwel, S., & Martens, R. L. (2011, August). Supporting feelings of autonomy versus learner control in hypermedia learning environments. Presentation at the JURE conference, Exeter, UK. Govert, T., Leendertse, M., Leis, M., Kirschner, P. A., Hoogveld, A. W. M., Stoyanov, S., et al. (2011, 24 March). Forlic. First series of visions. Presentation at the Future of Education Policymakers Meeting Amsterdam, The Netherlands. Hoogveld, A. W. M. (2011, 11 January). Improve approaches to train SHE principles, strategies and rules. Presentation at the SHE Conference 2011, DSM Resins, Amsterdam, The Netherlands. Hoogveld, A. W. M. (2011, 14 April). Roundtable 8 Teach as you preach: training in toepassen van het 4C‐ID model volgens het model. Presentatie tijdens Symposium 4C‐ID, IV, Hoe ontwerp je ondersteunende informatie?, Utrecht, Nederland: Open Universiteit. Hoogveld, A. W. M., & Ebrecht, D. (2011, 6 september). Professionalisering ontwikkelteam NID Duaal ‐ Didactiek en werkplekleren. Perspectief ontwikkelen op duaal onderwijs. Presentatie tijdens trainingstraject ontwikkelteam Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. Hoogveld, A. W. M., & Ebrecht, D. (2011, 13 September). Professionalisering ontwikkelteam NID Duaal ‐ Curriculumaanpak met studietaken als centraal element. Presentatie tijdens trainingstraject ontwikkelteam Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. Hoogveld, A. W. M., & Ebrecht, D. (2011, 20 september). Professionalisering ontwikkelteam NID Duaal ‐ Samenhang studietaken, prestatiecriteria en competenties. Presentatie tijdens trainingstraject ontwikkelteam Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. Hoogveld, A. W. M., & Ebrecht, D. (2011, 27 September). Professionalisering ontwikkelteam NID Duaal ‐ Bouwen aan de structuur van het duale curriculum. Presentatie tijdens trainingstraject ontwikkelteam Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. Hoogveld, A. W. M., & Ebrecht, D. (2011, 4 Oktober). Professionalisering ontwikkelteam NID Duaal ‐ Puzzelen om alles te passen. Presentatie tijdens trainingstraject ontwikkelteam Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. 49
Hoogveld, A. W. M., & Ebrecht, D. (2011, 11 Oktober). Professionalisering ontwikkelteam NID Duaal ‐ Inhoud bouwen in Blackboard. Presentatie tijdens trainingstraject ontwikkelteam Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. Hoogveld, A. W. M., & Ebrecht, D. (2011, 18 Oktober). Professionalisering ontwikkelteam NID Duaal ‐ Begeleiden van studieactiviteiten in blended mode. Presentatie tijdens trainingstraject ontwikkelteam Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. Hoogveld, A. W. M., & Ebrecht, D. (2011, 8 November). Professionalisering ontwikkelteam NID Duaal ‐ Structuur en opbouw van het hele curriculum. Presentatie tijdens trainingstraject ontwikkelteam Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. Hoogveld, A. W. M., & Ebrecht, D. (2011, 22 November). Professionalisering ontwikkelteam NID Duaal ‐ Planning verdere taken in het project. Presentatie tijdens training Hogeschool Zuyd. September‐November, 2011, Heerlen, Nederland: CELSTEC, Open Universiteit. Hoogveld, A. W. M., & Kicken, W. (2011, 24‐26 Mei). Training ontwerpen met het 4C‐ID model. Driedaagse training 4C‐ID methodologie, ROC ID College, Leiden, Nederland. Hoogveld, A. W. M., & Van Merriënboer, J. J. G. (2011, 14 April). Symposium 4C‐ID: IV, Hoe ontwerp je ondersteunende informatie?, Utrecht, Nederland: Open Universiteit, Maastricht University. Jarodzka, H. (2011, October). Eye tracking lab @ CELSTEC. Presentation at Space Applications Services NV, Zaventem, Belgium. Jarodzka, H. (2011, December). Eye tracking research at the OU. Free Hands‐on Eye Tracking Workshop: SMI Eye Tracking Glasses on Tour in the Netherlands, Heerlen, The Netherlands. Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., & Eika, B. (2011, April). Fostering perceptual skills in medical diagnosis. Meeting of the American Educational Research Association, New Orleans, USA. Jarodzka, H., Balslev, T., Holmqvist, K., Scheiter, K., Nyström, M., Gerjets, P., et al. (2011, August). Foveating dynamic scenes based on expert’s eye movements to convey perceptual skills. Presentation at ECEM, Marseille, France. Jarodzka, H., Boshuizen, H. P. A., & Holmqvist, K. (2011, 22 June). The eye of the master II. MedEye: Perceiving dynamic medical images. Presentation in the New tools and practices for seeing and learning in medicine workshop, Turku, Finnland. Jarodzka, H., & Brand‐Gruwel, S. (2011, August). The eye in the web: Investigating web search with eye tracking with cued retrospective reports. Presentation at EARLI, Exeter, UK. Jarodzka, H., Imhof., B., & Gerjets, P. (2011, August). A picture among pictures: A classification system for instructional visualizations. Presentation at the EARLI, Exeter, UK. Jarodzka, H., Van Meeuwen, L. W., Brand‐Gruwel, S., Van Merriënboer, J. J. G., De Bock, J. J. P. R., & Kirschner, P. A. (2011, August). Coding schema for verbal data in a perceptual task. Roundtable at EARLI, Exeter, UK. Joosten‐ten Brinke, D. (2011, 17 Januari). Adaptief toetsen bij de OU?! Presentatie bij de scholingsdag Adaptief toetsen CVE, Utrecht. Joosten‐ten Brinke, D. ( 2011, 1 Februari). (on)mogelijkheden van digitale toetsen. Lunchlezing, FLOT, Tilburg. Joosten‐ten Brinke, D. (2011, 18 Maart). Digitaal toetsen. Lunchlezing, FLOS, Tilburg. Joosten‐ten Brinke, D. (2011, 27 September). Kwaliteit van toetsen en beoordelen. Lezing verzorgd tijdens scholingsdagen Archimedes, Utrecht: Hogeschool Utrecht. Joosten‐ten Brinke, D. (2011, 25 Oktober). Kwaliteit van toetsen en beoordelen. Lezing verzorgd tijdens studiedagen toetsing, Rotterdam: Hogeschool Rotterdam. Joosten‐ten Brinke, D. (2011, 23 November). “Organisatie op scherp”. Wat betekent de invoering van digitaal toetsen voor uw organisatie? Masterclass verzorgd tijdens de I&I conferentie, Lunteren: I&I conferentie. Joosten‐ten Brinke, D., & Jaspers, M. (2011, 6 April). Toetsdeskundigheid in examencommissies. Werksessie verzorgd tijdens de Dag van de examencommissies, Utrecht: HBO‐raad. Joosten‐ten Brinke, D. (2011, 4 July). Contemporary Assessment and RPL. Presentation for the South African Banking sector, Venlo, The Netherlands. Joosten‐ten Brinke, D., Sluijsmans, D. M. A., & Florack, A. (2011, 25 November). How to improve teacher trainers’ assessment knowledge and skills? Workshop presented at the Eapril conference, Nijmegen, The Netherlands. Jossberger, H., Brand‐Gruwel, S., Van de Wiel, M., & Boshuizen, H. P. A. (2011, August). A design‐based approach with vocational teachers to promote self‐regulated learning. Presentation at the 14th European Conference for Research on Learning and Instruction (EARLI), Exeter, UK. Jossberger, H., Brand‐Gruwel, S., Van de Wiel, M., & Boshuizen, H. P. A. (2011, August/September). Self‐regulated learning: An opportunity in vocational education. Presentation at the 13th JURE Conference 2011, Exeter, UK. 50
Kester, L., Firssova, O., Gorissen, C., & Kirschner, P. A. (2011, June). De effecten van tests en aandachtssturing op het onthouden van tekst. [The effect of tests and attentional guidance on text retention.]. Paper presented at the Onderwijs Research Dagen, Maastricht, The Netherlands. Kester, L., Tabbers, H. K., Gorissen, C., & Kirschner, P. A. (2011, August/September). The effect of answering questions that differ in specificity on mental effort and text retention. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Exeter, UK. Kicken, W. (2011, 1 November). Het ontwerpen en effectief gebruiken van een ontwikkelingsportfolio, hoe doe je dat? Workshop 5de CLIL Conferentie, Ede‐Wageningen, Nederland. Kicken, W., & Hoogveld, A. W. M. (2011, 10‐12 Oktober). Driedaagse training 4C‐ID methodologie. ROC ID College, Waddinxveen, Nederland. Kicken, W., & Janssen, J. (2011, 15‐16 April). E‐portfolio Ontwikkeling. Workshop ELOS scholen, Den Bosch, Nederland. Kicken, W., & Janssen, J. (2011, 9 Juni). Reflectiestimuli in een ontwikkelingsportfolio. ELOS Netwerkvergadering, Utrecht, Nederland. Klaassen, E., Evers, E., De Groot, R. H. M., Veltman, D., & Jolles, J. (2011, February). Age differences in brain activation associated with verbal learning and fatigue. Poster presented at the School for Mental Health and Neuroscience Research Day 2011, Maastricht, The Netherlands. Klaassen, E., Evers, E., De Groot, R. H. M., Veltman, D., & Jolles, J. (2011, September). Episodic memory encoding in middle age: effects of ageing and cognitive fatigue on brain activation. Poster presented at the Annual meeting for the international society for neuroimaging in psychiatry, Heidelberg, Germany. Klatter, E., & Joosten‐ten Brinke, D. (2011, 1 April). Didactiek en beoordelen bij CGO. Twee kanten van dezelfde medaille. Workshop gepresenteerd tijdens de conferentie ‘Beroepsonderwijs op 1’, Zeist. Könings, K. D., Seidel, T., Brand‐Gruwel, S., & Van Merriënboer, J. J. G. (2011, August). Students’ and Teachers’ Perceptions of Education: Differences in Perspectives. Paper presented at 14th Biennial Conference for Research on Learning and Instruction of EARLI, Exeter, UK. Lee, N. C., Krabbendam, L., Dekker, S., Boschloo, A., De Groot, R. H. M., & Jolles, J. (2011, June). Adolescent discounting behaviour: influences on academic achievement. Poster presented at the 3rd Biennial Conference of the International Mind, Brain, and Education Society, San Diego, United States. Leijten, M., De Smet, M. J. R., & Van Waes, L. (2011, June). Slechtnieuwsbrieven als genre: leren via observaties van experts. Presentation at the Onderwijs Research Dagen (ORD) Maastricht, The Netherlands. McKenney, S., Bradley, B., & Boschman, F. (2011, 8‐12 April). Assessing Teacher Beliefs about Early Literacy Curriculum Implementation. Paper presentation at AERA annual meeting, New Orleans, USA. McKenney, S., Raval, H., & Pieters, J. (2011, 8‐12 April). Understanding the design research process: The evolution of a professional development program in Indian slums. Paper presentation at AERA annual meeting, New Orleans, USA. Mooij, T. (2011, 17 Februari). College ʹOnderwijsbeleidʹ in het kader van Jeugd‐, Gezins‐ en Onderwijsbeleid. Presentatie d.d. 17 februari 2011 aan WO‐studenten, Nijmegen: Radboud Universiteit, Faculteit Sociale Wetenschappen, Afdeling Pedagogiek. Mooij, T. (2011, 15‐16 March). European Educational Research Quality Indicators (EERQI): A first prototype framework of intrinsic and extrinsic indicators. Paper presented at the final EERQI conference, Brussels, University Foundation. Mooij, T. (2011, 26 Mei). Schoolontwikkeling en optimaliseren van leerprocessen Gastcollege ‘Jeugd‐, Gezins‐ en Onderwijsbeleid’, Nijmegen / Heerlen: Radboud Universiteit, ITS / Open Universiteit, CELSTEC. Mooij, T., & Smeets, E. (2011, 13‐16 September). Information Literacy and technology to improve learning and education. Presentation and discussion in a cross‐network symposium of networks 16 and 12 at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), Berlin, Germany. Neroni, J., De Groot, R. H. M., & Kirschner, P. A. (2011, October). The ALOUD Study: Adult Learning Open University Determinants Study ‐ Influence of psychological determinants on academic achievement in formal lifelong learning in adults. Presentation at the second meeting of the ICO Introduction Course (nr. 11‐07.1), Utrecht, The Netherlands. Ormel, B., Pareja, N., & McKenney, S. (2011, 8‐10 June). Research‐practice interactions as reported in recent design studies: Still promising, still hazy. Paper presentation at the ORD annual meeting, Maastricht, The Netherlands. Ormel, B., Pareja, N., & McKenney, S. (2011, 8‐10 June). Praktijkkennis van leerkrachten als ontwerpers van een ICT rijke leeromgeving. Presentation at the ORD annual meeting, Maastricht, The Netherlands. 51
Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2011, 9 September). Optimizing the effectiveness of the ‘Read‐Recite‐Review’ study strategy in learning from text. Presentation given for visit of KU Leuven at CELSTEC, Heerlen, The Netherlands. Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2011, 14 October). The 3R study strategy. Optimizing the effectiveness of the ‘Read‐Recite‐Review’ study strategy in learning from text. Presentation at ICO Introductory Course, Utrecht. Scheiter, K., & Jarodzka, H. (2011, May). Teaching perceptual skills in clinical diagnostics using digital media. Presentation at the 2nd International Conference “Research in Medical Education”: Shaping diamonds from bench to bedside, Universität Tübingen, Germany. Sluijsmans, D. M. A., & Joosten‐ten Brinke, D. (2011, 14 Maart). Bewust en bekwaam toetsen en beoordelen. Zicht op de toetskennis‐ en kunde van lerarenopleiders. Workshop gepresenteerd tijdens de Velon conferentie, Noordwijk. Taminiau, E. M. C., Kester, L., Corbalan, G., Gijselaers, W. H., Kirschner, P. A., & Van Merriënboer, J. J. G. (2011, June). Advies op Taakselectie in Zelfgestuurd Onderwijs. Presentation at the Onderwijs Research Dagen (ORD), Maastricht, The Netherlands. Tondeur, J., Van Den Driessche, M., De Bruyne, E., & McKenney, S. (2011, 13‐16 September). Agency of classroom settings: The influence of ICT. Presentation at the ECER annual meeting, Berlin, Germany. Van Dijk, M. L., De Groot, R. H. M., & Kirschner, P. A. (2011, 24 March). The association between physical activity, cognitive performance, and academic achievement in adolescents. Presentation at the ICO Introduction course, Utrecht, The Netherlands. Van Dijk, M. L., De Groot, R. H. M., & Kirschner, P. A. (2011, 12 April). De GOALS Studie: De associatie tussen fysieke activiteit, cognitieve prestaties en schoolprestaties van adolescenten. Presentatie gegeven tijdens kennismakingsbezoek Nationaal Initiatief Hersenen en Cognitie, Heerlen, Nederland. Van Dijk, M. L., De Groot, R. H. M., & Kirschner, P. A. (2011, 9 Juni). Associatie tussen fysieke activiteit en schoolprestaties van adolescenten. Posterpresentatie gegeven tijdens de Onderwijs Research Dagen 2011 ‘Passie voor leren’, Vereniging voor Onderwijs Research, Maastricht, Nederland. Van Dijk, M. L., De Groot, R. H. M., & Kirschner, P. A. (2011, 8 September). De GOALS Studie: Associatie tussen fysieke activiteit en schoolprestaties van adolescenten. Presentatie gegeven tijdens kennismakingsbezoek KU Leuven, Heerlen, Nederland. Van Dijk, M. L., De Groot, R. H. M., & Kirschner, P. A. (2011, 1 December). Associatie tussen fysieke activiteit en schoolprestaties van adolescenten. Posterpresentatie gegeven tijdens het Congres ‘Hersenen en Cognitie: Maatschappelijke Innovatie’, Nationaal Initiatief Hersenen en Cognitie, Utrecht, Nederland. Van Liere, A., Ritzen, H., & Brand‐Gruwel, S. (2011, June). Preventie Schoolverzuim ‐ Onderzoek naar Schoolverzuim van Leerlingen in het Voortgezet Onderwijs. Paper presented at the 39th Onderwijs Research Dagen (ORD), Maastricht, The Netherlands. Van Liere, A., Ritzen, H., & Brand‐Gruwel, S. (2011, August). Development of Preventive Measures to Prevent School Absenteeism in Twente. Paper presented at 14th Biennial Conference for Research on Learning and Instruction of EARLI, Exeter, UK. Van Meeuwen, L. W., Jarodzka, H., Brand‐Gruwel, S., Kirschner, P. A., Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2011, 9 Juni). Expertiseontwikkeling voor een visuele taak: Oogbewegingen, verbale rapporten en ruimtelijk inzicht in luchtverkeersleiding. Paper presented at the Onderwijs Research Dagen, Maastricht. Van Meeuwen, L. W., Jarodzka, H., Brand‐Gruwel, S., Kirschner, P. A., De Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2011, August ). Expertise development for a visual task: Eye movements, verbal reports, and spatial abilities in air traffic control. Poster presented at the 16th European Conference on Eye‐Movements, Marseille, France. Van Merriënboer, J. J. G. (2011, 9 April). Can we replace a medical educator by a computer? Presentation at the annual conference of the Americal Educational Research Association (AERA), New Orleans, USA. Van Merriënboer, J. J. G. (2011, 14 April). 4C/ID versie 2. Presentation at the annual 4C/ID users meeting, Utrecht, The Netherlands. Van Merriënboer, J. J. G. (2011, 15 April). Leren en Innoveren. Presentation for InHolland, Hoofddorp, The Netherlands. Van Merriënboer, J. J. G. (2011, 9 June). Innovations in PBL: Theoretical background. Presentation for the OnderwijsResearchDagen (ORD 2011), Maastricht, The Netherlands. Van Merriënboer, J. J. G. ( 2011, 10 June). Hoe kunnen onderzoekersopleidingen in het toekomst het beste georganiseerd worden? Symposium for the OnderwijsResearchDagen (ORD 2011), Maastricht, The Netherlands. Van Merriënboer, J. J. G. (2011, 22 June). Ontwikkelen met het 4C/ID model. Presentation for the military SPOK‐days, Amsterdam, The Netherlands. Van Merriënboer, J. J. G. (2011, 27‐29 June). Research on visual diagnostic expertise at Maastricht University. Presentation for the symposium Visual Diagnostic Expertise, Turku, Finland. 52
Van Merriënboer, J. J. G. (2011, 1 September). Expertise development in the classroom: Utopia or Reality? Presentation at the biannual conference of the European Association for Research on Learning and Instruction (EARLI), Exeter, UK. Van Merriënboer, J. J. G. (2011, 3 September ). Education for a global networked society: Online collaborative learning in higher education. Presentation at the biannual conference of the European Association for Research on Learning and Instruction (EARLI), Exeter, UK. Van Merriënboer, J. J. G. (2011, 21 September). Learning critical competencies: A 4C/ID perspective. Presentation for Air Traffic Control the Netherlands (LVNL), Amsterdam, The Netherlands. Van Merriënboer, J. J. G. (2011, 22 September). 4C/ID in military training. Presentation for Royal Dutch Defense, ‘t Harde, The Netherlands. Van Merriënboer, J. J. G. ( 2011, 28 September). Learning innovation in healthcare. Online presentation for Kaplan University, Maastricht, The Netherlands. Van Merriënboer, J. J. G. (2011, 29 September). Het 4C/ID ontwerpmodel: Toepassingen in het HBO. Presentation for Hogeschool Zuyd, Maastricht, The Netherlands. Van Merriënboer, J. J. G. (2011, 22 November). 4C/ID als onderzoekskader. Presentation for ALTUS, Leuven, Belgium. Van Mierlo, C. M., & Jarodzka, H. (2011, 14 April). Visuele Expertise. 4C‐ID Workshop given at the Open University of the Netherlands, Utrecht, The Netherlands. Van Mierlo, C. M., Jarodzka, H., & Kirschner, P. A. (2011, August). Sex differences in E‐navigation. Poster presentation at ECEM 2011, Marseille, France. Van Mierlo, C. M., Kirschner, P. A., & Kester, L. (2011, September). Sex differences in E‐learning: navigation and learning outcomes. Poster presentation at EARLI 2011, Exeter, UK. Van Mierlo, C. M., Kirschner, P. A., & Kester, L. (2011, 25 November). Sex differences in hypertext navigation during E‐learning. Presentation given at FES update meeting, Utrecht, The Netherlands. Van Oosterzee, M., & Joosten‐ten Brinke, D. (2011, 28 Januari). Computergebaseerd toetsen bij Rechtstwetenschappen Workshop bij het 1e Nederlandse Congres der Juridische Faculteiten, Utrecht. Van Strien, J. L. H., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2011, June). Lezen op het internet: een theoretisch kader [Reading on the Internet: A theoretical framework]. Poster session presented at the annual Onderwijs Research Dagen, Maastricht, The Netherlands. Van Strien, J. L. H., Bijker, M., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2011, June). Epistemologische opvattingen van leerlingen uit 5‐vwo: ontwikkeling en validatie van een instrument [Epistemic beliefs of 11th grade pre‐university students: Development and validation of an instrument]. Poster session presented at the annual Onderwijs Research Dagen, Maastricht, The Netherlands. Van Strien, J. L. H., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2011, August). Reading on the World Wide Web: Dealing with conflicting information from multiple sources. Poster session presented at the biannual conference of the European Association for Research on Learning and Instruction, Exeter, United Kingdom. Van Strien, J. L. H., Brand‐Gruwel, S., & Boshuizen, H. P. A. (2011, August). Integrating conflicting information from multiple texts: Effects of prior attitudes and text format. Round table session presented at the Junior Researchers pre‐conference of the biannual meeting of the European Association for Research on Learning and Instruction, Exeter, United Kingdom. Wagemans, L. J. J. M. (2011, 28 Juli). Onderwijsontwikkeling bij de Open Universiteit. Presentatie voor het REA College, Heerlen, Nederland: Open Universiteit, Instellingsbreed Programma Onderwijs (IPO). Wagemans, L. J. J. M. (2011, 7 September). Cursusontwikkeling / Centrale ELO bij de Open Universiteit. Presentatie voor Leeuwenborgh opleidingen, Heerlen, Nederland: Open Universiteit, Instellingsbreed Programma Onderwijs (IPO). Walhout, J., Brand‐Gruwel, S., & Martens, R. (2011, June). Op weg naar een model voor het leren organiseren van digitale informatie. Paper presented at the 39th Onderwijs Research Dagen (ORD), Maastricht, The Netherlands. Walhout, J., Brand‐Gruwel, S., & Martens, R. (2011, August). Learning to organize digital information. Poster presented at 14th Biennial Conference for Research on Learning and Instruction of EARLI, Exeter, England. Wopereis, I. (2011, 13 May). Digitale informatie zoeken, selecteren en verwerken: Een capita selecta van tien jaar onderwijswetenschappelijk onderzoek. Presentatie gegeven tijdens de IDMdenhaag conferentie 2011, De Haagsche Hogeschool, Den Haag. Wopereis, I. (2011, 14 April). Wat kenmerkt een goede improvisator? Roundtable georganiseerd tijdens het 4C‐ID Symposium ‘Hoe ontwerp je ondersteunende informatie?’, Open Universiteit, Studiecentrum Utrecht. 53
Wopereis, I., Van Merriënboer, J., & Kirschner, P. (2011, June). Leren improviseren in het muzikale domein: Waar ligt de focus voor instructie? [Learning how to improvise in the musical domain: What is the focus for instruction?]. Paper presented at the Onderwijs Research Dagen 2011, Maastricht, The Netherlands. Invitations to address major conferences Brand‐Gruwel, S. (2011, January). Becoming a critical websearcher. Invited address presented at a lunch meeting at Fontys Hogescholen, Sittard, The Netherlands. Jarodzka, H. (2011, November). Learning to see: Role and teaching of perceptual skills. Invited keynote at the ICO national fall school, Eindhoven, The Netherlands. Kicken, W. (2011, 15 April). Effectief gebruik van een ontwikkelingsportfolio. Keynote tijdens ELOS portfolio ontwikkeldagen, ʹs‐Hertogenbosch, Nederland: Open Universiteit. McKenney, S. (2011, 13‐14 September). Designing and researching technology enhanced learning for the zone of proximal implementation. Invited paper presentation at the Art and Science of Learning Design workshop, London Knowledge Lab, London, UK. Mooij, T., & Maas, R. (2011, 13‐16 September). Multilevel ICT design to support education and learning: Theory and practice. Invited paper and presentation for the symposion ‘Self‐regulated learning in technology enhanced learning environments’ at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), Berlin, Germany. (Technical) Reports Breukers, H., Doorten, M., Joosten‐ten Brinke, D., Loth, F., Moerkerke, G., De Roode, F., et al. (2011). Handboek toetsen en tentamens bij de Open Universiteit. Heerlen, Nederland: Open Universiteit, Instellingsbreed Programma Onderwijs (IPO). Dijkstra, E. M., & Mooij, T. (unpublished). Screening “Beginkenmerken vierjarigen” door ouders en leerkrachten. Handleiding instrumentatie en werkwijzen in scholen primair onderwijs. [Unpublished manual] Cox, P., Hoogveld, A. W. M., Leunens, S., Schreurs, G., De Wilde, K., Van Hoof, L., & Bossaerts, B. (2011). Communicatiemanagement. Een onderzoek naar de professionele kwaliteit van de professioneel gerichte bacheloropleiding Communicatiemanagement aan de XIOS Hogeschool Limburg. Brussel, België: VLHORA. Firssova, O., & Moerkerke, G. (2011). Eindrapportage ijkingonderzoek interne leergangen van Koning Willem I college aan Masteropleiding Onderwijswetenschappen OU. Intern rapport. Heerlen, Nederland Open Universiteit. Gijsbers, G., Leendertse, M., Leis, M., Kirschner, P. A., Hoogveld, A. W. M., Stoyanov, S., Weber, M., Miller, L., & Goslin, R. (2011). Forlic: First series of personas, deliverable 5.1. Sevilla, Spain: IPTS. Hoogveld, A. W. M. (2011, augustus). Flexibel leren. Literatuurstudie ter inventarisatie van visies op flexibilisering. Bijdrage van Werkpakket 3 project Servicecentrum Leven Lang Leren Limburg. Heerlen, Nederland: Project Leven Lang Leren Limburg. Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. A., et al. (2011). The future of learning: preparing for change. Luxembourg: Joint Research Centre and Institute for Prospective Technological Studies. Stuyck, K., Hoogveld, A. W. M., Thuwis, G., Trippaers, H., De Wilde, K., & Bloem, A. (2011). Journalistiek. Communicatiemanagement. Een onderzoek naar de professionele kwaliteit van de professioneel gerichte bacheloropleiding Journalistiek aan de XIOS Hogeschool Limburg. Brussel, België: VLHORA. Van den Boom, G. (2011). Ontwerpen met modellen. Het ontwikkelen van cursussen met een elektronisch werkboek voor de Open Universiteit. Heerlen, Nederland: Open Universiteit, Instellingsbreed Programma Onderwijs (IPO). Wagemans, L. J. J. M., & Boon, M. J. J. P. M. (2011). E‐XCELLENCE NEXT Report. Local seminar Russia, Moscow. Heerlen: EADTU. Software, source code, LN4LD IMS‐LD packages Software, source code Van Mierlo, C. M. (2011). Mouse logging application. Heerlen, The Netherlands: Open Universiteit in the Netherlands. Available at http://hdl.handle.net/1820/4202 IMS‐LD Packages Van Mierlo, C. M. (2011). IMS‐LD Modern Architecture: Cognitivisme en Instructie. [IMS‐LD content package]. Heerlen, The Netherlands: Open University of the Netherlands. Available at from http://hdl.handle.net/1820/4204 54
REST Masterclass / Education & Training Brand‐Gruwel, S., Koper, R., Kalz, M., Van Meeuwen, L., Berkhout, J., Storm, J., & Wolf, C. (2011, december). Google je wijs! Masterclass in de OpenU community. Open universiteit, Heerlen, Nederland. Beschikbaar op http://portal.ou.nl/nl/web/masterclass‐google‐je‐wijs/introductie De Groot, R. H. M., Koper, R., Kalz, M., Janssen, J., Puls, J., Storm, J., Berkhout, J., & Wolff, C. (2011, november). Hoe kun je met leefstijl schoolprestaties beinvloeden. Masterclass in de OpenU community. Open Universiteit, Heerlen, Nederland. Beschikbaar op http://portal.ou.nl/web/masterclass‐leefstijl‐en‐leren/masterclass Kicken, W., Koper, R., Kalz, M., Janssen, J., Berkhout, J., Storm, J., & Wolf, C. (2011, november). Zelfstandig leren. Masterclass in de OpenU community. Open Universiteit, Heerlen, Nederland. Beschikbaar op http://portal.ou.nl/web/masterclass‐zelfstandig‐leren/online‐masterclass 55
Appendix 4b
Scientific Output
Technology Enhanced Learning
Cluster
1
2006 Refereed articles SSCI journals Hummel, H. G. K., Paas, F., & Koper, E. J. R. (2006). Timing of cueing in complex problem‐solving tasks: Learner versus system control. Computers in Human Behavior, 22(2), 191‐205. Hummel, H. G. K., Paas, F., & Koper, E. J. R. (2006). Effects of cueing and collaboration on the acquisition of complex legal skills. British Journal of Educational Psychology, 76(3), 613‐631. Sloep, P. B., van Bruggen, J., Tattersall, C., Vogten, H., Koper, E. J. R., Brouns, F. M. R., et al. (2006). Innovating education with an educational modelling language: two case studies. Innovations in Education and Teaching International, 43(3), 291‐301. Van Rosmalen, P., Sloep, P. B., Brouns, F. M. R., Kester, L., Koné, M., & Koper, E. J. R. (2006). Knowledge dating in Learning Networks. Alleviating the tutor load by connecting learning network users. British Journal of Educational Technology, 37(6), 881‐895. [0.808] [1.145] [0.103] [0.406] Other Journals Burgos, D., Berbegal, N., Griffiths, D., Tattersall, C., & Koper, E. J. R. (2006). IMS Learning Design desde dentro. Una especificación para crear escenarios de aprendizaje online (parte II). Learning Review, 2006(10). Hummel, H. G. K. (2006). Feedback model to support designers of blended learning courses. International Review of Open and Distance Learning [Online], 7(3), Available: http://www.irrodl.org/index.php/irrodl/article/view/379/748. Hummel, H. G. K., Tattersall, C., Burgos, D., Brouns, F. M. R., Kurvers, H. J., & Koper, E. J. R. (2006). Critical facilities for active participation in learning networks. International Journal of Web‐based Communities, 2(1), 81‐
99. Tattersall, C., Janssen, J., van den Berg, B., & Koper, E. J. R. (2006). Modelling routes towards learning goals. Campus Wide Information Systems, 23(5), 312‐324. Tattersall, C., Waterink, W., Höppener, P., & Koper, E. J. R. (2006). A Case Study in the Measurement of Educational Efficiency in Open and Distance Learning. Distance Education, 27(3), 391‐404. Vogten, H., Tattersall, C., Koper, E. J. R., van Rosmalen, P., Brouns, F. M. R., van Bruggen, J., Sloep, P. B., & Martens, H. (2006). Designing a Learning Design Engine as a Collection of Finite State Machines. International Journal on E‐Learning, 5(4), 641‐661. Zimmermann, A., Lorenz, A., & Specht, M. (2006). Personalization and Context‐Management. User Modeling in User Adaptive Interaction (UMUAI). Special issue on User Modeling in Ubiquitous Computing, 15, 275‐302. Books Kinshuk, Koper, E. J. R., Kommers, P., Kirschner, P., Sampson, D. G., & Didderen, W. E. (2006). Advanced Technologies for Life‐Long Learning. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies 2006. Los Alamitos, CA: IEEE Computer Society (ISBN 0‐7695‐2632‐2). Koper, R., & Stefanov, K. E. (Eds.) (2006). Learning Networks for Lifelong Competence Development. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March, 30‐31, 2006. Sofia, Bulgaria. Bookchapters Bitter‐Rijpkema, M., Sloep, P.,& Jansen, D. (2006). Learing to change: The virtual business learning approach to professional workplace learning. In Bhaskar Basu (Ed.), Organizational learning: Perspectives and practices (pp.141‐153). Hyderrabad, India: ICFAI University Press. Jochems, W. M. G., & Koper, R. (2006). Lifelong learning in a network. In M. Tulloch, S. Relf & P. Uys (Eds.), Breaking down boundaries; international experience in open, distance and flexible learning (pp. 99‐106). Sydney: Open and Distance Learning Association of Australia. Conference papers Burgos, D., & Specht, M. (2006). Adaptive e‐learning methods and IMS Learning Design. Proceedings of ICALT2006, IEEE. July, 2006, Kerkrade, The Netherlands: Retrieved July 30th, 2006, from http://dspace.learningnetworks.org 2
Burgos, D., Hummel, H. G. K., Tattersall, C., Brouns, F. M. R., Kurvers, H. J., & Koper, E. J. R. (2006). Influence of face‐to‐face meetings on virtual community activity. Proceedings of the Web‐Based Communities 2006 conference. February, 16‐18, 2006, San Sebastian, Spain. Burgos, D., Tattersall, C., Dougiamas, m., Vogten, H., & Koper, E. J. R. (2006). Mapping IMS Learning Design and Moodle. A first understanding. Proceedings of 8th IEEE Technical Committee on Learning Technology. October, 24‐26, 2006, León, Spain: Retrieved September 12th, 2006, from http://dspace.learningnetworks.org Cheak, A. M., Angehrn, A. A., & Sloep, P. B. (2006). TENCompetence: Enhancing the Social Network Dimension of Lifelong Competence Development and Management Systems: A Proposal of Methods and Tools. Proceedings of International Workshop on Learning Networks for Lifelong Competence Development. March, 30‐31, 2006, Sofia, Bulgaria: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org Cheak, A. M., Angehrn, A. A., & Sloep, P. B. (2006). Enhancing the Social Network Dimension of Lifelong Competence Development and Management Systems: A proposal of methods and tools. In E. J. R. Koper & K. Stefanov (Eds.), Proceedings of International Workshop on Learning Networks for Lifelong Competence Development (pp. 117‐125). Sofia, Bulgaria. Cheak, A. M., Angehrn, A. A., & Sloep, P. B. (2006). Enhancing Lifelong Competence Development and Management Systems with Social Network‐based Concepts and Tools. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson & W. E. Didderen (Eds.), Sixth International Conference on Advanced Learning Technologies (ICALT 2006) (pp. 487‐488). Kerkrade, The Netherlands: Los Alamitos, CA. IEEE. Cristea, A., & Burgos, D. (2006). Authoring Adaptive Hypermedia and IMS Learning Design: A possible understanding. Proceedings of ICALT2006, IEEE. July, 2006, Kerkrade, The Netherlands: Retrieved July 30th, 2006, from http://dspace.learningnetworks.org Herder, E., Koesling, A., Olmedilla, D., Hummel, H. G. K., Schoonenboom, J., Moghnieh, A., & Vervenne, L. (2006). European Lifelong Competence Development: Requirements and Technologies for Its Realisation. Proceedings of Conference on Lifelong Competence Development. March 28‐31, Sofia, Bulgary Herder, E., Koesling, A., Olmedilla, D., Hummel, H. G. K., Schoonenboom, J., Moghnieh, A., Vervenne, L. (2006). TENCompetence: European Lifelong Competence Development: Requirements and Technologies for Its Realisation. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March, 30‐31, 2006, Sofia, Bulgaria: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org Hernández‐Leo, D., Harrer, A., Dodero, J. M., Asensio‐Pérez, J. I., & Burgos, D. (2006). Creating by reusing Learning Design solutions. Proceedings of 8th IEEE Technical Committee on Learning Technology. October, 24‐26, 2006, León, Spain: Retrieved October 3rd, 2006, from htpp://dspace.learningnetworks.org Hummel, H. G. K., Tattersall, C., Burgos, D., Brouns, F. M. R., & Koper, E. J. R. (2006). Fostering participation in learning networks by using reward systems and face‐to‐face meetings. Proceedings of the ICALT 2006 Conference. July, 5‐7, 2006, Kerkrade, The Netherlands. Janssen, J., Tattersall, T., van den Berg, B., & Koper, E. J. R. (2006). TENCompetence: Navigational support in lifelong learning: enhancing effectiveness through indirect social navigation. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March, 30‐31, 2006, Sofia, Bulgaria: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org Kaibel, A., Auwaerter, A., & Kravcik, M. (2006). Guided and Interactive Factory Tours for Schools. Proceedings of the First European Conference on Technology Enhanced Learning. October, 1‐4, 2006, Crete, Greece: Springer. Retrieved October 18th, 2006, from http://dspace.learningnetworks.org Kalz, M. (2006). Research and Development of a Positioning Service for Learning Networks for Lifelong Learning. In K. Maillet & R. Klamma (Eds.), Proceedings of the Doctoral Consortium of the First European Conference on Technology Enhanced Learning (pp. 18‐25). October, 1‐4, 2006, Crete, Greece. Kalz, M., van Bruggen, J., Rusman, E., Giesbers, B., & Koper, E. J. R. (2006). TENCompetence: Positioning of Learners in Learning Networks with Content Analysis, Metadata and Ontologies. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March, 30‐31, 2006, Sofia, Bulgaria: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org Kester, L., Sloep, P. B., Brouns, F. M. R., van Rosmalen, P., de Vries, F. J., de Croock, M., & Koper, E. J. R. (2006). Enhancing social interaction and spreading tutor responsibilities in bottom‐up organized learning networks. Proceedings of IADIS Conference Web Based Communities. February, 26‐28, 2006, San Sebastian, Spain. Kester, L., van Rosmalen, P., Sloep, P. B., Brouns, F. M. R., Brouwers, M., & Koper, E. J. R. (2006). TENCompetence: Matchmaking in Learning Networks: A System to Support Knowledge Sharing. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March, 30‐31, 2006, Sofia, Bulgaria: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org 3
Kester, L., van Rosmalen, P., Sloep, P. B., Brouns, F. M. R., Brouwers, M., & Koper, E. J. R. (2006). zie 768: Matchmaking in Learning Networks: A System to Support Knowledge Sharing. Proceedings of Workshop Learning Networks for Lifelong Competence Development. March 30‐31, Sofia, Bulgaria Klamma, R., Chatti, M. A., Duval, E., Fiedler, S., Hummel, H. G. K., Hvannberg, E. T., Kaibel, A., Kiesler, B., Kravcik, M., Law, E., Naeve, A., Scott, P., Specht, M., Tattersall, C., & Vuorikari, R. (2006). Social Software for Professional Learning: Examples and Research Issues. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D.G. Sampson & W. Didderen (Eds.), Proceedings of the sixth IEEE International Conference on Advanced Learning Technologies (ICALT 2006) (pp. 912‐915). July, 2006, Kerkrade, The Netherlands Kravcik, M., & Gasevic, D. (2006). Sharing Knowledge in Adaptive Learning Systems. Proceedings of ICALT2006, IEEE. July, 2006, Kerkrade, The Netherlands: Retrieved July 30th, 2006, from http://dspace.learningnetworks.org Kravcik, M., & Gasevic, D. (2006). Knowledge Representation for Adaptive Learning Design. Proceedings of Adaptive Hypermedia. June, 2006, Dublin, Ireland: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org Memmel, M., Ras, E., Weibelzahl, S., Burgos, D., Olmedilla, D., & Wolpers, M. (2006). Joint International Workshop on Professional Learning, Competence Development and Knowledge Management ‐ LOKMOL and L3NCD. Proceedings of ECTEL 2006. October, 2‐4, 2006, Crete, Greece: Retrieved October 2nd, 2006, from http://dspace.learningnetworks.org Nadolski, R., OʹNeill, O., van der Vegt, W., & Koper, E. J. R. (2006). Conformance testing: the elixer within the chain for learning scenarios and objects. Proceedings of the sixth IEEE International Conference on Advanced Learning Technologies (ICALTʹ06), IEEE (pp. 363‐365). July, 2006, Kerkrade, The Netherlands. Sloep, P. B., van Rosmalen, P., Kester, L., Brouns, F. M. R., & Koper, E. J. R. (2006). In Search of an Adequate Yet Affordabele Tutor in Online Learning Networks. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson & W. Didderen (Eds.), Proceedings of the sixth IEEE International Conference on Advanced Learning Technologies (ICALT’06), IEEE (pp. 603‐607). July, 2006, Kerkrade, The Netherlands. Specht, M., & Burgos, D. (2006). Implementing Adaptive Educational Methods with IMS Learning Design. Proceedings of Adaptive Hypermedia. June, 20‐23, 2006, Dublin, Ireland: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org Spoelstra, H., Matera, M., Rusman, E., van Bruggen, J., & Koper, E. J. R. (2006). Bridging the gap between instructional design and double loop learning. Proceedings of IV International Conference on Multimedia and Information and Communication Technologies in Education (m‐ICTE2006). November, 22‐25, 2006, Seville, Spain Tattersall, C. (2006). Comparing Educational Modelling Languages on a case study: an approach using IMS Learning Design. Proceedings of 6th IEEE International Conference on Advanced Learning Technologies. July, 5‐7, 2006, Kerkrade, The Netherlands. Tattersall, C., Burgos, D., Vogten, H., Martens, H., & Koper, E. J. R. (2006). How to use IMS Learning Design and SCORM 2004 together. In D. Yang, T. Shih, G. Chen, Kinshuk, N. Chen & L. Lin (Eds.), Proceedings of 2006 International Conference on SCORM 2004 (pp. 143‐146), Taipei, Taiwan: ADL & Tamking University Publishing Inc. Tattersall, C., Janssen, J., van den Berg, B., & Koper, E. J. R. (2006). Using IMS Learning Design to Model Curricula. Proceedings of the International Workshop in Learning Networks for Lifelong Competence Develoment, TENCompetence Conference. March, 30‐31, 2006, Sofia, Bulgaria Van Nimwegen, C., van Oostendorp, H., Schijf, H. J. M., & Burgos, D. (2006). The Paradox of the Assisted User: Guidance can be Counterproductive. Proceedings of the SIGCHI conference on Human factors in computing systems. April, 22‐27, 2006, Montreal, Quebec, Canada: ACM Press, New York, NY. Van Nimwegen, C., van Oostendorp, H., Burgos, D., & Koper, E. J. R. (2006). Does an Interface with Less Assistance Provoke More Thoughtful Behavior? Proceedings of the Seventh International Conference of the Learning Sciences. June, 27‐July, 01, 2006, Bloomington, IN, USA / Erlbaum, Mahwah, NJ. Vogten, H., Martens, H., Nadolski, R., Tattersall, C., van Rosmalen, P., & Koper, E. J. R. (2006). CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability. Proceedings of 6th IEEE International Conference on Advanced Learning Technologies, IEEE Computer Society Press. Available at [http://dspace.learningnetworks.org]. July 5‐7, Kerkrade, The Netherlands: IEEE Computer Society Press Vogten, H., Martens, H., Nadolski, R., Tattersall, C., van Rosmalen, P., & Koper, E. J. R. (2006). TENCompetence: Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March, 30‐31, Sofia, Bulgaria. Retrieved June 30th, 2006, from http://dspace.learningnetworks.org 4
Professional publications Burgos, D., Tattersall, C., & Koper, E. J. R. (2006). Can ims learning design be used to model computer‐based educational games? Madrid, Spain: European University of Madrid. Available: http://hdl.handle.net/1820/673 Van den Berg, B., Tattersall, C., Janssen, J., Brouns, F. M. R., Kurvers, H. J., & Koper, E. J. R. (2006). Swarm‐based Sequencing Recommendations in E‐learning. International Journal of Computer Science & Applications, III(III). Koper, E. J. R. (2006). Building Learning Networks for Lifelong Learners: Challenges, Models, Technologies and Standards. This is the text for the proceedings of the ICALT conference for a conference tutorial. In ICALT conference 2006, conference tutorial. Other research output Contributions to conferences and congresses Abel, R., Koper, E. J. R., Tattersall, C., Griffiths, D., Pernin, J. P., Vignolet, L., Bennet, S., & Burgos, D. (2006). IMS LD Summit 2006. Presentation at the IMS LD Summit 2006. November, 8, 2006, Heerlen, The Netherlands. Burgos, D. (2006). Introducción a IMS LD para aprendizaje adaptativo y colaborativo. Keynote at the joint workshop Universidad de Cádiz/ProLearn. March, 8‐10, 2006, Spain. Burgos, D. (2006). Competence Development Programmes. Personalization and IMS Learning Design. Presentation at the Annual ProLearn Review. March, 21‐24, 2006, Hannover, Germany. Burgos, D. (2006). Personalized and adaptive learning with IMS Learning Design. Presentation at ProLearn Summer school. June, 7, 2006, Bled, Slovenia. Burgos, D. (2006). Quality in eLearning Standards and IMS Learning Design. Keynote at the eQuality Final Seminar. September, 22, 2006, Szczecin, Poland: Retrieved September 25th, 2006. Available: http://dspace.learningnetworks.org Burgos, D. (2006). Herramientas y proyectos para el aprendizaje y su evaluación en un entorno virtual: un reto para la investigación educativa. Keynote at the first congress on virtual learning environments and educational technology research. September, 19‐21, 2006, Andalucía, Cádiz, Spain: Retrieved September 25th, 2006 from http://dspace.learningnetworks.org Burgos, D. (2006). Mapping IMS Learning Design and Moodle. A first understanding. Presentation at the 8th International Simposio of Educational Computer Science, IEEE Technical Committee on Learning Technology. October, 24, 2006, León, Spain: Retrieved October, 24th, from http://dspace.learningnetworks.org Burgos, D. (2006). IMS Learning Design: State of the art and research hot topics on eLearning standardization. Presentation at the 8th International Simposio of Educational Computer Science. October, 24‐27, 2006, Leon, Spain: Retrieved October, 24th from http://dspace.learningnetworks.org Burgos, D. (2006). TENCompetence: The European Network for Lifelong Competence Development. Presentation at the Professional Training Facts 2006 conference. November, 15, 2006, Stuttgart, Germany: Retrieved November 20th, 2006, from http://dspace.learningnetworks.org Burgos, D., & Corbalan, G. (2006). Modelado y uso de escenarios de aprendizaje en entornos b‐learning desde la práctica educativa. Keynote at III Jornadas Campus Virtual, University Complutense of Madrid. Sepember, 2006, Madrid, Spain: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org Burgos, D., Kravcik, M., Stoyanov, S., Corbalan, G., & Berlanga, A. (2006). 1st ThinkLab on Adaptation and eLearning. Presentation at ThinkLab. September, 12, 2006, Heerlen, The Netherlands. Burgos, D., Specht, M., Kravcik, M., Dolog, P., Abbing, J., Boticario, J., et al. (2006). ADALE Workshop. Presentation at Adaptive Hypermedia 2006. June, 20, 2006, Dublin, Ireland. Burgos, D., Specht, M., Kravcik, M., Dolog, P., Gasevic, D., Cristea, A., et al. (2006). ADALE Workshop. Presentation at the ADALE Workshop on IMS Learning Design and Adaptive Learning at ICALT2006. July, 5‐7, 2006, Kerkrade, The Netherlands. Hummel, H. G. K. (2006). Individualized Support In Sequencing (ISIS). Presentation at a plenary of the Learning Technology Development Programme group. February, 13, 2006, Heerlen, The Netherlands. Hummel, H. G. K. (2006). Fostering participation in learning networks by using reward systems and face‐to‐face meetings. Presentation at ICALT 2006 conference. July, 6, 2006, Kerkrade, The Netherlands. Kalz, M. (2006). Research and Development of a Positioning Service for Learning Networks for Lifelong Learning. Presentation at the Conference First European Conference for Technology Enhanced Learning. October, 1, 2006, Hersonissou, Crete, Greece. Kalz, M. (2006). Social Software für das technologiegestützte Lernen: Blogs & Wikis. Presentation at the eLearning Day of the Technical University Kaiserslautern. October, 17, 2006, Kaiserslautern, Germany. Kluijfhout, E. (2006). TENCompetence: Introduction to proposed WP kick‐off. Presentation at the kick‐off meeting of TENCompetence. January, 9, 2006, Valkenburg, The Netherlands. 5
Kluijfhout, E. (2006). TENCompetence: Integrating competence development at the individual‐, group‐ and organizational level. Presentation at the kick‐off meeting of TENCompetence. January, 9, 2006, Valkenburg, The Netherlands. Koper, E. J. R. (2006). The Need for an Open‐source Infrastructure for Lifelong Competence Development in Europe. Keynote at the EDEN Research Conference, Castelldefels. October, 25‐28, 2006, Barcelona, Spain. Available: http://www.eden‐online.org/eden.php?menuId=306 Koper, E. J. R. (2006). TENCompetence: an introduction into the TENCompetence project. Presentation at TENC Open Meeting. March, 29, 2006, Sofia, Bulgaria. Koper, E. J. R. (2006). Learning Networks for Lifelong Competence Development. Contribution to ProLearn Summer school. June, 7, 2006, Bled, Slovenia. Koper, E. J. R. (2006). Challenges for the development of an infrastructure to support Lifelong Competence Development. Keynote at the Seminar TEMATICE. June, 14, 2006, Amphithéâtre Durkheim, Sorbonne, Paris. Koper, E. J. R. (2006). TENCompetence Domain Model + TENCompetence presentation. Presentation at the TENCompetence meeting. July, 3, 2006, Kerkrade, The Netherlands. Koper, E. J. R. (2006). The development of an infrastructure to support lifelong competence development, based on learning design. Keynote at OD@06 conference. September, 25‐27, 2006, Oviedo, Spain: http://www.spi.uniovi.es/od%4006/inicio.htm Koper, E. J. R. (2006). Overview IMS Learning Design work. Keynote at the IMS Learning Design Summit. November, 8, 2006, Heerlen, The Netherlands. Luccini, A. M., Dicerto, M., Sloep, P. B., Koper, E. J. R., Kew, C., Olmedilla, D., et al. (2006). TENCompetence. Presentation at the Technical meeting hosted by Giunti Labs. November, 13‐14, 2006, Sestri Levante, Italy. Manderveld, J., & Bitter‐Rijpkema, M. (2006). TENCompetence: het ontwikkelen van een infrastructuur voor levenslang leren. Presentation at the SURF‐educational days. 2006, Utrecht, The Netherlands. Nadolski, R., OʹNeill, O., van der Vegt, W., & Koper, E. J. R. (2006). Conformance testing: the elixer within the chain for learning scenarios and objects. Presentation at ICALT 2006. July, 2006, Kerkrade, The Netherlands. Several. (2006). TENCompetence. Presentations at TENCompetence Workshop. Available: http://hdl.handle.net/1820/836. March, 30‐31, 2006, Sofia, Bulgaria. Sloep, P. B. (2006). Peer‐tutoring for informal learning in ad hoc, transient communities. Keynote at Higher Education Academy. September, 4, 2006, Edinburgh, Scotland. Sloep, P. B., & Kew, C. (2006). TENCompetence. Overview of the TENCompetence program, its goals and ambitions. Presentation at the Greece meeting. October, 5, 2006, Crete, Greece. Sloep, P. B., Kester, L., Brouns, F. M. R., van Rosmalen, P., & de Vries, F. J. (2006). Online learning support door peer tutoring. Presentation at Masterclass Social Software, Digitale Universiteit. May, 17, 2006, Utrecht, The Netherlands. Sloep, P. B., Kester, L., van Rosmalen, P., & Brouns, F. M. R. (2006). Online learning support through peer tutoring. Presentation at the IADIS 2006 Web based communities conference. February, 26‐28, 2006, San Sebastian, Spain. Sloep, P. B., van Rosmalen, P., Kester, L., Brouns, F. M. R., & Koper, E. J. R. (2006). In search of an adequate yet affordable tutor in online learning networks. Presentation at ICALT 2006. July, 5‐7, 2006, Kerkrade, The Netherlands. Sloep, P. B. (2006). TENCompetence. Presentation at the TENCompetence general meeting. July, 5, 2006, Kerkrade, The Netherlands. Specht, M. (2006). TENCompetence Overview. Presentation at the iKnow conference. September, 7, 2006, Graz, Austria. Specht, M. (2006). Contextualized Learning with Mobile Devices. Presentation at the Mobile Learning Day 2006. November, 15, 2006, FU Hagen/Germany. Specht, M. (2006). TENCompetence and Integration Perspectives. Presentation at IST‐Conference. November, 20‐23, 2006, Helsinki, Finland. Specht, M. (2006). Personalization and Adaptivity. Presentation at IST‐Conference. November, 20‐23, 2006, Helsinki, Finland. Specht, M. (2006). User Scenarios and Requirements Engineering in TENCompetence. Presentation at Greece‐
meeting. October, 5, 2006, Crete, Greece. Specht, M. (2006). Implementing Adaptive Methods in IMS‐LD. Presentation at ProLearn Summer school. June, 7, 2006, Bled, Slovenia. Specht, M., & Glahn, C. (2006). User Requirements and Domain Model Engineering. Presentation at TENCompetence Open Meeting. March, 29, 2006, Sofia, Bulgaria. 6
Tattersall, C. (2006). Comparing Educational Modelling Languages on a case study: an approach using IMS Learning Design. Presentation at the 6th IEEE International Conference on Advanced Learning Technologies. July, 5‐
7, 2006, Kerkrade, The Netherlands. Tattersall, C. (2006). Sharing Assessment Information: Interoperability in Computer Based Assessment. Presentation at a one‐day meeting organised by the European Commission Directorate General for Education and Culture Unit (DG EAC) on open source computer based assessment. March, 21, 2006, Brussels, Belgium. Tattersall, C. (2006). WP6 Overview. Presentation at the TENCompetence Sofia meeting Open Market. March, 29, 2006, Sofia, Bulgaria. Tattersall, C. (2006). Learning Design, Past, Present and Future: Questions and Challenges. Presentation at the invitation of the French Community interested in models, designs and notations for elearning. June, 13, 2006, Lyon, France. Tattersall, C. (2006). Comparing Educational Modelling Languages on a case study: an approach using IMS LD. Presentation at the ICALT workshop on comparing Educational Modelling Languages. July, 2006, Kerkrade, The Netherlands. Tattersall, C. (2006). Using IMS Learning Design to model collaborative learning activities. ICALT‐2006 panel. July, 2006, Kerkrade, The Netherlands. Tattersall, C. (2006). TENCompetence and Service Oriented Architecture. Presentation at a SURF meeting to discuss projects dealing with Service Oriented Architectures. 2006, Utrecht, The Netherlands. Tattersall, C. (2006). IMS Learning Design: An Open Technical Specification for Today’s and Tomorrow’s eLearning. Presentation at the Learning Management Congress, organised by the Prolix project partner IMC. September, 28, 2006, Düsseldorf, Germany. Tattersall, C., & Hermans, H. (2006). OUNL’s assessment model. Presentation at the TENCompetence WP6 meeting to introduce work done in the area of assessment modelling at OUNL. January, 2006, The Netherlands. Tattersall, C., Burgos, D., & Vogten, H. (2006). Formative assessment with IMS LD and IMS QTI. Presentation at the LD summit. November, 8, 2006, Heerlen, The Netherlands. Tattersall, C., Janssen, J., van den Berg, B., & Koper, E. J. R. (2006). Using IMS Learning Design to Model Curricula. Presentation at the International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March, 30‐31, 2006, Sofia, Bulgaria. Van Bruggen, J. (2006). Use of latent semantic analysis at OTEC. Presentation discusses the applications of LSA in the OTEC RTD programme and a number of methodological issues. May, 15, 2006, Hannover, Germany. Van der Vegt, W. (2006). Learning Design UML Profile. Presentation at the Scorm 2006 conference, Tamkang University. January, 17‐19, 2006, Taipei ‐ Taiwan. Van der Vegt, W. (2006). Learning Design UML Profile. Presentation at the second review of the Telcert project. March, 1, 2006, Luxembourg. Van Rosmalen, P., Sloep, P. B., Brouns, F. M. R., & Kester, L. (2006). Knowledge dating in Learning Networks ‐ learning support through peer tutoring. Presentation at TENCompetence WP7‐workshop. May, 29, 2006, Heerlen, The Netherlands. Vogten, H. (2006). Integrating IMS LD and IMS QTIv2 using CopperCore Service Integration. Presentation at ʺLearning Networks for Lifelong Competence Development”. March, 29‐31, 2006, Sofia, Bulgaria. (Technical) Reports Bitter‐Rijpkema, M. E., & Coenders, M. (2006). Review van Hanraets, I., Potters, H. Jansen D. (2006) Communities in het Onderwijs Adviezen en tips, een handreiking voor moderatoren. Heerlen: Ruud de Moor Centrum. Bitter‐Rijpkema, M. E., Van der Baaren, J., (2006). Ontwerp Edurakel en Toetssteen. Utrecht: Stichting Digitale Universiteit. Boon, J. (2006). Evaluatierapportage externe auditing. ROC Arcus College en ROC Leeuwenborgh Opleidingen. Boon, J. (2006). Medeauteur verslaglegging externe auditing. ROC Arcus College en ROC Leeuwenborgh Opleidingen. Boon, J., & Kluijfhout, E. (2006). Inzet e‐learning Nationaal Actieplan SURF. Utrecht: Stichting SURF. Brouns, F. M. R. (2006). Concept uitwerking van PIM onderwijsmodel in IMS LD. Heerlen: Faculteit Managementwetenschappen. Brouns, F. M. R., Hermans, H., & Wigman, M. (2006). Functionele specificaties uitleveromgeving PIM. Inleiding Managementwetenschappen (PIM). Heerlen: Faculteit Managementwetenschappen. http://bscw‐
innovatie.OUNL.nl/bscw/bscw.cgi/S45bdafe9/d7786/Functionele%20specificaties%20uitleveromgeving.zip Brouns, F. M. R., Kester, L., Sloep, P. B., van Rosmalen, P., Koné, M., & Berlanga, A. (2006). Methods and policies for self‐organisation in the network, Heerlen, The Netherlands: OUNL. 7
Burgos, D., & Brouns, F. M. R. (2006). A brief overview on the TENCompetence website. Heerlen, The Netherlands: OUNL. De Craene, B., Rusman, E., & Kester, L. (2006). Adviezen aan herstructurering curriculum Psychologie. Hogeschool van Arnhem en Nijmegen. 2006, Nijmegen. De Volder, M. (2006). Design van website voor Europees project eCompetence als coördinator van deelproject Building a European dimension for eCompetence consultation and support. Heerlen: Onderwijstechnologisch expertisecentrum. Zie: http://www.ecompetence.info/index.php De Volder, M. (2006). Eindrapport Espace‐project. Heerlen: Onderwijstechnologisch expertisecentrum. Dieleman, A. (RdMC), Van den Brink, H. J., & Leeuwenstein, P. (RdMC) (2006). Emergo, deliverable 4.1a ‘Globale Casusbeschrijving:Lerarencasus. SURF‐project. Utrecht: Stichting SURF. Firssova, O. (2006). Adviezen t.b.v. Masteropleiding Technical Informatics. Heerlen: Onderwijstechnologisch expertisecentrum. Firssova, O. (2006). Adviezen t.b.v. Zelfstudie Bacheloropleiding Technische Informatica. Heerlen: Onderwijstechnologisch expertisecentrum. Firssova, O., Jeninga, J., Lockhorst, D., & Stalmeier, M. (2006). Begeleiden van zij‐instromers met een digitaal portfolio. Working paper Ruud de Moor Centrum. Heerlen: Open Universiteit Nederland. http://www.ou.nl/eCache/DEF/17/912.html Firssova, O., Jeninga, J., Lockhorst, D., & Stalmeier, M. (2006). Begeleiden van zij‐instromers met een digitaal portfolio: verslag van een pilot. Heerlen: Ruud de Moor Centrum. http://www.OUNL.nl/Docs/Expertise/RdMC/Paper_begeleiden_zij‐instromers_digitaal_portfolio.pdf Giesbers, B., Rusman, E., & van Bruggen, J. (2006). D3.1‐State of the Art LSA. This document is the part of Cooper deliverable 3.1 which concerns LSA, plus an additional chapter on LSA methodology. Heerlen, The Netherlands: OUNL. Gordijn, M., Moerkerke, G., & van de Vrie, E. (2006). Advies Online toetsing, plannen voor de instelling, versie 1.0. Heerlen: Open Universiteit Nederland. Hermans, H. (2006). ELO Groei‐ en Verandermanagement, werkpakket 6: Pilot Servicespecificatie. Utrecht: Stichting Digitale Universiteit. Hermans, H., & De Vries, F. (2006). Organisatiescenario’s voor het gebruik van leerobjecten. Utrecht: Stichting Digitale Universiteit. Beschikbaar via: http://hdl.handle.net/1820/811 Hermans, H., & De Vries, F. (2006). Organizational scenarios for the use of learning objects. Utrecht: Stichting Digitale Universiteit. Beschikbaar via: http://hdl.handle.net/1820/810 Hermans, H., & Firssova, O. (2006). Casestudy Social Bookmarking in het onderwijs: Verslag van een pilot binnen de Masteropleiding Actief Leren van de OUNL. Utrecht: Stichting Digitale Universiteit. Hermans, H., & Jansen, D. (2006). Elo advisering OUNL. Heerlen: Onderwijstechnologisch expertisecentrum. Hummel, H. G. K. (2006). Advies voor workshop ‘Omgaan met multimedia’. Rotterdam: Stichting Expertisecentrum ETV.nl. Heerlen: Onderwijstechnologisch expertisecentrum. Hummel, H. G. K., Roossink, H. J., & de Croock, M. B. M. (2006, februari). Feedbackmodel voor blended learning [Feedback model for blended learning]. Project report Digital University: Utrecht, The Netherlands. http://www.digiuni.nl/digiuni//download/temp/5087.DEL.4072.Feedbackmodelvoorblendedlearning.pdf Jansen, D., van den Boom, G., & Jaminon, N. (2006). Het inrichten van de elektronische leeromgeving van de Open Universiteit Nederland. Heerlen: Open Universiteit Nederland. Janssen, J., Bedaux, J. (UvA), & Strijker, A. (UTwente) (2006). OTEC‐bijdrage: Kennis op het gebied van E‐learning en E‐learning standaarden. Review van DU projecten in diverse ontwikkelingsstadia op het gebruik van door de DU gehanteerde E‐learning standaarden. Reviews zijn neergelegd in zogenaamde TQA verslagen. Utrecht: Stichting Digitale Universiteit. Joosten, D., & Gulikers, J. (2006). Toetsingsgids major. Hogeschool IPABO. 2006, Amsterdam. Joosten, D., Gulikers, J., Sluijsmans, D. M. A., & van Zundert, M. (2006). Adviezen en ondersteuning bij vernieuwing van het onderwijs. Hogeschool IPABO. 2006, Amsterdam. Kicken, W. (2006). Adviezen herstructurering van het curriculum van Schoonheid Centraal te Amsterdam op basis van het 4C/ID‐model. ROC‐ASA. 2006, Amsterdam. Kluijfhout, E. (red.) (2006). ELO Groei‐ en Verandermanagement, Inleiding, leeswijzer en discussie. Utrecht: Stichting Digitale Universiteit. Kluijfhout, E. (red.) (2006). ELO Groei‐ en Verandermanagement, werkpakket 5: Over de grenzen van de ELO. Utrecht: Stichting Digitale Universiteit. Kluijfhout, E., Hermans, H., & Janssen, J. (2006). ELO Groei‐ en Verandermanagement, werkpakket 1 + 2: Referentie‐
architectuur OpenLW. Utrecht: Stichting Digitale Universiteit. Könings, K., & Wouters, P. (2006). Cursusevaluatie Onderwijswetenschap (O17311). Heerlen: Onderwijsinstituut. 8
Könings, K., & Wouters, P. (2006). Evaluatie Miniconferentie Cognitivisme vs. Constructivisme. Heerlen: Onderwijsinstituut. Laagland, E., & Kluijfhout, E. (2006). ELO Groei‐ en Verandermanagement, werkpakket 3: Services gap analysis. Utrecht: Stichting Digitale Universiteit. Los, J. J., Bitter‐Rijpkema, M. E., Huijs, C., Hondius, A., & van Elk, L. (2006). Saldo matrix (samenwerkend leren digitaal ondersteund). DU‐project. Utrecht: Stichting Digitale Universiteit. http://www.du.nl/saldo (linkt door naar http://digiuni.nl/digiuni/index.cfm/site/Per%20Saldo/pageid/C299A22B‐97D1‐A0D6‐
234C951E7B80C4E1/index.cfm Mofers, F., Baas, K., & Rutjens, M. (2006). Evaluatie proef gebruik videoconferencing voor een mondeling tentamen op afstand. Heerlen: Onderwijstechnologisch expertisecentrum. Nadolski, R. J., van der Hijden, P., Tattersall, C., & Slootmaker, A. (2006). Multi‐user online serious games: Beleid, ontwerp en gebruik. DU TOGA. Utrecht: Stichting Digitale Universiteit. http://www.surf.nl/smartsite.dws?id=12742 Pannekeet, C. (2006). Implementatie Open Journal Systems (OJS), Master Class Scientific and Professional Publishing. Heerlen: Faculteit Natuurwetenschappen. Pannekeet, C., Giesbers, B., Brand‐Gruwel, S. & Prins, F. (2006). Ontwerp: Onderzoek opzet communities. Project: Gesloten cursussen. Heerlen: Faculteit Informatica. http://icommas.OUNL.nl:8080/uPortal/render.userLayOUNLtRootNode.uP Pannekeet, C., Giesbers, B., Brand‐Gruwel, S. & Prins, F. (2006). Opleidingsontwerp: Advisering didactisch model. Project: Gesloten cursussen. Heerlen: Faculteit Informatica. http://icommas.OUNL.nl:8080/uPortal/render.userLayOUNLtRootNode.uP Pannekeet, C., Giesbers, B., Brand‐Gruwel, S., & Prins, F. (2006). Evaluatiebijdragen Master: uitwerken resultaten vragenlijsten. Faculteit Informatica. Heerlen: Onderwijstechnologisch expertisecentrum. Pannekeet, K., Strijker, A. (UTwente), Brouns, F. M. R., & van der Vegt, W. (2006). Verkenning Automatische Metadataprocessen. Eindrapportage DU Project VAMP. Utrecht: Stichting Digitale Universiteit. Poelmans, P. (2006). Evaluatieplannen en verslagen vanuit pilots met Communities of Practice (CoP UTwente, CoP Primair Onderwijs, CoP Alumni Domstad, CoP Katholieke Pabo Zwolle, CoP PlatOO, CoP vmbo assistentenopleiding, CoP Fontys Folie. Heerlen: Onderwijstechnologisch expertisecentrum. Puls, J. (2006). Rapportage Studentinzicht I. Open Universiteit Nederland, juni 2006. Rapportage van halfjaarlijkse evaluatie onder belangstellenden, recent ingeschreven ‐ervaren studenten en ex‐studenten in samenwerking met de afdeling marketing en Communicatie. Heerlen: Onderwijstechnologisch expertisecentrum. Rutjens, M. (2006). Ontwerp: Leidraad. Project Kenniscirculatie. TLO, Dordrecht. Rutjens, M. (2006). Proeftoetsverslag Architecturen van computernetwerken 2a. Faculteit Informatica, juli 2006. Rutjens, M. (2006). Proeftoetsverslag Schrijven in Studie en Beroep. Faculteit Cultuurwetenschappen, februari 2006. Rutjens, M., & Stalmeier, M. (2006). Behoefteonderzoek ter voorbereiding op de ontwikkeling van de leergang “Ontwikkeling Competentiegericht Onderwijs” en leergang “EVC”. Celebes, Vooronderzoek Werkpakket 3. Heerlen: Open Universiteit Nederland. Slootmaker, A., Kurvers, H., & Storm, J. (2006). Emergo, deliverable 5.1 ‘Technologische keuzes’. SURF‐project. Utrecht: Stichting SURF. Slootmaker, A., Kurvers, H., & Storm, J. (2006). Emergo, deliverable 5.2 ‘Technisch ontwerp’. SURF‐project. Utrecht: Stichting SURF. Sluijsmans, D. M. A., & Wopereis, I. (2006). Adviezen en ondersteuning project Voorbereiden projectplan Curriculum(re)constructie Hospitality en Recreatie. ROC A12. 2006, Ede. Specht, M., Kluijfhout, E., & Slootmaker, A. (2006). Service Orientation and Service Oriented Architecture for Higher Education and Research. SURFworks, Technology Scouting, Rapport over State of the art. Utrecht: SURFnet. Spoelstra, H. (2006). Beheeraspecten van de streaming video faciliteiten Project: VWL, Ruud de Moor Centrum, Open Universiteit Nederland. Heerlen: Onderwijstechnologisch expertisecentrum. Spoelstra, H. (2006). ICT Architectuur van het Ruud de Moor Centrum. Project: VWL, Ruud de Moor Centrum, Open Universiteit Nederland. Heerlen: Onderwijstechnologisch expertisecentrum. Spoelstra, H., & Schulte, F. (2006). Advies streaming video. Project: VWL, Ruud de Moor Centrum. Heerlen: Onderwijstechnologisch expertisecentrum. Stalmeier, M. (2006). Evaluatieverslag moduul Entertainment‐Education CHN. Christelijke Hogeschool Nederland, november 2006. Tattersall, C., & van den Brink, H. J. (2006). Emergo, deliverable 1.1 ‘Terreinverkenning: inventarisatie van relevante projecten’. Surf‐project. Utrecht: Stichting SURF. Tattersall, C., & van den Brink, H. J. (2006). Emergo, deliverable 1.2 ‘EMERGO use cases’. Surf‐project. Utrecht: Stichting SURF. 9
Tattersall, C., & van den Brink, H. J. (2006). Emergo, deliverable 1.3 ‘Functioneel ontwerp’. Surf‐project. Utrecht: Stichting SURF. Van den Boom, G. (2006). “Lopende” samenwerkingsagenda OTEC – Psychologie 2006. Heerlen: Open Universiteit Nederland. Van den Boom, G. (2006). Adviezen bij Implementatieplan Blackboard Fase 3 (versie 0.1, 0.2, 0.3, 0.4). Heerlen: Open Universiteit Nederland. Van den Boom, G. (2006). Adviezen inzake de functionele inrichting van het Blackboard Content System. Heerlen: Open Universiteit Nederland. Van den Boom, G. (2006). Bijdragen aan cursusontwerp Adolescentie. Heerlen: Open Universiteit Nederland. Van den Boom, G. (2006). Commentaar op hoofdlijnen ‐ Zelfstudie Psychologie. Heerlen: Open Universiteit Nederland. Van den Boom, G. (2006). Project Kenniscirculatie – Evaluatieverslag Pilots 2005/2006. Heerlen: Open Universiteit Nederland. Van der Baaren, J. (2006). Ontwerp: Consultancy; advies en bijdrage aan invulling televisieprogramma. Heerlen: Faculteit Psychologie en Teleac. Van der Klink, M. (2006). Adviezen project Ruim Baan voor Talent. Eindhoven: Fontys Hogescholen. Van der Vegt, G. W. (2006). Proeftoets Rapportage Tool. Heerlen: Onderwijstechnologisch Expertisecentrum. Van der Vegt, W., OʹNeill, O., Nadolski, R., & Koper, E. J. R. (2006). Telcert: Learning Design UML Profile. Heerlen, The Netherlands: OUNL/Telcert. Available: http:hdl.handle.net/1820/657 Verstappen, J. J. M. (2006). Proeftoetsverslag Inleiding in de gezondheidspsychologie. Faculteit Psychologie, maart 2006. Verstappen, J. J. M. (2006). Proeftoetsverslag Webcultuur. Faculteit Informatica, juni 2006. Wagemans, L. (2006). Adviezen inzake Beoordelingspraktijk InCompany Milieuadvies. Heerlen: Faculteit Natuurwetenschappen. Wagemans, L., de Haas, M., de Jong, U., van Os, W., & Portier, S. (2006). Elektronische ondersteuning van kwaliteitszorg en accreditatie. Projectrapport. Utrecht: Stichting Digitale Universiteit. Westera, W. (2006). Beleidsnota media. Heerlen: Onderwijstechnologisch expertisecentrum. Westera, W. (2006). Computational model for multi‐event performance scoring. USA: SPARQ: Portland. Westera, W., Hermans, H., Pannekeet, C., & Kluijfhout, E. (2006). Brainstorm E‐learning architecturen. Apeldoorn: Politie‐academie. Software, source code, specifications, open standards, LN4LD IMS‐LD packages Software, source code Brouns, F. M. R. (2006). A rating module for Moodle. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/274 Brouwers, M., Brouns, F. M. R., van Rosmalen, P., Sloep, P. B., & Koper, E. J. R. (2006). ATL: ASA Tutor Locator. Available: http://sourceforge.net/projects/asa‐atl Burgos, D., & van Nimwegen, C. (2006). Planning Educational Task. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/778 De Jong, A., & Brouns, F. M. R. (2006). GUP GTP Usability Prototype. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/587 Martens, H., Vogten, H., & Koper, E. J. R. (2006). First release of Hecate. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/565 Martens, H., Vogten, H., & Koper, E. J. R. (2006). Version 2.0 of the wireframes for the antelope version of the TENCompetence client. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/833 Martens, H., Vogten, H., Wilson, S., Lemmers, R., & Koper, E. J. R. (2006). Version 1.0 of the wireframes for the antelope version of the TENCompetence client. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/795 Van der Vegt, W., & Koper, E. J. R. (2006). CopperAuthor v1.4i. Open Source. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/571 Van der Vegt, W., & Koper, E. J. R. (2006). CopperAuthor v1.5. Open Source. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/571 Van der Vegt, W., & Koper, E. J. R. (2006). CopperAuthor v1.6. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/592 Specifications, open standards Burgos, D., Tattersall, C., & Vogten, H. (2006). IMS Content Packaging v1.2 public draft specification. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/590 10
Koper, E. J. R. (2006). TENCompetence Domain Model (version 1.0). A version of the Domain Model was discussed in several seminars and workshops, among which the ProLearn Summer School, June, 6, 2006; Bled, Slovenia; the TEMATICE seminar, June, 14, 2006, at the Sorbonne in Paris, France. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/649 Koper, E. J. R., Manderveld, J., Sloep, P. B., Hummel, H. G. K., Vogten, H., Brouns, F. M. R., et al. (2006). IMS Learning Design Version 1.0 Final Specification. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/589 Van der Vegt, W. (2006). Learning Design Level A UML Model. Heerlen, The Netherlands: OUNL. Available: http://hdl.handle.net/1820/658 Van der Vegt, W. (2006). IMS‐LD Level C UML Profile. Heerlen, The Netherlands: OUNL. Available: http://hdl/handle.net/1820/659 11
2007 Refereed articles SSCI journals Bolman, C., Tattersall, C., Waterink, W., Janssen, J., Van den Berg, B., Van Es, R., et al. (2007). Learners’ evaluation of a navigation support tool in distance education. Journal of Computer Assisted Learning, 23(5), 384‐392. Burgos, D., Tattersall, C., & Koper, R. (2007). How to represent adaptation in eLearning with IMS Learning Design. Interactive Learning Environments, 15(2), 161‐170. Burgos, D., Tattersall, C., & Koper, R. (2007). Re‐purposing existing generic games and simulations for e‐learning. Computers in Human Behavior, 23(6), 2656‐2667. Giesbers, B., Van Bruggen, J., Hermans, H., Joosten‐ten Brinke, D., Burgers, J., Koper, R., et al. (2007). Towards a methodology for educational modelling: a case in educational assessment. Educational Technology & Society, 10(1), 237‐247. Janssen, J., Tattersall, C., Waterink, W., Van den Berg, B., Van Es, R., Bolman, C., et al. (2007). Self‐
organising navigational support in lifelong learning: How predecessors can lead the way. Computers & Education, 49(3), 781‐793. Janssen, J., Van den Berg, B., Tattersall, C., Hummel, H. G. K., & Koper, R. (2007). Navigational Support in lifelong learning: Enhancing effectiveness through indirect social navigation. Interactive Learning Environments, 15(2), 127‐136. Joosten‐ten Brinke, D., Van Bruggen, J., Hermans, H., Burgers, J., Giesbers, B., Koper, R., et al. (2007). Modeling assessment for re‐use of traditional and new types of assessment. Computers in Human Behavior, 23(6), 2721‐2741. Kalz, M., Van Bruggen, J., Rusman, E., Giesbers, B., & Koper, R. (2007). Positioning of learners in learning networks with content, metadata and ontologies. Interactive Learning Environments, 15(2), 191‐200. Kester, L., Van Rosmalen, P., Sloep, P. B., Brouns, F. M. R., Koné, M., & Koper, R. (2007). Matchmaking in learning networks: Bringing learners together for knowledge sharing. Interactive Learning Environments, 15(2), 117‐126. Krassen, S., & Koper, R. (2007). Learning Networks for Lifelong Competence Development [special issue]. Interactive Learning Environments, 15(2). Klamma, R., Chatti, M. A., Duval, E., Hummel, H. G. K., Hvannberg, E. T., Kravcik, M., et al. (2007). Social Software for Life‐long Learning. Educational Technology & Society, 10(3), 72‐83. Sampson, D. G., & Koper, R. (2007). Advanced Technologies for Life‐Long Learning (special issue). Educational Technology & Society, 10(3), 1‐134. Available online at: http://www.ifets.info/. Tattersall, C., Janssen, J., Van den Berg, B., Hummel, H. G. K., & Koper, R. (2007). Using IMS learning design to model curricula. Interactive Learning Environments, 15(2), 181‐189. Vogten, H., Martens, H., Nadolski, R., Tattersall, C., Van Rosmalen, P., & Koper, R. (2007). CopperCore service integration. Interactive Learning Environments, 15(2), 171‐180. Westera, W. (2007). Peer‐Allocated Instant Response (PAIR): Computational allocation of peer tutors in learning communities. Journal of Artificial Societies and Social Simulation, http://jasss.soc.surrey.ac.uk/10/2/5.html [0.800] [0.407] [1.344] [0.475] [1.602] [0.407] [1.344] [0.407] [0.407] [0.407] [0.475] [0.475] [0.407] [0.407] [0.000] ICO Journals De Bakker, G., Sloep, P. B., & Jochems, W. M. G. (2007). Students and instant messaging: survey on current use and demands for higher education. Research in Learning Technology (ALT‐J), 15(2), 143‐153. Other Journals Burgos, D., Moreno‐Ger, P., Sierra, J. L., Fernández‐Manjón, B., & Koper, R. (2007). Authoring game‐based adaptive units of learning with IMS Learning Design and <e‐Adventure>. International Journal of Learning Technology, 3(3), 252‐268. Burgos, D., Van Nimwegen, C., Van Oostendorp, H., & Koper, R. (2007). Game‐based learning and inmediate feedback. The case study of the Planning Educational Task. International Journal of Advanced Technology in Learning. 12
Dolog, P., Kravcik, M., Cristea, A., Burgos, D., De Bra, P., Ceri, S., et al. (2007). Specification, authoring and prototyping of personalized workplace learning solutions. International Journal of Learning Technology, 3(3), 286–308. Hummel, H. G. K., Van den Berg, B., Berlanga, A. J., Drachsler, H., Janssen, J., Nadolski, R., et al. (2007). Combining social‐based and information‐based approaches for personalised recommendation on sequencing learning activities. International Journal of Learning Technology, 3(2), 152‐168. Kester, L., Sloep, P. B., Van Rosmalen, P., Brouns, F., Koné, M., & Koper, R. (2007). Facilitating community building in learning networks through peer tutoring in ad hoc transient communities. International Journal of Web based Communities, 3(2), 198‐205. Kravčík, M., & Gašević, D. (2007). Leveraging the Semantic Web for Adaptive Education. Journal of Interactive Media in Education (Adaptation and IMS Learning Design. Special Issue, ed. Daniel Burgos), 2007/06 [jime.open.ac.uk/2007/06].
Books Griffiths, D., Koper, R., & Liber, O. (2007). Service Oriented Approaches and Lifelong Competence Development Infrastructures. Proceedings of the 2nd TENCompetence Open Workshop. Manchester, United Kingdom: Institute of Educational Cybernetics. Wild, F., Kalz, M., Van Bruggen, J., & Koper, R. (2007). Proceedings of the First European Workshop on Latent Semantic Analysis in Technology Enhanced Learning. Heerlen, The Netherlands: Open University of the Netherlands. Hoogveld, A. W. M., & Jansen. H. (redactie) (2007). Opleiden voor de toekomst. Werken met het 4C/ID‐model in de praktijk. Heerlen: Open Universiteit Nederland. Book chapters Burgos, D., Tattersall, C., & Koper, R. (2007). Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design. In B. F. Manjon, J. M. S. Perez, J. A. G. Pulido, M. A. V. Rodriguez & J. Bravo (Eds.), Computers and Education: E‐learning ‐ from theory to practice. Germany: Kluwer. Damjanovic, V., & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In M. D. Lytras & A. Naeve (Eds.), Ubiquitous and Pervasive Knowledge and Learning Management (pp. 158‐197). Hershey, USA: IGI Publishing. Damjanovic, V., & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In V. Sugumaran (Ed.), Intelligent Information Technologies: Concepts, Methodologies, Tools, and Applications (pp. 1716‐1742). Hershey, USA: IGI Publishing. Kalz, M., Specht, M., Klamma, R., Chatti, M. A., & Koper, R. (2007). Kompetenzentwicklung in Lernnetzwerken für das lebenslange Lernen. In U. Dittler, M. Kindt & C. Schwarz (Eds.), Online Communities als soziale Systeme (pp. 181‐197). Hannover: Waxmann. Sloep, P. B., & Jochems, W. M. G. (2007). De e‐lerende burger. In J. Steyaert & J. D. Haan (Eds.), Jaarboek ICT en samenleving 2007; Gewoon digitaal (pp. 171‐187). Amsterdam: Boom. Tattersall, C., Sodhi, T., Burgos, D., & Koper, R. (2007). Using the IMS Learning Design notation for the modelling and delivery of education. In L. Botturi & T. Stubbs (Eds.), Handbook of Visual Languages for Instructional Design: Theories and Practices (pp. 299‐314). Hershey‐New York, USA: Information Science Reference. De Volder, M. L. (2007). Espace: electronic system for peer assessment and coaching efficiency. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 1960‐1964). Chesapeake, VA: AACE ‐‐Association for the Advancement of Computing in Education. Rusman, E., Brand‐Gruwel, S., & Hendriks, M. (2007). Online samenwerkend leren: een onderwijskundig ontwerpmodel. In P. Schramade (red), Handboek Effectief Opleiden, 5.4‐2, 44/7‐44/28. Den Haag: Reed Business. Westera, W., Wouters, P., Ebrecht, D., Vos, M., & Boon, M. J. J. P. M. (2007). Dynamic probing of educational quality: the SEIN system. In A. Landeta (Ed.), Good Practice E‐Learning Book (Chapter 10, pp. 165‐176). Madrid: ANCED.
Conference papers Berlanga, A. J., Sloep, P. B., Brouns, F. M. R., Van Rosmalen, P., Bitter‐Rijpkema, M., & Koper, R. (2007). Functionality for learning networks: lessons learned from social web applications. Proceedings of the ePortfolio 2007 Conference. October, 18‐20, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Berlanga, A. J., Van den Berg, B., Nadolski, R. J., Drachsler, H., Hummel, H. G. K., & Koper, R. (2007). Towards a Model for navigation support in learning networks. Proceedings of the ePortfolio Conference. October 18‐20, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. 13
Berlanga, A., Kester, L., Sloep, P. B., Brouns, F. M. R., van Rosmalen, P., Koné, M., et al. (2007). Fostering Knowledge Sharing in Ad Hoc Transient Communities. In R. Koper, D. Griffth & O. Liber (Eds.), Proceedings of TENCompetence Workshop, on Service Oriented Approaches and Lifelong Competence Development Infrastructures (pp. 7‐12). January, 11‐12, 2007, Manchester, United Kingdom. Brouns, F. M. R., Bitter‐Rijpkema, M., Sloep, P. B., Kester, L., Van Rosmalen, P., Berlanga, A., et al. (2007). Personal profiling to stimulate participation in learning networks. Proceedings of the ePortfolio 2007 Conference. October, 18‐20, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Ceri, S., Daniel, F., Matera, M., Raffio, A., & Spoelstra, H. (2007). Enabling Project‐Centred Learning through Flexible Processes: the COOPER Experience. Paper presented at the conference 1st International Workshop on Collaborative Open Environments for Project‐Centered Learning. September, 18, 2007, Crete, Greece. Ceri, S., Matera, M., Raffio, A., & Spoelstra, H. (2007). Flexible Processes in Project‐Centred Learning. In E. Duval, R. Klamma & M. Wolpers (Eds.), Proceedings of Creating New Learning Experience on a Global Scale, Second European Conference on Technology Enhanced Learning, EC‐TEL 2007 (pp. 463‐468). September, 17‐20, 2007, Crete, Greece: Lecture Notes in Computer Science 4753 (Springer). De Jong, T., Al Takrouri, B., Specht, M., & Koper, R. (2007). Campus Memories: Learning with Contextualised Blogging. In D. Griffiths, R. Koper & O. Liber (Eds.), Proceedings of the 2nd TenCompetence Workshop (pp. 59‐
67). January, 11‐12, 2007, Manchester, United Kingdom. De Jong, T., Specht, M., & Koper, R. (2007). Contextblogger: learning by blogging in the real world. Proceedings of the ePortfolio Conference. October, 18‐20, 2007, Maastricht, The Netherlands: European Institute for E‐
Learning.. Drachsler, H., Hummel, H. G. K., & Koper, R. (2007). Recommendations for learners are different: applying memory‐based recommender system techniques to lifelong learning. Paper presented at the conference SIRTEL workshop at the EC‐TEL 2007. September 17‐20, 2007, Crete, Greece. Giesbers, B., Taddeo, A., Van der Vegt, W., Van Bruggen, J., & Koper, R. (2007). A Question Answering service for information retrieval in Cooper. Paper presented at the conference Cooper workshop. September, 18, 2007, Crete, Greece. Glahn, C., Specht, M., & Koper, R. (2007). Processing learner profiles for smart indicators. Proceedings of ePortfolio 2007 Conference. October, 18‐19, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Glahn, C., Specht, M., & Koper, R. (2007). Requirements for Flexible Learner Monitoring. In T. Navarrete, J. Blat & R. Koper (Eds.), Proceedings of the 3rd TENComptence Open workshop ʹCurrent Research on IMS Learning Design and Lifelong Competence Development Infrastuctureʹ (pp. 89‐96). June, 20‐21, 2007, Barcelona, Spain: TENCompetence. Glahn, C., Specht, M., & Koper, R. (2007). Smart Indicators on Learning Interactions. In E. Duval, R. Klamma & M. Wolpers (Eds.), Proceedings of Creating New Learning Experiences on a Global Scale: LNCS 4753. Second European Conference on Technology Enhanced Learning, EC‐TEL 2007 (pp. 56‐70). September, 2007, Crete, Greece: Berlin, Heidelberg: Springer. Hernández‐Leo, D., Burgos, D., Tattersall, C., & Koper, R. (2007). Representing Computer‐Supported Collaborative Learning macro‐scripts using IMS Learning Design. Proceedings of the Second European Conference on Technology Enhanced Learning, CEUR Workshop Proceedings, EC‐TELʹ07. September, 2007, Crete, Greece. Janssen, J., Berlanga, A., Vogten, H., & Koper, R. (2007). Towards a learning path specification. Proceedings of the ePortfolio Conference. October, 18‐20, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Kalz, M., Drachsler, H., Van Bruggen, J., Hummel, H. G. K., & Koper, R. (2007). Positioning and Navigation: Services for Open Educational Practices. In M. E. Auer (Ed.), International Conference ICL 2007 [CD ROM], Kassel: Kassel University Press. Kalz, M., Van Bruggen, J., Giesbers, B., & Koper, R. (2007). Prior Learning Assessment with Latent Semantic Analysis. In F. Wild, M. Kalz, J. Van Bruggen & R. Koper (Eds.), Proceedings of the First European Workshop on Latent Semantic Analysis in Technology Enhanced Learning (pp. 24‐25). March, 29‐30, 2007, Heerlen, The Netherlands: Open University of the Netherlands. Kalz, M., Van Bruggen, J., Giesbers, B., Waterink, W., Eshuis, J., & Koper, R. (2007). A New Linkage for the Assessment of Prior Learning. Proceedings of the ePortfolio 2007 Conference ʹEmployability and Lifelong Learning in the Knowledge Societyʹ. October, 18‐20, 2007, Maastricht, The Netherlands: European Institute for E‐
Learning. Koné, M., Berlanga, A. J., Sloep, P. B., & Koper, R. (2007). A Learning Community Simulation. In P. Kommers & P. Isaias (Eds.), Proceedings of the IADIS International Conference on Web Based Communities 2007 (pp. 331‐335). February, 18‐20, 2007. Salamanca, Spain: IADIS Press. 14
Kravcik, M., Koper, R., & Kluijfhout, E. (2007). TENCompetence Training Approach. In A. Szucs & I. Bo (Eds.), Proceedings of EDEN 2007 Annual Conference (pp. 105). June, 13‐16, 2007, Budapest: European Distance and E‐
Learning Network. Miao, Y., & Koper, R. (2007). A Domain‐specific Modeling Approach to the Development of Online Peer Assessment. In T. Navarrete, J. Blat & R. Koper (Eds.), Proceedings of the 3rd TENComptence Open workshop ʹCurrent Research on IMS Learning Design and Lifelong Competence Development Infrastuctureʹ (pp. 81‐88), Barcelona, Spain: TENCompetence. Miao, Y., & Koper, R. (2007). An Efficient and Flexible Technical Approach to Develop and Deliver Online Peer Assessment. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning (CSCL 2007) conference ʹMice, Minds, and Societyʹ (pp. 502‐511). July, 16‐21, 2007, New Jersey, USA. Miao, Y., Hoppe, H. U., & Pinkwart, N. (2007). Situation Creator: A Pedagogical Agent Creating Learning Opportunities. In R. Luckin, K. Koedinger & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 614‐617), Amsterdam, The Netherlands: IOS Press. Miao, Y., Tattersall, C., Schoonenboom, J., Stevanov, K., & Aleksieva‐Petrova, A. (2007). Using open technical e‐
learning standards and service‐orientation to support new forms of e‐assessment. In D. Griffiths, R. Koper & O. Liber (Eds.), Proceedings of the second TENCompetence Open Workshop on Service Oriented Approaches and Lifelong Competence Development Infrastructures (pp. 183‐190). January, 11‐12, 2007, Manchester, United Kingdom. Miao, Y., Vogten, H., Martens, H., & Koper, R. (2007). The Complementary Roles of IMS LD and IMS QTI in Supporting Effective Web‐based Formative Assessment. In V. Uskov (Ed.), Proceedings of the 10th IASTED International Conference on Advanced Technologies in Education (CATE 2007) (pp. 212‐218). October, 8‐10, 2007, Beijing, China. Moreno‐Ger, P., Burgos, D., Sierra, J. L., & Manjón, B. F. (2007). A Game‐Based Adaptive Unit of Learning with IMS Learning Design and <e‐Adventure>. In E. Duval, R. Klamma & M. Wolpers (Eds.), Proceedings of Creating New Learning Experience on a Global Scale, Second European Conference on Technology Enhanced Learning, EC‐TEL 2007 (pp. 247‐261), September, 17‐20, 2007, Crete, Greece: Lecture Notes in Computer Science 4753 (Springer). Prause, C., Ternier, S., De Jong, T., Apelt, S., Scholten, M., Wolpers, M., et al. (2007). Unifying Learning Object Repositories in MACE. In D. Massart, J.‐N. Colin & F. V. Assche (Eds.), Proceedings of the First International Workshop on Learning Object Discovery & Exchange (LODEʹ07), September, 18, 2007, Crete, Grece. Rusman, E., Van Bruggen, J., & Koper, R. (2007). From pattern to practice: evaluation of a design pattern fostering trust in Virtual teams. Proceedings of conference workshop ‘Linking CSCL design patterns to authentic educational case studies’ at Computer Supported Collaborative Learning 2007, (CSCL 2007). July, 16‐21, 2007, New Jersey, United States: [available online: http://cosy.ted.unipi.gr/Programs.htm] Rusman, E., Van Bruggen, J., & Koper, R. (2007). Theoretical framework for the design and development of a personal identity profile fostering interpersonal trust in virtual project teams. Proceedings of the 6th workshop on social intelligence design (pp. 279‐286). July, 2‐4, 2007, Trento, Italy: Centre for Telematics and Information Technology (CTIT), Universiteit Twente, Enschede. Schoonenboom, J., Sligte, H., Moghnieh, A., Specht, M., Glahn, C., & Stefanov, K. (2007). Pilot evaluation in TENCompetence: a theory‐driven model. In T. Navarrete, J. Blat & R. Koper (Eds.), Proceedings of the 3rd TENCompetence Open Workshop ʹCurrent Research on IMS Learning Design and Lifelong Competence Development Infrastructuresʹ (pp. 43‐50), Barcelona, Spain: TENCompetence. Schoonenboom, J., Tattersall, C., Miao, Y., Stefanov, K., & Aleksieva‐Petrova, A. (2007). A four‐stage model for lifelong competence development. In D. Griffiths, R. Koper & O. Liber (Eds.), Proceedings of the 2nd TENCompetence Open Workshop ʹService Oriented Approaches and Lifelong Competence Development Infrastructuresʹ (pp. 131‐136). January, 11‐12, 2007, Manchester, United Kingdom. Sloep, P. B., Kester, L., Brouns, F. M. R., Van Rosmalen, P., De Vries, F., De Croock, M., et al. (2007). Ad Hoc Transient Communities to Enhance Social Interaction and Spread Tutor Responsibilities. In V. Uskov (Ed.), Proceedings of the Sixth IASTED International Conference on Web‐based Education WBE 2007 (pp. 549‐554). March, 14‐16, 2007, Chamonix, France: Calgary, Canada: Acta Press. Sodhi, T., Brouns, F. M. R., Miao, Y., & Koper, R. (2007). Supporting the non‐expert in the authoring of personalized learning using IMS LD. Proceedings of the ePortfolio 2007 Conference. October, 18‐19, 2007, Maastricht, The Netherlands.: European Institute for E‐Learning. Sodhi, T., Miao, Y., Brouns, F. M. R., & Koper, R. (2007). Bottom‐up and Top‐down: An alternate classification of LD authoring approaches. Paper presented at the conference TENCompetence Open Workshop on Current research 15
on IMS Learning Design and Lifelong Competence Development Infrastructures. June, 21‐22, 2007, Barcelona, Spain. Spoelstra, H., Posea, V., Van Bruggen, J., & Koper, R. (2007). Modelling the Virtual Company Educational Scenario Competence Assessment in the Cooper environment. Paper presented at the conference 1st International Workshop on Collaborative Open Environments for Project‐Centered Learning. September, 18, 2007, Crete, Greece. Stefaner, M., Dalla Vecchia, E., Condotta, M., Wolpers, M., Specht, M., Apelt, M., et al. (2007). MACE ‐ Enriching Architectural Learning Objects for Experience Multiplication. In E. Duval, R. Klamma & M. Wolpers (Eds.), Proceedings of EC‐TEL 2007 (pp. 322‐336), Crete, Greece: Berlin, Heidelberg: Springer. Van Rosmalen, P., Brouns, F. M. R., Sloep, P. B., Kester, L., Berlanga, A., Bitter, M., et al. (2007). Question‐
answering through selecting and connecting peer‐students. Proceedings of the ePortfolio 2007 Conference. October, 15‐19, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Van Rosmalen, P., Brouns, F. M. R., Sloep, P. B., Kester, L., Berlanga, A., Bitter, M., et al. (2007). A support model for question‐answering. In T. Navarrete, J. Blat & R. Koper (Eds.), Proceedings of the 3rd TENCompetence Open Workshop ʹCurrent Research on IMS Learning Design and Lifelong Competence Development Infrastructuresʹ (pp. 75‐80). June, 21‐22, 2007, Barcelona, Spain: TENCompetence. Van Rosmalen, P., Sloep, P. B., Brouns, F. M. R., Kester, L., Koné, M., & Koper, R. (2007). Question‐Answering ‐ Connecting and Supporting the Learner. In F. Wild, M. Kalz, J. van Bruggen & R. Koper (Eds.), Proceedings of 1st European Workshop on Latent Semantic Analysis in Technology‐Enhanced Learning (pp. 1‐2). March, 29‐30, 2007, Heerlen, The Netherlands: Open University of the Netherlands.
Professional publications Burgos, D., Herder, E., & Olmedilla, D. (2007). TENCompetence: Construyendo la Red Europea para el Desarrollo Continuo de Competencias. Inteligencia Artificial, Revista Iberoamericana de Inteligencia Artificial (AEPIA). Miao, Y. (2007). Knowledge Convergence Script. this UoL is used as a case to investigate the expressiveness of IMS LD in representing group‐based learning. The investigation was reported in a submitted book chapter (see http://hdl.handle.net/1820/930) Other research output Contributions to conferences and congresses Berlanga, A., Kester, L., Sloep, P. B., Brouns, F. M. R., Van Rosmalen, P., Koné, M., et al. (2007). Fostering Knowledge Sharing in Ad Hoc Transient Communities. Presentation at the TENCompetence Open Workshop on Service Oriented Approaches and Lifelong Competence Development Infrastructures. January, 11‐12, 2007, Manchester, United Kingdom. Berlanga, A. (2007). Functionality for Learning Networks: Lessons Learned from Social Web Applications. Presented at the ePortfolio 2007 conference. October, 17‐19, 2007, Maastricht, The Netherlands: European Institute for E‐
Learning. Berlanga, A., Van den Berg, B., & Nadolski, R. (2007). Towards a Model for Navigation Support in Learning Networks. Presented at the ePortfolio 2007 conference. October, 17‐19, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Bitter‐Rijpkema, M. (2007). TENCompetence: infrastructuur voor de competentieontwikkeling van individu, team en organisatie in Europa. Presented at TENCompetence voor ontwikkeling competentiegerichte onderwijsinfrastructuur Horeca Branche. January, 10, 2007, Oisterwijk, The Netherlands. Bitter‐Rijpkema, M., & Manderveld, J. (2007). Tencompetence naar een integraal persoonlijk competentie managent voor een leven lang leren. Presented at DU Innovatium. March, 27, 2007, Amsterdam, The Netherlands. Bitter‐Rijpkema, M., & Schoonenboom, J. (2007). TENCompetence: new ways to encourage competence development of hospitality professionals across time and place. Presented at the Conference Imagination, Media Power and Reputation. May, 30, 2007, The Hague, The Netherlands. Brouns, F. M. R. (2007). Demonstration of ATL, ad hoc transient community for question‐answering. Presented at the TENCompetence meeting. June, 18, 2007, Barcelona, Spain. Brouns, F. M. R. (2007). Personal profiling to stimulate participation in Learning Networks. Presented at the ePortfolio Conference. October, 17‐19, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Ceri, S., Daniel, F., Matera, M., Raffio, A., & Spoelstra, H. (2007). Enabling Project‐Centred Learning through Flexible Processes: The Cooper Experience. Presented at the 1st International Workshop on Collaborative Open Environments for Project‐Centered Learning. September, 18, 2007, Crete, Greece. 16
De Jong, T. (2007). Campus memories: Learning with contextualised blogging. Presented at the 2nd TENCompetence Open Workshop ʹService Oriented Approaches and Lifelong Competence Development Infrastructuresʹ. January, 11‐12, 2007, Manchester, United Kingdom. De Jong, T. (2007). ContextBlogger: Blogging in the real world. Presented at the MACE project meeting at Fraunhofer FIT. March, 7‐8, 2007, Sankt Augustin, Germany. De Jong, T. (2007). Datamining context. Presented at the SIKS summer school for Datamining. July, 6, 2007. Maastricht, The Netherlands: IKAT. Drachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Berlanga, A. J., Nadolski, R. J., et al. (unpublished). Recommendation strategies for e‐learning: preliminary effects of a personal recommender system for lifelong learners. Giesbers, B., Taddeo, A., Van der Vegt, W., Liesefeld, P., Van Bruggen, J., & Koper, R. (2007). A Question Answering service for information retrieval in Cooper. Presented at the 1st International Workshop on Collaborative Open Environments for Project‐Centered Learning. September, 17‐20, 2007, Crete, Greece. Glahn, C. (2007). Towards a service‐oriented architecture for giving feedback in informal learning environments. Presented at the 2nd TENCompetence Open Workshop ʹService Oriented Approaches and Lifelong Competence Development Infrastructuresʹ. January, 11‐12, 2007, Manchester, United Kingdom. Hummel, H. G. K. (2007). Navigation Service (proof of concept version 1.0). Presented at the Closed TC Meeting. January, 8, 2007, Bolton, United Kingdom. Hummel, H. G. K. (2007). Samenwerking en deelname in leernetwerken. Presentatie over Leernetwerken t.g.v. de 23e dies natalis van de OUNL. September, 28, 2007, Heerlen, The Netherlands: Open Universiteit Nederland. Janssen, J., Berlanga, A., Vogten, H., & Koper, R. (2007). Towards a learning path specification. Presented at the ePortfolio Conference. October, 17‐19, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Kalz, M. (2007). Introducing...Wiki. Presented at the Pre‐Conference‐Workshop “Creation and Support of Open Educational Resources with Open Source Wikis”. April, 16, 2007, Salzburg, Austria: Edumedia‐Conference “Open Educational Practices and Resources for Lifelong Learning”. Kalz, M. (2007). Ontwikkeling en inrichting van een communicatie omgeving voor de Virtuele Conferentie ‘Learning networks in practice’. April‐juni, 2007, Heerlen, The Netherlands: Open University of the Netherlands. Kalz, M. (2007). Positioning and Navigation: Services for Open Educational Practices. Presented at the Special Session on Open Educational Resources and Practices at the 10th International Conference on Interactive Computer Aided Learning. September, 26‐28, 2007, Villach, Austria. Kalz, M. (2007). A New Linkage for the Assessment of Prior Learning. Presented at the ePortfolio2007 ‐ Employability and Lifelong Learning in the Knowledge Society (http://events.eife‐l.org/ep2007). October, 18‐20, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Kalz, M. (2007). Developing Open Educational Resources. Presented at the conference ʺNetworks, Communities & Learning: Show that you share!ʺ December, 14, 2007, Utrecht, The Netherlands: Bazaar project and the Institute of Education of Utrecht University. Koper, R. (2007). TENCompetence: building the European network for lifelong competence development. Keynote for the TENCompetence Workshop in Manchester. January, 11‐12, 2007, Manchester, United Kingdom: G‐MEX and Manchester International Convention Centre –Manchester. Koper, R. (2007). Open source and open standards in e‐learning research. Presented at the TENCompetence Winterschool. The presentation is based on the paper: http://hdl.handle.net/1820/780. January, 22‐26, 2007, Innsbruck, Austria. Koper, R. (2007). Personal Competence Management in Learning Networks. Keynote for the Online Conference for the Masters in Active Learning. May, 7‐11, 2007, Heerlen, The Netherlands: Open University of the Netherlands. Koper, R. (2007). Supporting Lifelong Competence Development. Keynote for the EFODL conference about Demonstrating Transformation in Learning: Practice, Process and Product. May, 23‐24, 2007, Belfast, United Kingdom. Available at: http://efodl.belfastinstitute.ac.uk/ Koper, R. (2007). Persoonlijke competentieontwikkeling in leernetwerken. Keynote voor de conferentie onderwijsinnovatie (ʺhet boek voorbij?ʺ). May, 30, 2007, Heerlen, The Netherlands: Hogeschool Zuyd. Koper, R., Firssova, O., Kalz, M., Kravcik, M., Walraven, A., Giesbers, B., Jonkman, I., Burgos, D., & Giesbertz, W. (2007). Virtuele conferentie ‘Learning networks in practice’. April‐juni, 2007, live sessies 7‐12 mei 2007, Heerlen, The Netherlands: Open University of the Netherlands. Koper, R. (2007). Personal Competence Development in Learning Networks. Keynote for the ICDE SCOP Conference (ICDE=International Council for Open and Distance Education. SCOP=Standing Conference of Presidents). June, 6, 2007, Heerlen, The Netherlands: Open University of the Netherlands. Koper, R. (2007). TENCompetence introduction to the meeting. Presented at the 3 days TENCompetence project meeting. June, 18‐20, 2007, Barcelona, Spain. 17
Koper, R. (2007). Integrating Learning, Working and Living. Keynote for the ICICTE 2007 conference. July, 12, 2007. Heraklion, Crete. Koper, R. (2007). Building Learning Networks for Lifelong Learning. Keynote for the 23rd dies natalis of the Open University of the Netherlands. September, 28, 2007, Heerlen, The Netherlands: Open University of the Netherlands. 7 Miao, Y. (2007). Using Open Technical e‐learning standards and service‐orientation to support new forms of e‐assessment. Presented at the 2nd TENCompetence Open Workshop ʹService Oriented Approaches and Lifelong Competence Development Infrastructuresʹ. January, 11‐12, 2007, Manchester, United Kingdom. Miao, Y. (2007). IMS Learning Design Level B and C: Concepts and Tools. Presented at the first TENCompetence Winter School. January, 22‐26, 2007, Innsbruck, Austria. Miao, Y. (2007). Assessment in TENCompetence: Sharing Assessment Process Information. Presented at JISC CETIS Assessment SIG meeting. September, 26, 2007, Glasgow, United Kingdom. Rusman, E. (2007). Interpersonal trust and trustworthiness estimation in temporary Virtual project teams. Presentation during the Virtual conference ‘Learning Networks in Practice’. April‐june, 2007, live session, 10th of May 2007, Heerlen, The Netherlands: Open University of the Netherlands. Several. (2007). Presentations and recorded keynotes of the 1st European Workshop on Latent Semantic Analysis in Technology Enhanced Learning. Please see the conference website for more information: http://homer.ou.nl/lsa‐
workshop07/. March, 29‐30, 2007. Heerlen, The Netherlands: The Open University of the Netherlands. Sloep, P. B. (2007). Fostering Knowledge Sharing in Ad Hoc Transcient Communities. Presented at the 2nd TENCompetence Open Workshop ʹService Oriented Approaches and Lifelong Competence Development Infrastructuresʹ. January, 11‐12, 2007, Manchester, United Kingdom. Sloep, P. B., Kester, L., Brouns, F. M. R., Van Rosmalen, P., De Vries, F., De Croock, M., et al. (2007). Ad Hoc Transient Communities to Enhance Social Interaction and Spread Tutor Responsibilities. Presented at the Sixth IASTED International Conference on Web‐based Education. March, 14‐16, 2007, Chamonix, France. Sloep, P. B., Van Rosmalen, P., Brouns, F. M. R., & Berlanga, A. (2007). Wiki‐based Peer Tutoring. Presented at ALT‐
C 2007. September, 4‐6, 2007, Nottingham, United Kingdom. Sloep, P. B., & Dolog, P. (2007). idSpace. Presented at the Digital Libraries and technology‐enhanced learning: Call 3 information days. December, 17‐18, 2007, Luxembourg. Sodhi, T., Miao, Y., Brouns, F. M. R., & Koper, R. (2007). An alternate classification of LD authoring approaches. Presented at 10Comp workshop. June, 20‐21, 2007, Barcelona, Spain. Sodhi, T. (2007). Supporting the non‐expert in the authoring of personalized content using IMSLD. Presented at the ePortfolio 2007 conference. October, 17‐19, 2007, Maastricht, The Netherlands: European Institute for E‐
Learning. Specht, M. (2007). Mobile social software for learning. Presented at the Mobile Learning Day 2007. August, 31, 2007, Berlin, Germany: DIN Institut. Specht, M. (2007). New Technologies for Competence Development. Presented at the Professional Training Facts 2007. November, 13‐14, 2007, Stuttgart, Germany. Specht, M. (2007). New Technologies = Neue Lernkultur? Presented at the Weiterbildung: Gute angebote, schlechte Nachfrage? Impulse und Strategien zur Teilnehmergewinnung. December, 6, 2007, Cologne, Germany. Spoelstra, H., Posea, V., Van Bruggen, J., & Koper, R. (2007). Modelling the Virtual Company Educational Scenario Competence Assessment in the Cooper environment. Presented at the 1st International Workshop on Collaborative Open Environments for Project‐Centered Learning. September, 18, 2007, Crete, Greece. Van Rosmalen, P. (2007). Technology Development Programme & TENCompetence. Presented at the Dutch Ministry of Education. March, 13, 2007. Heerlen, The Netherlands: Open University of the Netherlands. Van Rosmalen, P. (2007). Question‐Answering – Connecting and Supporting the Learner. Presented at 1st European Workshop on Latent Semantic Analysis in Technology‐Enhanced Learning. March, 29‐30, 2007, Heerlen, The Netherlands: Open University of the Netherlands. Van Rosmalen, P., Brouns, F. M. R., Sloep, P. B., Kester, L., Berlanga, A., Bitter, M., et al. (2007). Question‐
Answering ‐connecting and supporting the learner‐. Presented at the TENCompetence workshop. June, 22, 2007, Barcelona, Spain. Van Rosmalen, P., Brouns, F. M. R., Sloep, P. B., Kester, L., Berlanga, A., Bitter, M., et al. (2007). Question‐answering through selecting and connecting peer‐students. Presented at the ePortfolio 2007 conference. October, 19, 2007, Maastricht, The Netherlands: European Institute for E‐Learning. Van Rosmalen, P. (2007). Language Technologies for Lifelong Learning. Project presentation of LTfLL at Digital libraries and technology‐enhanced learning: Call 3 information days. December, 17‐18, 2007, Luxembourg.
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(Technical) Reports Angehrn, A., Boursinou, E., Sereno, B., Maxwell, K., Cheak, A., Mittal, P., et al. (2007). D8.1 Report with overall WP8 results during month 1‐18, and a roadmap of networks for lifelong competence development RTD (No. TENCompetence ‐ IST‐2005‐027087 version 1.0). Arenals, J., Beauvoir, P., Buskens, J., Celle, R., Cherian, R., Dicerto, M., et al. (2007). D3.2: First tested version of the Integrated TENCompetence System, including the internal deliverables ID3.2 and ID3.5. Arjona, M., Lemmers, R., Glahn, C., & Sacristán, N. (2007). ID2.5 Elaborated Use Cases & Domain Model (version 1.0). Heerlen, The Netherlands: Open University of the Netherlands. Boon, M. J. J. P. M. (2007). Kwaliteitsaudit. NTI Instellingsniveau. Leiden. Boon, M. J. J. P. M., & Wagemans, L. J. J. M. (2007). Organisatie van externe audits. Maastricht: ROC Leeuwenborgh Opleidingen en Heerlen: ROC Arcus College. Brouns, F. (2007). Basismodellen Studienet. Instellingsbreed Programma Onderwijs “Het Nieuwe Studienet: Blackboard Centraal”. Heerlen: Open Universiteit Nederland. Brouns, F. (2007). De vraagbaak in het nieuwe Studienet. Instellingsbreed Programma Onderwijs. “Het Nieuwe Studienet: Blackboard Centraal”. Heerlen: Open Universiteit Nederland. Brouns, F. (2007). Overzetten van cursussen met dynamische inhoud. Instellingsbreed Programma Onderwijs. “Het Nieuwe Studienet: Blackboard Centraal”. Heerlen: Open Universiteit Nederland. Brouns, F. (2007). Portfolio gebruik bij de Open Universiteit. Instellingsbreed Programma Onderwijs “Het Nieuwe Studienet: Blackboard Centraal”. Heerlen: Open Universiteit Nederland. Brouns, F. (2007). Vertaling PIM taken naar Moodle cursus. Project Inleiding Management. Heerlen: Open Universiteit Nederland. Brouns, F. M. R. (2007). Progress report and outlook for task3/4, network management of WP8 for January 2007 ‐ July 2007. Heerlen, The Netherlands: Open University of the Netherlands. Brouns, F. M. R., Kester, L., Sloep, P. B., Berlanga, A., Van Rosmalen, P., Koné, M., et al. (2007). ID8.11 State‐of‐the‐
Art, design and validated 1st release of TENCompetence Network Management Tool Prototype. Brouns, F. M. R., Kester, L., Sloep, P. B., Berlanga, A., Van Rosmalen, P., Koné, M., et al. (2007). Chapter 4 TENC Deliverable 8.1. This is the contribution of OUNL to task 4 in Workpackage 8 Network management. Brouns, F. M. R., Kester, L., Sloep, P. B., Van Rosmalen, P., Berlanga, A., & Koné, M. (2007). Milestone 8.1 Chapter 4, task 8.4 of TENCompetence. Brouns, F., Pannekeet, C. M. D., Van den Boom, G., & Schumacher, J. (2007). Projectrealisaties IPO‐project Het Nieuwe Studienet: Bijdragen facultaire basismodellen voor nieuw studienet. Heerlen: Open Universiteit Nederland. CERTH, OUNL, UB, SU, UVA, & GIUNTI. (2007). M6.1 – Templates of the pedagogical models to be used in authoring environment; model that combines classical and new forms of assessment. TENCompetence – IST‐2005‐027087. Version 1.0. De Bakker, G. M., Nadolski, R. J., Wigman, M., & Wagemans, L. J. J. M. (2007). PAIR‐rapport Quickscan relevante literatuur. Surf‐project. Utrecht: Stichting SURF. De Craene, B. M. C., Firssova, O., Hendriks, M., & Joosten‐ten Brinke, D. (2007). EVC‐procedure. Handleiding voor de student Actief Leren. Heerlen: Open Universiteit Nederland. De Craene, B. M. C., Firssova, O., Hendriks, M., & Joosten‐ten Brinke, D. (2007). Portfolio EVC‐procedure Actief Leren. Heerlen: Open Universiteit Nederland. Dimov, A., & Brouns, F. M. R. (2007). ID8.12 Network Management Tool API. Heerlen, The Netherlands: Open University of the Netherlands. Drachsler, H. (2007). ID7.12 Navigation Service API delivered to WP3. Heerlen, The Netherlands: Open University of the Netherlands. Firssova, O., Giesbers, B., Walraven, A. (2007). Evaluatie van het deelproject Virtuele Conferentie. Intern verslag, 8 juni 2007, opgenomen in de materialen van de website van het Teleforum project. Hendriks, M., Geluk, P. (NW), Fredrix, L. (NW), & Pérez, P. (NW) (2007). NW‐studenten aan het woord. Verslag van de NW‐studenten‐ en alumniraadpleging 2006. Faculteit Natuurwetenschappen in samenwerking met Onderwijstechnologisch expertisecentrum. Heerlen: Open Universiteit Nederland. Hermans, H. J. H., Wigman, M., Van den Brink, H., & Slot, W. (2007). Schakelzone, deliverable D2‐1: Functionele eisen Schakelzone. Surf‐project. Utrecht: Stichting SURF. Hoefakker, R., & Visser, I. (CW) (2007). Veldtoets Stedenbouw, terugkoppeling direct in Blackboard. Faculteit Cultuurwetenschappen. Heerlen: Open Universiteit Nederland. INSEAD, CERTH/ITI, OUNL, & UvA. (2007). Milestone 8.1. TENCompetence IST‐2005‐027087. Version 1.0. Joosten–ten Brinke, D. (2007). Evaluatierapport EVC (intern rapport). Heerlen: Open Universiteit Nederland. Joosten–ten Brinke, D. et al. (2007). Management review EVC, ten behoeve van externe beoordeling EVC Open Universiteit Nederland. Heerlen: Open Universiteit Nederland. 19
Joosten‐ten Brinke, D., Firssova, O., Hendriks, M., & De Craene, B. (2007). EVC bij de Open Universiteit Nederland: Evaluatie van een EVC‐pilot bij de Masteropleiding Actief Leren van de OUNL. Heerlen: Open Universiteit Nederland. Joosten‐ten Brinke, D., Van der Klink, M. R., & Pannekeet, C. M. D. (2007). Uitvoeren audit EVC‐procedure Christelijke Hogeschool Nederland en de Noordelijke Hogeschool Leeuwarden. Leeuwarden: EVC Centrum Fryslân. Joosten‐ten Brinke, D., Van der Klink, M. R., & Smits, M. H. S. B. (2007). Monitoren en evalueren van de ontwikkeling van EVC‐procedures. Hogeschool Zuyd, Hogeschool Zeeland en Hogeschool Drenthe. Heerlen: Hogeschool Zuyd. Kalz, M. (2007). ID7.9: Positioning Service API delivered to WP3. Heerlen, The Netherlands: Open University of the Netherlands. Kew, C., Kravcik, M., & Lemmers, R. (2007). D9.8: Report on Competence Network for Associate Partners (No. ID 9.8 ). Kluijfhout, E., Kravcik, M., Bitter‐Rijpkema, M., de Croock, M., Kew, C., Koper, R., et al. (2007). D9.1 TENCompetence Training Roadmap. Series/Report no.: TENCompetence IST‐2005‐02708. Version 1.0.. Koper, R., Van Rosmalen, P., & Kluijfhout, E. (2007). Detailed Implementation Plan month 13‐30 ‐ public version. Heerlen, The Netherlands: Open University of the Netherlands. Kravcik, M., & Glahn, C. (2007). Report on Winter School 2007. January, 22‐26, 2007, Innsbruck (http://www.tencompetence.org/node/116). Heerlen, The Netherlands: Open University of the Netherlands. Kravcik, M., & Lemmers, R. (2007). D9.4: Report on Internal Workshop for Researchers, Developers, and Pilot Users. Kravcik, M., & Ruskov, P. (2007). D9.2: Training Plan for Participants in Cycle 1 Pilots (internal deliverable). Heerlen, The Netherlands: Open University of the Netherlands. L3S, OUNL, & UPF. (2007). M7.1 Competence descriptions, translation to a standards based language, prototypes ofcompetence development programs for the disciplines and fields selected. TENCompetence IST‐2005‐027087. Version 1.0. Liber, O., Griffiths, D., Bitter‐Rijpkema, M., Janssen, J., Kravcik, M., Burgos, D., et al. (2007). D10.1 A Formalised Organisational Model for the TENCompetence Associate Partners. TENCompetence IST‐2005‐027087. Version 1.0. Heerlen: OUNL. Moerkerke, G. (2007). Bijdrage aan audit HBO bachelor opleiding Ondernemen, Business & Innovation van Saxion Next. Den Haag: Hobéon Certificering. Nadolski, R. J., & Verstappen, I. (2007). Emergo, deliverable 6.1 ‘Productevaluatie studenten’. Surf‐project. Utrecht: Stichting SURF. Nadolski, R. J., & Verstappen, I. (2007). Emergo, deliverable 6.2 ‘Procesevaluatie docenten’. Surf‐project. Utrecht: Stichting SURF. Nadolski, R. J., Wigman, M., Hermans, H. J. H., Wagemans, L. J. J. M., & De Bakker, G. M. (2007). PAIR‐rapport Formeel Functioneel Ontwerp. Surf‐project. Utrecht: Stichting SURF. OUNL, UPF, & Leibniz, G. W. (2007). Appendices to Project Deliverable report 7.1: Summary of the results of TENCompetence WP7 during the first 18 months. Pannekeet, C. M. D. (2007). Ontwikkeling en invoering van Blended Learning. Ede: Christelijke Hogeschool Ede. Pannekeet, C. M. D., Stalmeier, M., Rutjens, M., Van den Boom, G., Brouns, F., Schumacher, J. (2007). Projectrealisaties IPO‐project Het Nieuwe Studienet: Voorlichtingsmateriaal voor studenten en docenten. Heerlen: Open Universiteit Nederland. Pannekeet, C. M. D., Van den Boom, G., & Van der Klink, M. (2007). Adviesbijdragen Implementatieplan CGO van CITAVERDE. Heerlen: Open Universiteit Nederland. Peet, N. (MC en S), Van den Boom, G., & Schumacher, J. (OSC) (2007). Projectrealisaties IPO‐project Het Nieuwe Studienet: Portal in nieuw Studienet: Mijn werkplek en faculteitstabs. Heerlen: Open Universiteit Nederland. Poelmans, P. (2007). Evaluatie van pilots/Evaluatieverslagen CoP’s ten behoeve van Communities of Practice. Ruud de Moor Centrum. Heerlen: Open Universiteit Nederland. Poelmans, P., Janssen, D. (RdMC), Houtmans, T. (RdMC), & De Bie, M. (RdMC) (2007). Notitie ‘Advies Organisatie gebruikers‐ en evaluatieonderzoek binnen RdMC’. Ruud de Moor Centrum. Heerlen: Open Universiteit Nederland. Puls, J., & Van den Munckhof, R. (2007). Rapportage StudentInzicht II. Heerlen: Open Universiteit Nederland. Rusman, E. (2007). Gebruikerservaringen met een Virtuele klas. Evaluatierapport IPO‐project ‘Online Begeleiding’. 1e ronde pilots 2007. Heerlen: Open Universiteit Nederland. Rusman, E., & Hendriks, M. (2007). Samenwerkend leren binnen Fontys PABO Eindhoven. Fontys PABO Eindhoven. Heerlen: Open Universiteit Nederland. Rutjens, M. (2007). Proeftoetsverslag Duurzaam Ondernemen. Heerlen Open Universiteit Nederland. Rutjens, M., & Stalmeier, M. (2007). Evaluatieverslag van de Pilot Celebes Leergang Sensibilisering Competentiegericht Onderwijs met Portfolio voor VMBO Sintermeerten. Project CELEBES. Heerlen: Open Universiteit Nederland. 20
Rutjens, M., & Stalmeier, M. (2007). Pilot “Leergang Sensibilisering competentiegericht onderwijs met portfolio (voor Sintermeertencollege)”. Project CELEBES. September‐november, 2007. Heerlen: Open Universiteit Nederland. Schoonenboom, J., Moghnieh, A., Sligte, H., Specht, M., Glahn, C., & Patiño, G. (2007). Evaluation implementation plan Digital Cinema Pilot. This internal report contains the implementation plan for the D.C. pilot evaluation. Schumacher, J. (OSC), Brouns, F., Van den Boom, G., & Pannekeet, C. M. D. (2007). Projectrealisaties IPO‐project Het Nieuwe Studienet: Documentatie systemen en instellingen ELO‐OUNL. Heerlen: Open Universiteit Nederland. Schumacher, J. (OSC), Rovers, G. (ICT), Van den Boom, G., Pannekeet, C. M. D., Brouns, F., Stalmeier, & Rutjens, M. (2007). Projectrealisaties IPO‐project Het Nieuwe Studienet: Infrastructuur, upgrade Bb6.3 naar Bb7.2. Heerlen: Open Universiteit Nederland. Sloep, P. B., Dolog, P., Bitter, M., et al. (2007). idSpace; Tooling of and training for collaborative, distributed product innovation. Heerlen, The Netherlands: Open University of the Netherlands. Smits, M. (2007). Evaluatierapportage EVC‐traject OU met Arcus College (ROC‐OZL contracting b.v.). Afdeling Personeelszaken. Heerlen: Open Universiteit Nederland. Stalmeier, M. (2007). Evaluatieverslag Dag van de Soap 14 juni 2007. Centrum Media en Gezondheid en de Media Academie. November, 2007. Heerlen: Open Universiteit Nederland. Stalmeier, M. (2007). Evaluatieverslag module Entertainment & Health Education NSPOH. Netherlands School of Public & Occupational Health. Mei, 2007. Heerlen: Open Universiteit Nederland. UPF, OUNL, & Leibniz, G. W. (2007). D7.1 ‐ Report with summary of WP outputs over first 18 months and a roadmap of competence development programmes RTD. Van den Boom, G. (2007). Projectplan IPO‐Project Het Nieuwe Studienet: Blackboard Centraal (Versies 0.6). Heerlen: Open Universiteit Nederland. Van den Boom, G. (2007). Uitvoering projectorganisatie IPO‐project Nieuwe Studienet: Blackboard Centraal. Heerlen: Open Universiteit Nederland. Van den Boom, G., Pannekeet, C. M. D., Brouns, F., Stalmeier, M., Rutjens, M., & Schumacher, J. (2007). Projectrealisaties IPO‐project Het Nieuwe Studienet: Overzetten onderwijs van Oud naar Nieuwe Studienet. Heerlen: Open Universiteit Nederland. Van der Baaren, J., Rutjens, M., & Stoyanov, S. (2007). Secundaire analyse ETV.nl onderzoekgegevens 2004‐2005. Heerlen: Open Universiteit Nederland. Van der Meulen, M. (RdMC), Waterink, W. (PSY), & Hummel, H. G. K. (2007). Emergo, deliverable 6.1 (addendum) ‘‘Productevaluatie studenten’. Surf‐project. Utrecht: Stichting SURF. Van der Vegt, G. W. (2007). Schakelzone, deliverable WP5‐1 Verkenning relevante technieken. Surf‐project. Utrecht: Stichting SURF. Van der Vegt, G. W., & Hermans, H. J. H. (2007). Schakelzone, deliverable WP5‐2 Technisch ontwerp en realisatie Schakelzone. Surf‐project. Utrecht: Stichting SURF. Van der Vegt, G. W., De Bakker, G. M., Nadolski, R. J., Slot, W. J. J., Wagemans, L. J. J. M., & Wigman, M. (2007). PAIR‐rapport Verkenning PAIR Technologie. Surf‐project. Utrecht: Stichting SURF. Van Ingen, S. (RdMC), Joosten–ten Brinke, D., Schildwacht, R., & Knarren, J. (2007). Formatieve Assessments voor docenten, een evaluatierapport. Ruud de Moor Centrum. Heerlen: Open Universiteit Nederland. Van Rosmalen, P., & Kluijfhout, E. (2007). Report: ID1.3 TENCompetence Handbook on Integrated Quality Assurance and Gender Mainstreaming version 2.0 based on the detailed implementation plan month 13‐30. Heerlen, The Netherlands: Open University of the Netherlands. Van Rosmalen, P., Van Bruggen, J., et al. (2007). Language Technologies for LifeLong Learning ‐ LTfLL (internal report). Heerlen, The Netherlands: Open University of the Netherlands. Verjans, S., Hermans, H. J. H., Bertrand, M., Eshuis, J., Janssen, D., Mofers, F., & Stijnen, L. (2007). Principes voor een Persoonlijke Leer‐ en Werkomgeving voor de Open Universiteit Nederland. Heerlen: Open Universiteit Nederland. Verstappen, I. (2007). Proeftoetsverslag De Adolescentie: een klinische en gezondheidspsychologische benadering (S47311). Faculteit Psychologie. Heerlen: Open Universiteit Nederland. Verstappen, I. (2007). Proeftoetsverslag Ecosystems and Human Well‐being (N13211). Faculteit Natuurwetenschappen. Heerlen: Open Universiteit Nederland. Wagemans, L. J. J. M., & Wiegerink, L. J. G. M. (2007). Proeftoetsverslag Model‐driven development. Heerlen: Open Universiteit Nederland. Wagemans, L. J. J. M., De Bakker, G. M., Nadolski, R. J., Slot, W. J. J., Van der Vegt, G. W., & Wigman, M. (2007). PAIR‐rapport Blauwdruk Pilot PAIR‐systeem. Surf‐project. Utrecht: Stichting SURF. Wagemans, L. J. J. M., De Bakker, G. M., Nadolski, R. J., Van der Vegt, G.W., & Wigman, M. (2007). PAIR‐rapport Globaal functioneel ontwerp PAIR‐systeem. Surf‐project. Utrecht: Stichting SURF. 21
Waterink, W. (PSY), Van den Brink, H., Hoefakker, & Hummel, H. G. K. (2007). Emergo, deliverable 6.1 (addendum) ‘Procesevaluatie docenten’. Surf‐project. Utrecht: Stichting SURF. Westera, W., Kerstjens, W., Hermans, H. J. H., Nadolski, R. J., & Wigman, M. (2007). Open Source Elektronische Leeromgevingen, Over de gebruiksmogelijkheden in het Nederlands hoger onderwijs. E‐Learning Research reeks. Utrecht: SURFfoundation. Software, source code, specifications, open standards, LN4LD IMS‐LD packages Software, source code Cörvers, R. (NW), Van den Brink, H. et al. (2007). Emergo casus Omgevingsbeleid (ca. 80 SBU). Surf‐project. Utrecht: Stichting SURF. De Jong, A., Brouwers, M., Brouns, F. M. R., van Rosmalen, P., Kester, L., & Sloep, P. B. (2007). ATL: A Tutor Locator. Heerlen, The Netherlands: Open University of the Netherlands. Available: http://sourceforge.net/projects/asa‐atl. and http://hdl.handle.net/1820/960 Drachsler, H., & Van den Berg, B. (2007). Personal Recommender System to advice Learning Tasks in Moodle. Heerlen, The Netherlands: Open University of the Netherlands. Available: http://hdl.handle.net/1820/938 Drachsler, H., Van den Berg, B., Nadolski, R., Berlanga, A., & Hummel, H. (2007). Personal recommender system to advice learning tasks in Moodle. [Software source code]. Heerlen, The Netherlands: Open University of the Netherlands. Available: http://hdl.handle.net/1820/997 Leeuwestein‐Verbeek, P., Van der Meulen, M., Perreijn, S., Van den Brink, H., et al. (2007). Emergo casus Leerdiagnostiek (ca. 10 SBU). Surf‐project. Utrecht: Stichting SURF. Martens, H., Vogten, H., & Beauvoir, P. (2007). TENCompetence Personal Competence Manager Client 1.0.0 beta. Heerlen, The Netherlands: Open University of the Netherlands. Available: http://hdl.handle.net/1820/1255 Martens, H., Vogten, H., Beauvoir, P., Sharples, P., & Cherian, R. (2007). TENCompetence Personal Competence Manager Client 1.0.0. Heerlen, The Netherlands: Open University of the Netherlands. Available: http://hdl.handle.net/1820/1256 Slootmaker, A., Kurvers, H., Storm, J. et al. (dec. 2007). Emergo toolkit 2.0. Surf‐project. Utrecht: Stichting SURF. Slootmaker, A., Kurvers, H., Storm, J. et al. (juni 2007). Emergo toolkit 1.0. Surf‐project. Utrecht: Stichting SURF. Van der Vegt, G. W., Slot, W., Hermans, H. J. H., & Wigman, M. (2007). Schakelzone, deliverable WP5‐4 versie 0.9. Surf‐project. Utrecht: Stichting SURF. Van der Vegt, W., Kalz, M., & Van Bruggen, J. (2007 ). Preliminary and Experimental Positioning Service. Heerlen, The Netherlands: Open University of the Netherlands. Available: http://hdl.handle.net/1820/994 Vogten, H., & Martens, H. (2007). CopperCore 3.1. Heerlen, The Netherlands: Open University of the Netherlands. Available: http://hdl.handle.net/1820/1253 Waterink, W., Van den Hooren, S., Hoefakker, R. et al. (2007). Emergo casus Neuropsychodiagnostiek (ca. 10 SBU). Surf‐project. Utrecht: Stichting SURF. Westera, W. (2007). Simulation program, Peer‐Allocated Instant Response (PAIR): Computational allocation of peer tutors in learning communities, Journal of Artificial Societies and Social Simulation, http://jasss.soc.surrey.ac.uk/10/2/5.html, resp. http://www.open.ou.nl/wim/paircode.txt. 22
2008 Refereed articles SSCI journals Berlanga, A. J., & García, F. J. (2008). Learning Design in Adaptive Educational Hypermedia Systems. Journal of Universal Computer Science, 14(22), 3627‐3647. De Jong, T., Specht, M., & Koper, R. (2008). Contextualized Media for Learning. Journal of Educational Technology & Society, 11(2), 41‐53. Prins, F. J., Nadolski, R. J., Berlanga, A., Drachsler, H., Hummel, H. G. K., & Koper, R. (2008). Competence Description for Personal Recommendations: The importance of identifying the complexity of learning and performance situations. Journal of Educational Technology & Society, 11(3), 141‐152. Van Rosmalen, P., Sloep, P. B., Brouns, F., Kester, L., Berlanga, A., Bitter, M., et al. (2008). A model for online learner support based on selecting appropriate peer tutors. Journal of Computer Assisted Learning, 24, 483‐493. Available online at doi: 410.1111/j.1365‐2729.2008.00283.x. Van Rosmalen, P., Sloep, P. B., Kester, L., Brouns, F. M. R., de Croock, M., Pannekeet, K., et al. (2008). A learner support model based on peer tutor selection. Journal of Computer Assisted Learning, 24(1), 74‐86. Vogten, H., Koper, R., Martens, H., & Van Bruggen, J. (2008). Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring. Interactive Learning Environments, 16(1), 83‐100. Westera, W., Nadolski, R., Hummel, H. G. K., & Wopereis, I. (2008). Serious games for higher education: a framework for reducing design complexity. Journal of Computer Assisted Learning, 24(5), 420‐432. [0.488] [0.904]
[0.904] [1.065] [1.065] [0.914] [1.065] ICO Journals Berlanga, A. J., Sloep, P. B., Kester, L., Brouns, F., Van Rosmalen, P., & Koper, R. (2008). Ad hoc transient communities: towards fostering knowledge sharing in Learning Networks. International Journal of Learning Technology, 3(4), 443‐458. De Jong, T., Specht, M., & Koper, R. (2008). A reference model for mobile social software for learning. International Journal of Continuing Engineering Education and Life‐Long Learning, 18(1), 118‐138. Drachsler, H., Hummel, H. G. K., & Koper, R. (2008). Personal recommender systems for learners in lifelong learning: requirements, techniques and model. International Journal of Learning Technology, 3(4), 404‐423. Glahn, C., Specht, M., & Koper, R. (2008). Smart indicators to support the learning interaction cycle. International Journal of Continuing Engineering Education and Life‐Long Learning, 18(1), 98‐117. Janssen, J., Berlanga, A., Vogten, H., & Koper, E. J. R. (2008). Towards a learning path specification. International Journal of Continuing Engineering Education and Life‐Long Learning, 18(1), 77–97. Kalz, M., Van Bruggen, J., Giesbers, B., Waterink, W., Eshuis, J., & Koper, R. (2008). A model for new linkages for prior learning assessment. Campus Wide Information Systems, 25(4), 233‐243. Koper, R., & Verjans, S. (2008). Employability and lifelong learning in the knowledge society [special issue]. Campus‐Wide Information Systems, 25(4). Selected papers from the e‐portfolio 2007 conference, October, 15‐19, 2007, Maastricht, The Netherlands. Lee, C.‐S., Koper, R., Kommers, P., & Hedberg, J. (Eds.). (2008). Reference models for forming organisational or collaborative pedagogical best practices [special issue]. International Journal of Continuing Engineering Education and Life‐Long Learning, 18(1). Nadolski, R. J., Hummel, H. G. K., Van den Brink, H. J., Hoefakker, R., Slootmaker, A., Kurvers, H., et al. (2008). EMERGO: methodology and toolkit for efficient development of serious games in higher education. Simulations & Gaming, 39(3), 338‐352. Other Journals Berlanga, A. J., Sloep, P. B., Brouns, F., Bitter‐Rijpkema, M., & Koper, R. (2008). Towards a TENCompetence ePortfolio. International Journal of Emerging Technologies in Learning (iJET), 3, 24‐28. Burgos, D., & Tattersall, C. (2008). Modelling a case study in Astronomy with IMS Learning Design [Electronic Version]. Journal of Interactive Media in Education, 2008 from http://jime.open.ac.uk/2008/19/ from http://hdl.handle.net/1820/1732 23
Kalz, M., Drachsler, H., Van Bruggen, J., Hummel, H. G. K., & Koper, R. (2008). Wayfinding Services for Open Educational Practices. International Journal of Emerging Technologies in Learning, 3(2), 24‐28. Naeve, A., Yli‐Luoma, P., Kravcik, M., & Lytras, M. D. (2008). A modelling approach to study learning processes with a focus on knowledge creation. International Journal Technology Enhanced Learning, 1(1/2), 1‐34. Schoonenboom, J., Sligte, H., Moghnieh, A., Hernández‐Leo, D., Stefanov, K., Glahn, C., et al. (2008). Supporting life‐long competence development using the TENCompetence infrastructure: a first experiment. International Journal of Emerging Technologies in Learning (Special Issue), 3(1), 53‐59. Sligte, H., & Koper, R. (Eds.) (2008). Empowering Learners for Lifelong Competence Development: Pedagogical, Organizational and Technological Issues. International Journal Emerging Technologies in Learning (Online: http://online‐journals.org/i‐jet/issue/view/30), 3, 4‐6. Sligte, H., & Koper, R. (Eds.) (2008). Infrastructures for Lifelong Competence Development [special issue]. International Journal Emerging Technologies in Learning(3), 1‐76. Sloep, P. B. (2008). Preface to the special issue: ʺComparing Educational Modelling Languages on the ʹPlanet Gameʹ Case Studyʺ [Electronic Version]. Journal of Interactive Media in Education, 2008 from http://jime.open.ac.uk/2008/17/ from http://hdl.handle.net/1820/1731 Spoelstra, H., Rusman, E., Van Bruggen, J., Koper, R., & Matera, M. (2008). Bridging the Gap Between Instructional Design and Double‐Loop Learning. International Journal of Web‐Based Learning and Teaching Technologies, 3(1), 79‐89. Books Dillenbourg, P., & Specht, M. (2008). Times of Convergence. Technologies Across Learning Contexts. Third European Conference on Technology Enhanced Learning, EC‐TEL 2008. September, 16‐19, Maastricht, The Netherlands. Proceedings. Lecture Notes in Computer Science, Vol. 5192 Berlin, Heidelberg: Springer. P 476. ISBN: 978‐3‐
540‐87604‐5. Available on: http://www.springerlink.com/content/l5q11v328721/ Berlin, Heidelberg: Springer. Hornung‐Prähauser, V., Luckmann, M., & Kalz, M. (2008). Selbstorganisiertes Lernen im Internet. Einblick in die Landschaft der webbasierten Bildungsinnovationen. Studienverlag: Innsbruck. ISBN 978‐3‐7065‐4641‐6. Kalz, M., Koper, R., Hornung‐Prähauser, V., & Luckmann, M. (Eds.) (2008). Proceedings of the 1st Workshop on Technology Support for Self‐Organized Learners. June, 2‐3, 2008, Salzburg, Austria: CEUR Workshop Proceedings. Available at http://ceur‐ws.org/Vol‐349. Navarette, T., Blat, J., & Koper, R. (2008). Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures. Proceedings of the 3rd TENCompetence Open Workshop. Barcelona, Spain: Universitat Pompeu Fabra, Grup de Tecnologies Interactives. Sligte, H. W., & Koper, R. (2008). Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues. April, 10‐11, 2008, Madrid, Spain: SCO‐Kohnstamm Instituut, Amsterdam, The Netherlands. Wild, F., Kalz, M., & Palmér, M. (Eds.) (2008). Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08). September, 17, 2008, Maastricht, The Netherlands: CEUR Workshop Proceedings. Available at http://ceur‐ws.org/Vol‐388. Book chapters De la Fuente Valentin, L., Miao, Y., Pardo, A., & Delgado Kloos, C. (2008). A Supporting Architecture for Generic Service Integration in IMS Learning Design. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence. Technologies Across Learning Contexts ‐ Proceedings of the Third European Conference on Technology Enhanced Learning, EC‐TEL 2008 (pp. 467‐473). September, 16‐19, 2008, Maastricht, The Netherlands: Lecture Notes in Computer Science 5192 Springer 2008. Glahn, C., Specht, M., & Koper, R. (2008). Implications of Writing, Reading, and Tagging on the Web for Reflection Support in Informal Learning. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence: Technologies Across Learning Contexts ‐ Proceedings of the Third European Conference on Technology Enhanced Learning, EC‐TEL 2008 (pp. 110‐121). September, 16‐19, 2008, Maastricht, The Netherlands: Lecture Notes in Computer Science 5192 Springer 2008. Koper, E. J. R., & Bennett, S. (2008). Learning Design: Concepts. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), Handbook on Information Technologies for Education and Training (Vol. 2th ed., pp. 135‐154). Springer, Berlin Heidelberg 2008: International Handbook on Information Systems Series. Koper, R. (2008). Open Source and Open Standards. In J. M. Spector, M. Merrill, J. van Merriënboer & M. P. Driscol (Eds.), Handbook of Research on Educational Communications and Technology (Vol. 3rd ed., pp. 355‐368). New York: Routledge. 24
Koper, R., & Miao, Y. (2008). Using the IMS LD Standard to Describe Learning Designs. In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 41‐86): IDEA group. Koper, R., & Specht, M. (2008). Ten‐Competence: Life‐Long Competence Development and Learning. In M.‐A. Cicilia (Ed.), Competencies in Organizational e‐Learning: concepts and tools (pp. 234‐252). Hershey: IGI‐Global. Miao, Y., Burgos, D., Griffiths, D., & Koper, R. (2008). Representation of Coordination Mechanisms in IMS Learning Design to Support Group‐based Learning. In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 330‐351): IDEA group. Miao, Y., Sloep, P. B., & Koper, R. (2008). Modeling Units of Assessment for Sharing Assessment Process Information: towards an Assessment Process Specification. In F. W. B. Li, J. Zhao, T. K. Shih, R. W. H. Lau, Q. Li & D. McLeod (Eds.), Advances in Web Based Learning ‐ Proceedings of the 7th International Conference on Web‐
based Learning (ICWL 2008) (pp. 132‐144). Jinhua, China: Lecture Notes in Computer Science 5145 Springer 2008. Miao, Y., Sodhi, T., Brouns, F., Sloep, P. B., & Koper, R. (2008). Bridging the Gap between Practitioners and E‐
learning Standards: A Domain‐specific Modeling Approach. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence. Technologies Across Learning Contexts ‐ Proceedings of the Third European Conference on Technology Enhanced Learning, EC‐TEL 2008 (pp. 284‐289). September, 16‐19, 2008, Maastricht, The Netherlands: Lecture Notes in Computer Science 5192 Springer 2008. Schoonenboom, J., Tattersall, C., Miao, Y., Stefanov, K., & Aleksieva‐Petrova, A. (2008). The Role of Competence Assessment in the Different Stages of Competence Development. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), Handbook on Information Technologies for Education and Training (Vol. 2th ed. , pp. 317‐341). Springer, Berlin Heidelberg 2008: International Handbook on Information Systems Series. Specht, M. (2008). Designing Contextualized Learning. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), Handbook on Information Technologies for Education and Training (Vol. 2th ed., pp. 101‐111). Springer, Berlin, Heidelberg 2008: International Handbook on Information Systems Series. Tvarožek, J., Kravčík, M., & Bieliková, M. (2008). Towards Computerized Adaptive Assessment Based on Structured Tasks. In W. Nejdl et al. (Eds.), Adaptive Hypermedia and Adaptive Web‐Based Systems (pp. 224‐234). Heidelberg: Springer Berlin. Westera, W. (2008). Web 2.0 in Dutch Higher Education. In J. Armstrong & T. Franklin (Eds.), A Review of Current and Developing International Practice in the Use of Social Networking (Web 2.0) in Higher Education (pp. 61‐71). Bristol: Clex. Westera, W., & Kalz, M. (2008). Lifelong Learning and the E‐Strategy of the Open University of the Netherlands: ou.nl. In J. Stratmann & M. Kerres (Eds.), E‐strategy, Strategisches Informationsmanagement für Forschung und Lehre, Medien in de Wissenschaft Band 46 (pp. 253‐266). Münster: Gesellschaft für Medien in de Wissenschaft e.V, Waxmann Verlag GmbH.
PhD‐theses Van Rosmalen, P. (2008). Supporting the tutor in the design and support of adaptive e‐learning [Docentondersteuning bij het ontwerpen en begeleiden van gepersonaliseerde leeromgevingen]. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Vogten, H. (2008). Design and Implementation Strategies for IMS Learning Design. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands.
Conference papers Berlanga, A. J., Bitter‐Rijpkema, M., Brouns, F., & Sloep, P. B. (2008). On the importance of personal profiles to enhance social Interaction in Learning Networks. In P. Kommers (Ed.), Proceedings of Web Based Communities Conference (WEBC 2008) (pp. 55‐62). July, 24‐26, 2008, Amsterdam, The Netherlands: IADIS Press. Berlanga, A. J., Sloep, P. B., Brouns, F., Bitter‐Rijpkema, M., & Koper, R. (2008). Towards a TENCompetence ePortfolio. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues (pp. 47‐54). April, 10‐11, 2008, Madrid, Spain: SCO‐Kohnstamm Instituut, Amsterdam, The Netherlands. De Jong, T., Specht, M., & Koper, R. (2008). A reference model and technical framework for mobile social software for learning. In I. A. Sánchez & P. Isaías (Eds.), Proceedings of the IADIS Mobile Learning 2008 (pp. 206‐210), April, 11‐13, 2008, Carvoeiro, Portugal. 25
Drachsler, H., Hummel, H. G. K., & Koper, R. (2008). Navigation Support for Learners in Informal Learning Envrionments. Proceedings of Extended Abstract for the Doctoral Symposium at ACM Recommender Systems 2008. October, 23‐25, 2008, Lausanne, Switzerland. Drachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Waterink, W., Nadolski, R., et al. (2008 ). Effects of the ISIS Recommender System for Navigation Support in Self‐Organized Learning Networks. In M. Kalz, R. Koper, V. Hornung‐Prähauser & M. Luckmann (Eds.), Proceedings of the 1st Workshop on Technology Support for Self‐Organized Learners (TSSOL08) in conjunction with 4th Edumedia Conference 2008 Self‐organised learning in the interactive Web – Changing learning culture? (pp. 106‐124). June, 2‐3, 2008, Salzburg, Austria: CEUR Workshop Proceedings. Available at http://ceur‐ws.org/Vol‐349 Drachsler, H., Hummel, H., & Koper, R. (2008). Using Simulations to Evaluate the Effects of Recommender Systems for Learners in Informal Learning Networks. Proceedings of the 2nd Workshop on Social Information Retrieval for Technology Enhanced Learning, SIRTELʹ08 at the 3rd European Conference on Technology Enhanced Learning (EC‐TEL 2008). September, 16‐19, 2008, Maastricht, The Netherlands: CEUR Workshop Proceedings, VOL‐382. Fetter, S., Berlanga, A. J., & Sloep, P. B. (2008). Strengthening the Community in Order to Enhance Learning. In P. Kommers (Ed.), Proceedings of Doctoral Consortium at the IADIS International Conference on Web Based Communities (WEBC 2008) (pp. 285‐289). July, 24‐26, 2008, Amsterdam, The Netherlands: IADIS Press. Glahn, C., Specht, M., & Koper, R. (2008). Reflecting on Web‐readings with Tag Clouds. Proceedings of Computer‐
based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF) Special Track at the 11th International Conference on Interactive Computer aided Learning (ICL 2008). September, 24‐26, 2008, Villach, Austria. Glahn, C., Specht, M., & Koper, R. (2008). Supporting Reflection in Informal Learning. Proceedings of the ECTEL Doctoral Consortium ʹ08. October, 17, 2008, Maastricht, The Netherlands. Glahn, C., Specht, M., & Koper, R. (2008). Visualisation of interaction footprints for engagement and motivation in online communities ‐ results of first interviews. In M. Kalz, R. Koper, V. Hornung‐Prähauser & M. Luckmann (Eds.), Proceedings of the 1st Workshop on Technology Support for Self‐Organized Learners (pp. 29‐43). June, 2‐3, 2008, Salzburg, Austria: Available at http://sunsite.informatik.rwth‐aachen.de/Publications/CEUR‐WS/Vol‐
349/glahn.pdf Glahn, C., Specht, M., Schoonenboom, J., Sligte, H., Moghnieh, A., Hernández‐Leo, D., et al. (2008). Cross‐system log file analysis for hypothesis testing. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues (pp. 10‐14). April, 10‐11, 2008, Madrid, Spain: SCO‐Kohnstamm Instituut, Amsterdam, The Netherlands. Miao, Y., Sloep, P. B., Hummel, H. G. K., & Koper, R. (2008). An Analysis of Unreliability of Competence Information in Learning Networks and the First Exploration of a Possible Technical Solution. Paper presented at the TENCompetence Workshop: Stimulating Personal Development and Knowledge Sharing. October, 30‐31, 2008, Sofia, Bulgarian: TENCompetence. Petrov, M., Aleksieva‐Petrova, A., Stefanov, K., Schoonenboom, J., & Miao, Y. (2008). Evaluation of TENCompetence proof of concept assessment tools. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues (pp. 97‐101). April, 10‐11, 2008, Madrid, Spain: SCO‐Kohnstamm Instituut, Amsterdam, The Netherlands. Petrov, M., Aleksieva‐Petrova, A., Stefanov, K., Schoonenboom, J., & Miao, Y. (2008). TENCompetence Assessment Model and Related Tools for Non Traditional Methods of Assessment. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues (pp. 91‐96). April, 10‐11, 2008, Madrid, Spain: SCO‐Kohnstamm Instituut, Amsterdam, The Netherlands. Schoonenboom, J., Sligte, H., Moghnieh, A., Hernández‐Leo, D., Krassen, S., Glahn, C., et al. (2008). Supporting life‐long competence development using the TENCompetence infrastructure: a first experiment. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technologica issues (pp. 4‐9), Madrid, Spain: SCO‐
Kohnstamm Instituut, Amsterda, The Netherlands. Sloep, P. B., Boon, J., Cornu, B., Klebl, M., Lefrere, P., Naeve, A., et al. (2008). A European Research Agenda for Lifelong Learning. Paper presented at the conference the EADTU Annual Conference 2008. Lifelong learning in higher education: networked teaching and learning in a knowledge society. September, 18‐19, 2008, Poitiers, France. Van der Heijden, B. I. J. M., Boon, J., Van der Klink, M., & Meys, E. (2008). Does (in)formal learning enhance employability? Paper presented at the AHRD Conference. February, 2008, Panama Florida, USA. 26
Van Rosmalen, P., Sloep, P. B., & Brouns, F. (2008). Online ondersteuning door middel van automatisch geselecteerde medestudenten. In W. Jochems, P. den Brok, T. Bergen & M. van Eijck (Eds.), Proceedings of Licht op Leren ‐ Proceedings van de 35e Onderwijs Research Dagen 2008 (pp. 164‐166). June, 18‐20, 2008, Eindhoven, The Netherlands. Van Velzen, C., Van der Klink, M., Swennen, A., & Yaffe, E. (2008). The induction of teacher educators: the needs of beginning teacher educators. Paper presented at the ATEE Conference. August, 24, 2008, Brussels, Belgium.
Professional publications Hummel, H. G. K., & Meijrink, L. (2008). Leidt gamen wel tot leren? [Does gaming lead to learning?]. 12‐18: Het VAKblad voor het voortgezet onderwijs, 9, 18‐19. Oudkerk Pool, I., Reinink, M., Scholte, W., Van der Klink, M., & Haan, J. (2008). EVC in de lerarenopleidingen. Velon Tijdschrift. Tijdschrift voor Lerarenopleiders, 29(2), 14‐21. Sloep, P. B. (2008). Netwerken voor lerende professionals. Develop, 2008(4), 84‐91. Van Buuren, H., Bijker, M., Van der Klink, M., & Mudde, A. (2008). Innovatief onderzoeksmethoden‐ en statistiekonderwijs. Onderwijsinnovatie, 3, 12‐14. Other research output Awards Van den Brink, H., Slootmaker, A., Kurvers, H., Tattersall, C., Hummel, H., Storm, J., Hoefakker, R., & Westera, W. (2008). EMERGO game instance awarded with Comenius EduMedia Award, Berlin, Germany: Gesellschaft für Pädagogik und Information (GPI) in the Institut für Bildung und Medien. Inaugural addresses Sloep, P. B. (2008). Netwerken voor lerende professionals; hoe leren in netwerken kan bijdragen aan een leven lang leren. Unpublished inaugural address. November, 14, 2008, Heerlen, Nederland. Contributions to conferences and congresses Bennett, S., Agostinho, S., Lockyer, L., Koper, R., & Harper, B. (2008). Understanding the potential of learning design to support university teachers’ design processes. Presented at the LAMS 2008 conference. June, 26, 2008, Cadiz, Spain. Berkhout, J. (2008). A Board Game reinvented ‐ an Online Game on Metabolism of Cells as an OER. Presentation at Online Educa 2008. December, 4, 2008, Berlin, Germany. Berlanga, A. (2008). Diagnosing Lifelong Learners’ Conceptual Development: The LTfLL project approach [unpublished]. Presented at the CELSTEC Cluster meeting: Learner Network Services. October, 10, 2008, Heerlen, The Netherlands: Open University of the Netherlands. Berlanga, A. J., Bitter‐Rijpkema, M. E., Brouns, F., & Sloep, P. B. (2008). On the Importance of Personal Profiles to Enhance Social Interaction in Learning Networks. Presented at the IADIS International Conference on Web Based Communities 2008. July, 24‐26, 2008, Amsterdam, The Netherlands. Berlanga, A., Sloep, P. B., Brouns, F., Bitter, M., & Koper, R. (2008). Towards a TENCompetence ePortfolio. Presented at the Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues. 4th TENCompetence Open Workshop. April, 10, 2008, Madrid, Spain. Brouns, F., & Firssova, O. (2008). Persoonlijk ontwikkelingsplan: wat is het en waarom zou ik het gebruiken. Workshop presentatie tijdens het symposium Leernetwerken voor professionals. November, 14, 2008, Heerlen, Nederland. De Jong, T. (2008). Contextualised Learning. Presented in the Multimedia meeting in Auberge de Rousch. March, 15, 2008, Heerlen, The Netherlands. De Jong, T., Specht, M., & Koper, R. (2008). A reference model and technical framework for mobile social software for learning. Presented at the IADIS m‐learning 2008 Conference. April, 11‐13, 2008, Carvoeiro, Algarve, Portugal. Drachsler, H., & Hermans, H. (2008). Institutions Struggling with Web 2.0. Presented at Online Educa 2008. December, 4, 2008, Berlin, Germany. Drachsler, H., Hummel, H. G. K., & Koper, R. (2008). Navigation Support for Learners in Informal Learning Environments. Presented at Doctoral Symposium at ACM Recommender Systems 2008. October, 23‐25, 2008, Lausanne, Switzerland. Drachsler, H., Hummel, H. G. K., & Koper, R. (2008). Using Simulations to Evaluate the Effects of Recommender Systems for Learners in Informal Learning Networks. Overview of the Experimental and Simulation Design for 27
Recommender Systems in Learning Networks. Presented at the SIRTEL workshop at the EC‐TEL conference 2008 (EC‐TEL 2008). September, 16‐19, 2008, Maastricht, The Netherlands. Drachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Berlanga, A., Nadolski, R., et al. (2008). Effects of the ISIS Recommender System for navigation support in self‐organized Learning Networks. Presented at the 4th conference Edumedia Conference 2008 Self‐organized learning in the interactive Web ‐ Changing learning culture? 1st Workshop on Technology Support for Self‐Organized Learners (TSSOL08). June, 3, 2008, Salzburg, Austria. Fetter, S. (2008). Strengthening the Community in Order to Enhance Learning. Presented at the Doctoral Consortium of the IADIS International Conference on Web Based Communities 2008. July, 26, 2008, Amsterdam, The Netherlands. Fetter, S. (2008). The Social Function of Ad Hoc Transient Communities. Presented at the CELSTEC Colloquium. September, 23, 2008, Heerlen, The Netherlands. Fetter, S. (2008). The Social Function of Ad Hoc Transient Communities. Presented at the Master Active Learning miniconference. November, 14, 2008, Heerlen, The Netherlands. Fischer, M., & Klemke, R. (2008). Media‐Asset‐Service. Presentation given at Hochschule Furtwangen. September, 30, 2008, Furtwangen, Germany. Glahn, C. (2008). Cross‐system log file analysis for hypothesis testing. Presented at Empowering Learners for Lifelong Competence Development: pedagogical, organisational and technological issues. 4th TENCompetence Open Workshop. April, 10, 2008, Madrid, Spain. Glahn, C. (2008). Implications of writing, reading and tagging on the web for reflection support in informal learning. Presented at the Third European Conference on Technology Enhanced Learning, EC‐TEL 2008. September, 17, 2008, Maastricht, The Netherlands. Glahn, C. (2008). Implications of writing, reading, and tagging on the web for self‐directed learning. Presented at the CELSTEC Colloquium. November, 18, 2008, Heerlen, The Netherlands. Glahn, C. (2008). Reflecting on web‐readings with tag clouds. Presented at the Computer‐based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF). Special Track at the 11th International Conference on Interactive Computer aided Learning (ICL 2008). September, 25, 2008, Villach, Austria. Glahn, C. (2008). Supporting reflection in informal learning. Presented at the ECTEL Doctoral Consortium ʹ08. September, 16, 2008, Maastricht, The Netherlands. Glahn, C. (2008). TENCompetence Action Logging, towards a standardised activity log. Presented at the TENCompetence Technical Meeting. September, 2, 2008, Maastricht, The Netherlands. Glahn, C. (2008). Visualisation of interaction footprints for engagement and motivation in online communities – results of first interviews. Presented at the 1st Workshop on Technology Support for Self‐Organized Learners (TSSOL08) at the EduMedia Conference. June, 2, 2008, Salzburg, Austria. Grünwald, P., & Klemke, R. (2008). Single SignOn Framework. Presentation for a student project at RWTH Aachen. October, 20, 2008, Aachen, Germany. Hummel, H. G. K. (2008). Kun je van games leren?, Wetenschapscafe, Café Pelt. December, 2, 2008, Heerlen. Hummel, H. G. K. (2008). Serious games. Presentatie voor Onderwijsdag OUNL. December, 4, 2008, Heerlen. Hummel, H. G. K., & Slootmaker, A. (2008). EMERGO. Presentatie voor HB uitgevers. Februari, 7, 2008, Baarn. Hummel, H. G. K., & Van den Brink, H. (2008). Competentieleren en EMERGO. Presentatie aan ROC Zadkine. December, 16, 2008, Rotterdam. Hummel, H. G. K., & Van den Brink, H. (2008). EMERGO. Presentatie aan KPC groep. Mei, 26, 2008, Den Bosch. Janssen, J. (2008). Facilitating Description and Selection of Learning Paths: the learning path specification put to the test. Presented at the Otec Colloquium. April, 2008, Heerlen, The Netherlands. Janssen, J., Berlanga, A., & Koper, R. (2008). Towards a Learning Path Specification. Poster presented at the NeLLL kick‐off meeting. September, 29, 2008, Heerlen, The Netherlands. Johnscher, P., Kelle, S., & Sigurdarson, S. (2008). Acceptance of TEL: Key Success Factors and Reasons of Failure. Presentation at the Prolearn Summer School on Technology Enhanced Learning & Knowledge Management 2008. March, 28, 2008, Ohrid, Fyr of Macedonia. Kew, C., Greller, W., & Mazaretti, A. (2008). TENCompetence PDP and LearnWeb 2.0 Flyer. TENCompetence, from http://hdl.handle.net/1820/1711 Koper, R. (2008). Building The European Network for Lifelong Competence Development. Keynote Presentation at the TENCompetence Conference Sofia. October, 30‐31, 2008, Sofia, Bulgarian. Koper, R. (2008). Supporting the Continuing and Lifelong Development of Individuals in Online Learning Networks. Invited Speech at ED‐MEDIA 2008. June, 22‐26, 2008, Vienna, Austria. Kravcik, M. (2008). Knowledge Representation & Authoring in Adaptive Education. Presentation at TENCompetence Winter School Workshop. February, 21, 2008, Innsbruck, Austria. 28
Kravcik, M. (2008). TENCompetence Principles & Personal Competence Development. Presentation at TENCompetence Winter School. February, 18, 2008, Innsbruck, Austria. Kravcik, M., Specht, M., & Naeve, A. (2008). Personalized Adaptive Learning. Presentation of PROLEARN WP1 Personalized Adaptive Learning at the final review meeting. February, 27, 2008, Hannover, Germany. Krippner, M., Doppler, G., & Van Rosmalen, P. (2008). LTfLL ‐ Language technologies for lifelong learning (poster). Poster presented at LTfLL meeting. November, 25, 2008, Heerlen, The Netherlands: Open University of the Netherlands, from http://hdl.handle.net/1820/1745 Miao, Y., Sloep, P. B., & Koper, R. (2008). Modeling Units of Assessment for Sharing Assessment Process Information: towards an Assessment Process Specification. Presentation at the ICWL 2008 conference. August, 20, 2008, Jinhua, China. Miao, Y., Sloep, P. B., Hummel, H. G. K., & Koper, R. (2008). Competence Information Fusion: Concepts and Challenges. Presented in a colloquium at OUNL. November, 18, 2008, Heerlen, The Netherlands. Miao, Y., Sodhi, T., Brouns, F., Sloep, P. B., & Koper, R. ( 2008). Bridging the Gap between Practitioners and E‐learning Standards: A Domain‐Specific Modeling Approach. Presentation at the ECTEL 2008 conference. September, 16‐19, 2008, Maastricht, The Netherlands. Rusman, E. (2008). Het vormen van een eerste indruk en vertrouwen in virtuele project teams (1+2). Presentaties gegeven als een gastcollege Praxis, bij de faculteit Pedagogische wetenschappen te Gent, m.m.v. Prof. Dr. M. Valcke, Universiteit Gent. Februari 18, 2008, Gent, België. Sloep, P. (2008). A European Research Agenda for Lifelong Learning. Paper presented at EADTU Annual Conference 2008, Lifelong learning in higher education: networked teaching and learning in a knowledge society. September, 18‐19, 2008, Poitiers, France. Sloep, P. (2008). Presenting for academic audiences [unpublished]. Presented at CELSTEC Colloquia. September, 23, 2008, Heerlen, The Netherlands. Sloep, P. B. (2008). Building a Learning Network through Ad‐Hoc Transient Communities. Paper presented at the International Conference on Computer Mediated Social Networking (ICCMSN). June, 11‐13, 2008, Dunedin, New Zealand. Sloep, P. B. (2008). e‐portfolioʹs, toepassingen en uitdagingen. Voordracht gehouden op EduExchange 2008. December, 17, 2008, Nieuwegein. Sloep, P. B. (2008). Learning Networks for Lifelong Learning. Presented at Online Educa 2008. December, 5, 2008, Berlin, Germany. Sloep, P. B. (2008). Netwerken voor lerende professionals. Oratie. November, 14, 2008, Heerlen, Nederland. Sloep, P., Bitter‐Rijpkema, M., Retalis, S., Georgiakakis, P., & Dolog, P. (2008). idSpace: Supporting Designers to develop Innovative Products. Presentation at Online Educa. December, 3, 2008, Berlin, Germany. Specht, M. (2008). Chancen und Verwirrungen des Social Net. Presentation given at the 3rd e‐learning Workshop Universität Leizip. November, 6, 2008, Leipzig, Germany. Specht, M. (2008). Contextualized Learning with Mobile Devices. Remote Lecture given for University of Twente. November, 25, 2008, Heerlen. Specht, M. (2008). Contextualized Learning. Invited presentation at LearnTec 2008. January, 30, 2008, Fair, Karlsruhe, Germany. Specht, M. (2008). New Technologies = New Learning !? Keynote given at the 4th EduMedia Conference 2008. June, 2, 2008, Salzburg, Austria. Ternier, S. (2008). Search and publish interoperability for integrating digital repostories and VLEs. Presentation at Online Educa 2008. December, 4, 2008, Berlin, Germany. Van Bruggen, J. (2008). Learning networks for professional development. Presentation delivered to a delegation of the University of Twente. December, 17, 2008, Heerlen, The Netherlands. Van Bruggen, J., & Van Rosmalen, P. (2008). Het gebruik van taaltechnologie in het onderwijs. Presentatie tijdens de Onderwijslunch. Oktober, 21, 2008, Maastricht, Nederland. Van der Klink, M. (2008). Learning Networks plenary. Presented at the plenary session of the Learning Networks programme. April, 21, 2008, Heerlen, The Netherlands. Van Rosmalen, P. (2008). Een model voor peer‐support bij studievragen. Presentatie gegeven op de Moodlemoot in Antwerpen. Mei, 28, 2008, Antwerpen, België. Van Rosmalen, P. (2008). Overview Learning Networks (TENCompetence ‐ ASA ‐ LTfLL). Presented at the Open University in the North January, 31, 2008, Heerlen, The Netherlands. Van Rosmalen, P. (2008). Peer ondersteuning bij studentvragen. Workshop presentatie tijdens het symposium Leernetwerken voor professionals. November, 14, 2008, Heerlen, Nederland. Van Rosmalen, P., Sloep, P.B., Brouns, F. (2008). Online ondersteuning door middel van automatisch geselecteerde medestudenten. Presentation given at the ORD‐2008. June, 18‐20, 2008, Eindhoven, The Netherlands. 29
Verjans, S., & Habets, T. (2008). Empower Limburg. Presented at the Provincial Mobility Conference on the TENCompetence ‐ Empower Limburg pilot. Limburgse participatietop. October, 20, 2008, Herkenbosch, The Netherlands. Westera, W. (2008). Game‐based learning. Presentation and workshop at the Red‐Ink 1st residential Seminar (RS01). September, 13, 2008, Lugano, Switzerland. Westera, W. (2008). The Problem of Web Lectures. Keynote presentation at Triple L Nationale Harvesterdag. Video recording available at http://mediasite.uva.nl/mediasite/Catalog/Front.aspx?cid=54fc4e96‐53bf‐4f79‐8276‐
6190388c024e (chapter 3). April, 22, 2008, Amsterdam: Centrum De Roos.
(Technical) Reports Angehrn, A., De Clara, L., Maxwell, K., Luccini, A. M., Mittal, P., Stefanov, K., et al. (2008). D8.2 Report with overall WP8 results during months 18‐30, aggregates Internal Deliverables ID8.6, ID8.10, ID8.14 and first versions of ID8.15, ID8.16, ID8.17 (including Social Help usage profile). Heerlen, The Netherlands: TENCompetence. Arjona, M., Boursinou, E., Erkoc, M., Herder, E., Lemmers, R., Maxwell, K., et al. (2008). ID2.4 Analysis Report (version 1.0). Heerlen, The Netherlands: TENCompetence. Arjona, M., Sánchez, A., Sacristán, N., Glahn, C., Specht, M., Lemmers, R., et al. (2008). D2.1 Integrated Roadmap (version 1.0). Heerlen, The Netherlands: TENCompetence. Armitt, G., Braidman, I., Dornan, T., Hensgens, J., Spoelstra, H., Burek, G., et al. (2008). Deliverable 7.1 Validation Design. Heerlen, The Netherlands: LTfLL STREP. Beauvoir, P., Celle, R., Cherian, R., Dicerto, M., Heyenrath, S., Koesling, A., et al. (2008). D3.3 ‐ aggregate of internal deliverables ID3.6, ID3.8, ID3.9, and ID3.22. Heerlen, The Netherlands: TENCompetence. Bitter‐Rijpkema, M., Pannekeet, K., Rutjens, M., Sloep, P. B., Georgiakakis, P., Retalis, S., et al. (2008). idSpace D1.1 State of the Art on Pedagogical Strategies. Heerlen, The Netherlands: idSpace. Brouns, F. (2008). Usage profile Social Help. Design and description of the social help usage profile for the TENCompetence infrastructure. Heerlen, The Netherlands: TENCompetence. Brouns, F., Van Rosmalen, P., Sloep, P. B., Berlanga, A. J., Kester, L., & Bitter‐Rijpkema, M. E. (2008). ID8.16: Learning Network Management. Heerlen, The Netherlands: TENCompetence. Brouns, F., Van Rosmalen, P., Sloep, P. B., Berlanga, A., Kester, L., & Bitter‐Rijpkema, M. E. (2008). Learning Network Management and social help. Chapter 4 TENC D8.2. Heerlen, The Netherlands: TENCompetence. Georgiev, A., Griffiths, D., Hernandez, D., Melero, J., Stefanov, K., Perez, M., et al. (2008). D6.2 annex 1 ‐ Validation testing and usability results (version 1.0). Heerlen, The Netherlands: TENCompetence. Georgiev, A., Griffiths, D., Hernandez, D., Melero, J., Stefanov, K., Perez, M., et al. (2008). D6.2‐Compilation of internal deliverable outcomes ID6.4‐ID6.5 (Learning activities and Units of Learning) (version 1.0). Heerlen, The Netherlands: TENCompetence. Glahn, C., Greller, W., Kew, C., Koper, R., Kravcik, M., Krekels, B., et al. (2008). D9.2 Report, containing internal deliverable outcomes ID9.2‐ID9.11. Heerlen, The Netherlands: TENCompetence. Greller, W. (2008). idSpace Interim Progress Report: Apr‐Jun 2008 (internal document). Heerlen, The Netherlands: idSpace. Greller, W. (2008). idSpace Interim Progress Report: Jul‐Sep 2008. Heerlen, The Netherlands: idSpace. Griffiths, D., Franklin, T., Sharples, P., Beauvoir, P., Miao, Y., Tattersall, C., et al. (2008). D6.1 Annex 1 ‐ IMS LD Authoring (version 1.0). Heerlen, The Netherlands: TENCompetence. Griffiths, D., Franklin, T., Sharples, P., Beauvoir, P., Miao, Y., Tattersall, C., et al. (2008). D6.1 Annex 2 ‐ Assessment (version 1.0). Heerlen, The Netherlands: TENCompetence. Griffiths, D., Franklin, T., Sharples, P., Beauvoir, P., Wilson, S., Miao, Y., et al. (2008). D6.1 Annex 3 ‐ Runtime Systems (version 1.0). Heerlen, The Netherlands: TENCompetence. Griffiths, D., Franklin, T., Sharples, P., Beauvoir, P., Wilson, S., Miao, Y., et al. (2008). D6.1 Report with summary of WP6 outputs of month 1‐18 (version 1.0). Heerlen, The Netherlands: TENCompetence. Harrigan, M., Kravcik, M., Steiner, C., & Wade, V. (2008). GRAPPLE ‐ D9.1: Requirements Specification by Academic Users on Integrated Adaptive. Heerlen, The Netherlands: GRAPPLE. Hensgens, J., Van Bruggen, J., Spoelstra, H., Rusman, E., De Croock, M., Burek, G., et al. (2008). D3.1 Use cases, scenarios: guidelines & existing services (version 1.0). Heerlen, The Netherlands: LTfLL. Herder, E., Kärger, P., & Hummel, H. G. K. (2008). ID7.8: Usage Profile ‘Matching Competences on Job Profiles for Personal Development Plansʹ. Heerlen, The Netherlands: TENCompetence. Herder, E., Kärger, P., Olmedilla, D., Hernández, D., Gilabert, S., Giradin, F., Moghnieh, A., Berlanga, A., Drachsler, H., Janssen, J., Kalz, M., & Hummel, H. G. K. (2008). D7.2 Compilation of internal deliverable outcomes ID7.3‐ID7.10. Heerlen, The Netherlands: TENCompetence. 30
Hernández, D., Chacón, J., Sayago, S., Blat, J., Stefanov, K., Keuls, C., et al. (2008). D4.3 Implementation and evaluation plan of Cycle 2 pilots. Heerlen, The Netherlands: TENCompetence. Hernández‐Leo, D., Pérez, M., Chacón, J., Melero, J., Sayago, S., Stefanov, K., et al. (2008). D4.4 ‐ Report on the results of the evaluation of the Cycle 2 pilots (version 1.0). Heerlen, The Netherlands: TENCompetence. Hernández‐Leo, D., Schoonenboom, J., Stefanov, K., Louys, A., Popescu, I., Specht, M., et al. (2008). D4.5 Cycle‐3 demonstrators development and implementation tool set (version 1.0). Heerlen, The Netherlands: TENCompetence. Javier, F., Arjona, M., Boursinou, E., Glahn, C., Herder, E., Karampiperis, P., et al. (2008). ID2.1 Initial Requirements Report (version 2.0). Heerlen, The Netherlands: TENCompetence. Kelle, S. (2008). Deliverable 4.1: Content Development for Reuse ‐ Best Practices: Emergo. Heerlen, The Netherlands: ICOPER. Kelle, S. (2008). Deliverable 5.1: Best Practice Learning Delivery Scenario: Electrocity. Heerlen, The Netherlands: ICOPER. Kelle, S. (2008). Deliverable 5.1: Best Practice Learning Delivery Scenario: Language Learning in Second Life. Heerlen, The Netherlands: ICOPER. Kew, C., Griffiths, D., Krekels, B., Manderveld, J., Wilson, S., Janssen, J., et al. (2008). D10.2 Report with an assessment of the WP results including ID10.2 – ID10.6. Heerlen, The Netherlands: TENCompetence. Kluijfhout, E., Van Rosmalen, P., & Koper, R. (2008). Detailed Implementation Plan month 37‐48‐ public version (version 1.0). Heerlen, The Netherlands: TENCompetence. Koper, R., Schoonenboom, J., Manderveld, J., Kluijfhout, E., Arjona, M., Griffiths, D., et al. (2008). D2.2 Updated use case models and underlying vision documents and pedagogical model definitions (version 1.0). Heerlen, The Netherlands: TENCompetence. Kravcik, M. (2008). ID9.10 Report on Winter School 2008. February, 18‐22, 2008, Innsbruck, Austria. Heerlen, The Netherlands: TENCompetence. Kravcik, M., Burgos, D., Lebrun, M., & Oneto, L. (2008). GRAPPLE ‐ D5.1: Integrated model of adaptive learning based on standards. Heerlen, The Netherlands: GRAPPLE. Krekels, B., & Greller, W. (2008). ID9.17 Usage Case Training Framework (Version 1.0). Heerlen, The Netherlands: TENCompetence. Krekels, B., Bitter, M., Manderveld, J., Maessen, L., Lemmers, R., & Kew, C. (2008). Appendix 5 to Project Deliverable Report D10.2. Heerlen, The Netherlands: TENCompetence. Krekels, B., Bitter, M., Manderveld, J., Maessen, L., Lemmers, R., & Kew, C. (2008). ID10.2 Critical Use Cases and potential Business Model Outlines (version 1.0). Heerlen, The Netherlands: TENCompetence. Krippner, M., Doppler, G. (BIT MEDIA), Van Rosmalen, P. (OUNL), Kalz, M., (OUNL), Gillian Armitt (UNI‐
MAN), with contributions from Wild, F. W., et al. (2008). Deliverable 8.1 Website, Dissemination & Training Strategy. Heerlen, The Netherlands: LTfLL. Lemmers, R., Vogten, H., Martens, H., & Cherian, R. (2008). ID3.9 Architecture Design Document. Heerlen, The Netherlands: TENCompetence. Lemmers, R., Vogten, H., Martens, H., Beauvoir, P., & Dicerto, M. (2008). ID3.6 Architecture Design Document. Heerlen, The Netherlands: TENCompetence. Lemmers, R., Vogten, H., Martens, H., Beauvoir, P., & Dicerto, M. (2008). ID3.7 Final API definitions for the second release, beta version. Heerlen, The Netherlands: TENCompetence. Manderveld, J., & Kravcik, M. (2008). ID9.9 Report on Training for General Stakeholders (version 1.0). Heerlen, The Netherlands: TENCompetence. Martens, H., Vogten, H., Lemmers, R., Cherian, R., Nasiopoulos, S., Celle, R., et al. (2008). ID3.8 Release 2.0 of the TENCompetence integrative software (revision 0.2). Heerlen, The Netherlands: TENCompetence. Moghnieh, A., Hernández‐Leo, D., Navarrete, T., Blat, J., Santos, P., Alonso, J., et al. (2008). D4.2 Evaluation of cycle 1 pilots (version 1.0). Heerlen, The Netherlands: TENCompetence. Sloep, P. B., & Greller, W. (2008). idSpace D7.1 & D7.2 Consortium Handbook and Quality Standards Plan Heerlen, The Netherlands: idSpace. Specht, M., & Börner, D. (2008). MACE: D5.4 ‐ Integration with TENCompetence Project. Heerlen, The Netherlands: MACE. Specht, M., & Börner, D. (2008). MACE: Deliverable 5.5 ‐ Integration of Competence Metadata. Heerlen, The Netherlands: MACE. Specht, M., Börner, D., Wolpers, M., Klemke, R., Fischer, M., & Ternier, S. (2008). MACE: Deliverable JD8 ‐ Report on training. Heerlen, The Netherlands: MACE. Specht, M., Wolpers, M., Börner, D., Apelt, S., & Ternier, S. (2008). MACE: Joint Deliverable ʺFunctional prototype for metadata tools and conceptsʺ. Heerlen, The Netherlands: MACE. 31
Stefaner, M., Specht, M., Börner, D., Wolpers, M., & Nagel, T. (2008). MACE: Deliverable D7.6 ‐ Report on user interface design and community experiments. Heerlen, The Netherlands: MACE. Van Rosmalen, P. (2008). LTfLL Deliverable D1.5 – Quarterly Progress Report (1 June 2008 ‐ 31 August 2008). Heerlen, The Netherlands: LTfLL. Van Rosmalen, P. (2008). LTfLL Deliverable D1.5 – Quarterly Progress Report (1 March 2008 ‐ 31 May 2008). Heerlen, The Netherlands: LTfLL. Van Rosmalen, P., & Kluijfhout, E. (2008). ID1.6 TENCompetence Handbook on Integrated Quality Assurance (version 3.0). Heerlen, The Netherland: TENCompetence. Wolpers, M., Apelt, S., Ternier, S., Specht, M., & Börner, D. (2008). MACE: D3‐6.1 ‐ Metadata taxonomy and their integration. Heerlen, The Netherlands: MACE.
Software, source code, specifications, open standards, LN4LD IMS‐LD packages Software, source code
Beauvoir, P., Sharples, P., & Yongwu, M. (2008). ReCourse 1.7.0. source code. TENCOMPETENCE. Available: http://hdl.handle.net/1820/1729 De Jong, T., Schmeits, T., & Al Takrouri, B. (2008). ContextBlogger. Heerlen, The Netherlands: Open University of the Netherlands. Available: http://sourceforge.net/projects/contextblogger/ Drachsler, H. (2008). Navigation Web Service for Hybrid Personalizer TENCOMPETENCE. Available: http://hdl.handle.net/1820/1608 Drachsler, H., Herder, E., Kärger, P., & Kalz, M. (2008). The Hybrid Personalizer ‐ Software Documentation (WP7). Available: http://hdl.handle.net/1820/1279 Drachsler, H., & Kalz, M. (2008). Initial Infrastrucuture to combine the Positioning & Navigation webservices. TENCOMPETENCE. Available: http://hdl.handle.net/1820/1609 Drachsler, H., & Kone, M. (2008). Social Network Analysis Tool for Navigation Support of Learners in Learning Networks. TENCOMPETENCE. Available: http://hdl.handle.net/1820/1493 Glahn, C. (2008). TENCompetence WP4 Log File Analyzer. Software. Version 0.3. License: GPL/PAL. TENCOMPETENCE. Available: http://hdl.handle.net/1820/1589 Glahn, C. (2008). SIRS Source Bundle. Software release, Version 1.0.0. License: GPL/PAL. TENCompetence. Available: http://hdl.handle.net/1820/1543 Glahn, C. (2008). TENCompetence WP4 Log File Analyzer. Software. License: GPL/PAL. TENCompetence. Available: http://hdl.handle.net/1820/1551 Kalz, M. (2008). Positioning Webservice Prototype. TENCOMPETENCE. Available: http://hdl.handle.net/1820/1623 Kavrykova, T., Nedialkov, M., Dimov, A., Brouns, F., Tacheva, N., Stefanov, E. (2008) Network management and Social help tool. TENCOMPETENCE. Available: http://hdl.handle.net/1820/1602 Martens, H., & Vogten, H. (2008). CopperCore 3.2 TENCompetence. Available: http://hdl.handle.net/1820/1549 Martens, H., & Vogten, H. (2008). TENCompetence Personal Development Planner 0.9.0 TENCompetence. Available: http://hdl.handle.net/1820/1548 Martens, H., & Vogten, H. (2008). TENCompetence Personal Development Planner 0.9.1 TENCompetence. Available: http://hdl.handle.net/1820/1547 Martens, H., & Vogten, H. (2008). TENCompetence Personal Development Planner 0.9.2. TENCompetence. Available: http://hdl.handle.net/1820/1546 Martens, H., & Vogten, H. (2008). TENCompetence Personal Development Planner 0.9.3 TENCompetence. Available: http://hdl.handle.net/1820/1545 Martens, H., Vogten, H., Beauvoir, P., Sharples, P., & Cherian, R. (2008). TENCompetence Personal Competence Manager v1.1.0. TENCompetence. Available: http://hdl.handle.net/1820/1544 Mazzetti, A., Dicerto, M., Méndez, C., Ruben, S., Krassen, S., Alexander, G., et al. (2008). ID5.7 KRSM Web Tool (v1). TENCOMPETENCE. Available: http://hdl.handle.net/1820/1270 Schmeits, T., & Börner, D. (2008). MACE Competence Services & Applications. MACE. Available: http://hdl.handle.net/1820/1783 Van den Berg, B., Nadolski, R., Drachsler, H., Berlanga, A., Hummel, H. G. K., Koper, R., et al. (2008). Personal Recommender Simulation (Software and Documentation). Available: http://hdl.handle.net/1820/1212 Specifications, open standards Greller, W., Kew, C., Kravcik, M., Krekels, B., Hernández‐Leo, D., & Stefanov, K. (2008). Quickstart Guides for TENCompetence Tools (version 1.0). Available: http://hdl.handle.net/1820/1717 32
Janssen, J., Hermans, H., Berlanga, A., & Koper, R. (2008). Learning Path Specification v1.0. TENCOMPETENCE. Available: http://hdl.handle.net/1820/1620 Koper, R. (2008). TENCompetence Domain Model (version 1.1). Heerlen, The Netherlands: Open University of the Netherlands. Available: http://hdl.handle.net/1820/649 Van den Berg, B. (2008). Data sets Simulations in articulating light‐weight PRS. Available: http://hdl.handle.net/1820/1491 LN4LD IMS‐LD packages Miao, Y. (2008). A peer assessment with involvement of two students and one tutor. 33
2009 Refereed articles SSCI journals Drachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Waterink, W., Nadolski, R. J., et al. (2009). Effects of the ISIS Recommender System for navigation support in self‐organised Learning Networks. Journal of Educational Technology and Society, 12(3), 122‐135. Glahn, C., Specht, M., & Koper, R. (2009). Visualisation of interaction footprints for engagement in online communities [Special issue]. In M. Kalz, R. Koper & V. Hornung‐Prähauser (Eds.), Journal of Educational Technology & Society, 12(3), 44‐57. Kalz, M., Koper, R., & Hornung‐Prähauser, V. (2009). Technology Support for Self‐Organized Learners (Guest Editorial) [Special issue]. In M. Kalz, R. Koper & V. Hornung‐Prähauser (Eds.), Journal of Educational Technology & Society, 12(3), 1‐3. Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs [Special issue: Learning Design]. Distance Education, 30(2), 259‐276. Nadolski, R. J., Van den Berg, B., Berlanga, A., Drachsler, H., Hummel, H. G. K., Koper, R., et al. (2009). Simulating light‐weight Personalised Recommender Systems in Learning Networks: A case for Pedagogy‐Oriented and Rating‐based Hybrid Recommendation Strategies. Journal of Artificial Societies and Social Simulation, 12(1), 4 <http://jasss.soc.surrey.ac.uk/12/11/14.html>. Rusman, E., Van Bruggen, J., Cörvers, R., Sloep, P. B., & Koper, R. (2009). From pattern to practice: evaluation of a design pattern fostering trust in Virtual teams. Computers in Human Behavior, 25(5), 1010‐1019. Westera, W., De Bakker, G., & Wagemans, L. (2009). Self‐Arrangement of Fleeting Student Pairs: a Web 2.0 Approach for Peer Tutoring. Interactive Learning Environments, 17(4), 339‐347. [1.067] [1.067] [1.067] [0.000] [1.234] [1.677] [0.973] ICO Journals Bozhilov, D., Stefanov, K., & Stoyanov, S. (2009). Effect of adaptive learning style scenarios on learning achievements [Special issue]. International Journal of Continuing Engineering Education and Lifelong Learning (IJCEELL), 19(4/5/6), 381‐395. Koper, R., Stefanov, K., & Dicheva, D. (2009). Stimulating Personal Development and Knowledge Sharing [Special issue]. International Journal of Continuing Engineering Education and Life‐Long Learning (IJCEELL), 19(4/5/6), 271‐
395. Miao, Y., Sloep, P. B., Hummel, H., & Koper, R. (2009). Improving the Unreliability of Competence Information: an Argumentation to Apply Information Fusion in Learning Networks [Special issue]. International Journal of Continuing Engineering Education and Life‐Long Learning (IJCEELL), 19(4/5/6), 366‐380. Nadeem, D., Stoyanov, S., & Koper, R. (2009). Social support system in learning network for lifelong learners: A Conceptual framework [Special issue]. International Journal of Continuing Engineering Education and Life‐Long Learning (IJCEELL), 19(4/5/6), 337‐351. Van der Heijden, B. I. J. M., Boon, J., Van der Klink, M., & Meijs, E. (2009). Employability enhancement through formal and informal learning. An empirical study among Dutch non‐academic university staff members. International Journal of Training & Development, 13(1), 19‐37.
Other Journals De Pauw, S., & Verjans, S. (2009). Toll‐net: samenwerken aan e‐leren en gecombineerd leren voor volwassenen. ICT en onderwijsvernieuwing, (Vol. 20, Onderwijs en leren: Afstandsleren en ICT ‐ Gecombineerd onderwijs 24 / 83‐106). Mechelen: Wolters Plantyn. Drachsler, H., Hummel, H. G. K., & Koper, R. (2009). Identifying the Goal, User model and Conditions of Recommender Systems for Formal and Informal Learning. Journal of Digital Information, 10(2), 4‐24. Van der Klink, M., De Jong, T., & Koppenhagen, O. (2009). Jubileumnummer Tijdschrift Develop. Develop, 4(5). Van Velzen, C., Riezenbos, A., & Van der Klink, M. (2009). Themanummer Opleiden in de School. Velon Tijdschrift. Tijdschrift voor Lerarenopleiders, 30(4). Verpoorten, D. (2009). Adaptivity and autonomy development in a learning personalization process. Policy Futures In Education, 7(6), 636‐644. 34
Vuorikari, R., & Koper, R. (2009). Ecology of social search for learning resources. Campus‐Wide Information Systems, 26(4), 272‐286. Vuorikari, R., & Koper, R. (2009). Evidence of cross‐boundary use and reuse of digital educational resources. International Journal of Emerging Technologies in Learning, 4(4), 51‐56.
Books Cress, U., Dimitrova, V., Specht, M. (2009). Learning in the Synergy of Multiple Disciplines. 4th European Conference on Technology Enhanced Learning, EC‐TEL 2009., September 29 – October 2, Nice, France.2009, Proceedings. Lecture Notes in Computer Science, Vol. 5794 Berlin,Heidelberg: Springer. ISBN: 978‐3‐642‐04635‐3. Dessus, P., Trausan‐Matu, S., Van Rosmalen, P., Wild, F. (Eds.) (2009). AIED 2009 Workshops Proceedings Volume 10 Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. In S. D. Craig & D. Dicheva (Eds.), Proceedings of AIED 2009: 14th International Conference in Artificial Intelligence in Education, Workshop Proceedings. July, 6‐7, 2009, Brighton, United Kingdom. Gruber, M. R. (2009). E‐Learning im Museum und Archiv: Vermittlung von Kunst und Kultur Im Informationszeitalter. Saarbrücken: VDM Verlag Dr. Müller. Available on http://www.amazon.de/E‐Learning‐Museum‐Archiv‐
Vermittlung‐Informationszeitalter/dp/3639204654/ref=sr_1_2?ie=UTF8&s=books&qid=1258383814&sr=1‐2. Koper, R. (Ed.). (2009). Learning Network Services for Professional Development. Berlin, Germany: Springer‐Verlag. Koper, R., Stefanov, K., & Dicheva, D. (Eds.) (2009). Proceedings of the 5th International TENCompetence Open Workshop ʺStimulating Personal Development and Knowledge Sharingʺ. October, 30‐31, 2008, Sofia, Bulgaria: TENCompetence Workshop. Retalis, S. & Sloep, P. B. (Eds.). (2009). Collection of 4 symposium papers at EC‐TEL 2009. Proceedings of the Workshop on Methods & Tools for Computer Supported Collaborative Creativity Process: Linking creativity & informal learning (held within EC‐TEL 2009). September, 30, 2009, Nice, France: CEUR Workshop Proceedings. Swennen, A., & Van der Klink, M. (Eds.) (2009). Becoming a Teacher Educator. Theory and Practice for Teachers Educators. Dordrecht, Nederland: Springer. Van Rosmalen, P. (2009). Facilitating the design and support of adaptive e‐learning: Models to assist the tutor. Germany: VDM Verlag. Wild, F., Kalz, M., Palmér, M., & Müller, D. (Eds.) (2009). Mash‐Up Personal Learning Environments. Proceedings of the 2nd Workshop MUPPLE’09. September, 29, 2009, Nice, France: CEUR Workshop Proceedings. Book chapters Berlanga, A., Rusman, E., Bitter‐Rijpkema, M., & Sloep, P. B. (2009). Guidelines to foster interaction in online communities for Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 27‐42). Berlin, Germany: Springer‐Verlag. Brouns, F., Fetter, S., & Van Rosmalen, P. (2009). How to Trigger Emergence and Self‐Organisation in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 57‐72). Berlin, Germany: Springer‐Verlag. Burgos, D., Hummel, H. G. K., Tattersall, C., Brouns, F., & Koper, R. (2009). Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design). In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (Vol. 1, pp. 373‐389). Hershey, New York: Information Science Reference, IGI Global. De Jong, T., & Specht, M. (2009). Mobile Social Software to Support Authenticity. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 255‐272). Berlin, Germany: Springer‐Verlag. The original publication is available at www.springerlink.com. De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (2009). A Contextualised Multi‐Platform Framework to Support Blended Learning Scenarios in Learning Networks. In D. Goh (Ed.), Multiplatform E‐Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT‐Based Education (pp. 1‐19). Hershey, PA: IGI Global. Drachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Waterink, W., Nadolski, R., et al. (2009). Evaluating the Effectiviness of Personalised Recommender Systems in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 95‐113). Berlin: Germany: Springer‐Verlag. Glahn, C., Börner, D., Storm, J., & Specht, M. (2009). Awareness and Reflection in Mobile Learning Support. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 289‐310). Berlin, Germany: Springer‐
Verlag. Glahn, C., Specht, M., & Koper, R. (2009). Perspective on Tag Clouds for Supporting Reflection in Self‐organised Learning. In S. Fischer, E. Maehle & R. Reischuk (Eds.), Informatik 2009, Im Focus das Leben, LNI P‐154 (pp. 183, 35
pp. 1672‐1679 ). Bonn, Germany: Gesellschaft für Informatik. Greller, W. (2009). Implementation Examples. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 359‐360). Berlin, Germany: Springer‐Verlag. Herrington, J., Specht, M., Brickell, G., & Harper, B. (2009). Supporting Authentic Learning Contexts Beyond Classrooms Walls. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 273‐288). Berlin, Germany: Springer‐Verlag. Hummel, H. G. K. (2009). Navigation Services for Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 73‐74). Berlin, Germany: Springer‐Verlag. Hummel, H. G. K., Van den Berg, B., Berlanga, A., Drachsler, H., Janssen, J., Nadolski, R., et al. (2009). Individualised Navigation Services in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 75‐93). Berlin, Germany: Springer‐Verlag. Janssen, J., Berlanga, A. J., & Koper, R. (2009). How to Find and Follow Suitable Learning Paths. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 151‐166). Berlin, Germany: Springer‐Verlag. Kalz, M., Van Bruggen, J., Giesbers, B., Rusman, E., Eshuis, J., & Waterink, W. (2009). A Validation Scenario for a Placement Service in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 225‐238). Berlin, Germany: Springer‐Verlag. Kester, L., & Sloep, P. B. (2009). Knowledge dating and knowledge sharing in ad‐hoc transient communities. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 43‐56). Berlin, Germany: Springer‐
Verlag. Koper, R. (2009). A Conceptual Model of Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 313‐328). Berlin, Germany: Springer‐Verlag. Koper, R., Sloep, P. B., Hummel, H. G. K., Vogten, H., Van Bruggen, J., Specht, M., et al. (2009). Conclusion of the Book. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 399‐410). Berlin, Germany: Springer‐Verlag. Miao, Y. (2009). IMS QTI Authoring. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 389‐396). Berlin, Germany: Springer‐Verlag. Miao, Y., & Hermans, H. (2009). A Process‐Oriented Approach to Support Multi‐Role Multi‐Stage E‐Assessment: A Case Study. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 171‐194). Berlin, Germany: Springer‐Verlag. Nadolski, R. J., Van den Berg, B., Berlanga, A. J., Drachsler, H., Hummel, H. G. K., Koper, E. J. R., et al. (2009). How to Set Up Simulations for Designing Light‐Weight Personalised Recommender Systems. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 115‐150). Berlin, Germany: Springer‐Verlag. Schaffert, S., & Kalz, M. (2009). Persönliche Lernumgebungen: Grundlagen, Möglichkeiten und Herausforderungen eines neuen Konzepts. In K. Wilbers & A. H. (Hrsg.) (Eds.), Handbuch E‐Learning (Vol. Gruppe 5, Nr. 5.16, pp. 1‐24). Köln, Germany: Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland), 27. Erg.‐Lfg. Januar 2009. Sloep, P. B. (2009). Foreword. In A. Tzanavari & N. Tsapatsoulis (Eds.), Affective, Interactive and Cognitive Methods for E‐Learning Design: Creating an Optimal Education Experience (pp. 20‐27). Sloep, P. B. (2009). Fostering Sociability in Learning Networks through Ad‐Hoc Transient Communities. In M. Purvis & B. T. R. Savarimuthu (Eds.), Computer‐Mediated Social Networking. First International Conference, ICCMSN 2008, LNAI 5322 (pp. 62‐75). Heidelberg, Germany: Springer. June, 11‐13, 2008, Dunedin, New Zealand. Sloep, P. B. (2009). Social Interaction in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 13‐15). Berlin, Germany: Springer‐Verlag. Sloep, P. B., & Kester, L. (2009). From Lurker to Active Participant. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 17‐26). Berlin, Germany: Springer‐Verlag. Specht, M. (2009). Contextualized Learning Networks Services. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 239‐240). Berlin, Germany: Springer‐Verlag. The original publication is available at www.springerlink.com. Specht, M. (2009). Towards Contextualized Learning Services. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 241‐253). Berlin, Germany: Springer‐Verlag. The original publication is available at www.springerlink.com. Swennen, A., & Van der Klink, M. (2009). Epilogue: Enhancing the profession of teacher educators. In A. Swennen & M. Van der Klink (Eds.), Becoming a Teacher Educator. Theory and Practice for Teachers Educators (pp. 219‐225). Dordrecht, Nederland: Springer. Van Bruggen, J. (2009). Assessment and Placement Services in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 167‐169). Berlin, Germany: Springer‐Verlag. 36
Van Bruggen, J., Kalz, M., & Joosten‐ten Brinke, D. (2009). Placement Services for Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 195‐208). Berlin, Germany: Springer‐Verlag. Van der Vegt, G. W., Kalz, M., Giesbers, B., Wild, F., & Van Bruggen, J. (2009). Tools and Techniques for Placement Experiments. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 209‐223). Berlin, Germany: Springer‐Verlag. Vogten, H. (2009). Learning Networks Integrated. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 311‐312). Berlin, Germany: Springer‐Verlag. Vogten, H., & Martens, H. (2009). Personal Development Planner. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 369‐377). Berlin, Germany: Springer‐Verlag. Vogten, H., & Martens, H. (2009). The Personal Competence Manager. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 361‐368). Berlin, Germany: Springer‐Verlag. Vogten, H., Martens, H., & Lemmers, R. (2009). The TENCompetence Infrastructure: A Learning Network Implementation. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 329‐357). Berlin, Germany: Springer‐Verlag. Vuorikari, R., & Berendt, B. (2009). Study on contexts in tracking usage and attention metadata in multilingual Technology Enhanced Learning. In S. Fischer, E. Maehle & R. Reischuk (Eds.), Im Focus das Leben, Lecture Notes in Informatics (LNI) (Vol. 154, pp. 181, 1654‐1663). Informatik 2009, Lübeck, Germany: Gesellschaft für Informatik.
PhD‐theses Drachsler, H. (2009). Navigation Support for Learners in Informal Learning Networks. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Glahn, C. (2009). Contextual support of social engagement and reflection on the Web. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Kalz, M. (2009). Placement Support for Learners in Learning Networks. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Vuorikari, R. (2009). Tags and self‐organisation: a metadata ecology for learning resources in a multilingual context. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands.
Conference papers Berlanga, A. J., Brouns, F., Van Rosmalen, P., Rajagopal, K., Kalz, M., & Stoyanov, S. (2009). Making Use of Language Technologies to Provide Formative Feedback. In S. D. Craig & D. Dicheva (Eds.), AIED 2009 Workshops Proceedings Volume 10. Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Proceedings of the 14th International Conference in Artificial Intelligence in Education, Workshops Proceedings (pp. 1‐8). July, 6‐7, 2009, Brighton, United Kingdom. Berlanga, A. J., Kalz, M., Stoyanov, S., Van Rosmalen, P., Smithies, A., & Braidman, I. (2009). Using Language Technologies to Diagnose Learner´s Conceptual Development. In I. Aedo., N. Chen, Kinshuk, D. Sampson & L. Zaitseva (Eds.), Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT2009) (pp. 669‐673). July, 14‐18, 2009, Riga, Latvia: IEEE. Berlanga, A. J., Van Rosmalen, P., Trausan‐Matu, S., Monachesi, P., & Burek, G. (2009). The Language Technologies for Lifelong Learning Project. In I. Aedo., N. Chen, Kinshuk, D. Sampson & L. Zaitseva (Eds.), Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT2009) (pp. 624‐
625). July, 14‐18, 2009, Riga, Latvia: IEEE. Bitter‐Rijpkema, M., Pannekeet, K., & Rutjens, M. (2009). Recommendations for e‐learning in New Product Development teams. In S. Hambach, A. Martens, D. Tavangarian & B. Urban (Eds.), Proceedings of the 2nd International eLBa Science Conference (pp. 135‐145). June, 17‐19, 2009, Rostock, Germany: Fraunhofer IRB Verlag, Stuttgart. Brouns, F., Berlanga, A. J., Fetter, S., Bitter‐Rijpkema, M. E., Van Bruggen, J. M., & Sloep, P. B. (2009). Social learning for university staff. In G. Bradley & P. Kommers (Eds.), Proceedings of IADIS International Conference Web Based Communities 2009 (pp. 27‐34). June, 21‐23, 2009, Carvoeiro, Algarve, Portugal: IADIS Press. Chatti, M. A., Jarke, M., Wang, Z., & Specht, M. (2009). SMashup Personal Learning Environments. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash‐Up Personal Learning Environments (MUPPLEʹ09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC‐TEL 2009): Synergy of Disciplines (pp. 6‐14). September, 29, 2009, Nice, France: CEUR workshop proceedings, http://sunsite.informatik.rwth‐aachen.de/Publications/CEUR‐WS/Vol‐506 . Drachsler, H., Peccau, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., et al. (2009). ReMashed ‐ 37
Recommendation Approaches for Mash‐Up Personal Learning Environments in Formal and Informal Learning Settings. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash‐Up Personal Learning Envrionments (MUPPLEʹ09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC‐TEL 2009): Synergy of Disciplines (pp. 23‐30). September, 29, 2009, Nice, France: CEUR Workshop Proceedings. Drachsler, H., Pecceu, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., et al. (2009). ReMashed ‐ An Usability Study of a Recommender System for Mash‐Ups for Learning. In Proceedings of 1st Workshop on Mashups for Learning at the International Conference on Interactive Computer Aided Learning. September, 23‐25, 2009, Villach, Austria. Drachsler, H., Pecceu, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., et al. (2009). ReMashed ‐ Recommendations for Mash‐Up Personal Learning Environments. In U. Cress, V. Dimitrova & M. Specht (Eds.), Proceedings of Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology‐Enhanced Learning (EC‐TEL 2009) (pp. 788‐793). September, 29 ‐ October, 2, 2009, Nice, France: Lecture Notes in Computer Science Vol. 5794. Berlin: Springer‐Verlag. Fetter, S., Berlanga, A. J., & Sloep, P. B. (2009). Enhancing the Social Capital of Learning Communities by Using an Ad Hoc Transient Communities Service. In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conference Advances in Web‐based Learning ‐ ICWL 2009 (pp. 150‐157). August, 19‐21, 2009, Aachen, Germany: Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer‐Verlag. Georgiakakis, P., Retalis, S., Bitter‐Rijpkema, M., Pannekeet, K., Rutjens, M., & Sloep, P. B. (2009). Design Patterns as Guidance for Designers of Groupware Used by Team for the Development of Innovative Products. E‐
Learning Patterns Workshop. May, 4‐6, 2009, Tübingen, Germany: Knowledge Media Research Centre. Glahn, C., Specht, M., & Koper, R. (2009 ). Reflection Support Using Multi‐encoded Tag‐clouds. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash‐Up Personal Learning Envrionments (MUPPLEʹ09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC‐TEL 2009): Synergy of Disciplines (pp. 89‐97). September, 29, 2009, Nice, France: CEUR Workshop Proceedings. Glahn, C., Specht, M., & Koper, R. (2009). Perspective and contrast; design principles for supporting self‐directed and incidental learning. In K. Tochtermann & H. Maurer (Eds.), Proceedings of 9th International Conference on Knowledge Management and Knowledge Technologies (I‐KNOWʹ09) and 5th International Conference on Semantic Systems (pp. 299‐308). September, 2‐4, 2009, Graz, Austria: Verlag der Technischen Universität Graz. Gruber, M. R. (2009). The Role of E‐Learning in Arts and Cultural Heritage Education. In V. Hornung‐Prähauser & M. Luckmann (Eds.), Proceedings of Kreativität und Innovationskompetenz im digitalen Netz ‐ Creativity and Innovation Competencies in the Web, Sammlung von ausgewählten Fach‐ und Praxisbeiträgen der 5. EduMedia Fachtagung 2009 (pp. 343‐350). Mai, 4‐5, 2009, Salzburg, Austria: Salzburg Research Forschungsgesellschaft m.b.H. Harrigan, M., Kravčík, M., Steiner, C., & Wade, V. (2009). What Do Academic Users Really Want from an Adaptive Learning System? In G.‐J. Houben, G. McCalla, F. Pianesi & M. Zancanaro (Eds.), User Modeling, Adaptation, and Personalization. Proceedings of the 17th International Conference, UMAP 2009 (pp. 454‐460). June, 22‐26, 2009, Trento, Italy: Lecture Notes in Computer Science Vol. 5535. Berlin: Springer‐Verlag. Heleou, S., Drachsler, H., & Gillet, D. (2009). Evaluation of Recommender Systems for Technology‐Enhanced Learning: Challenges and Possible Solutions. 1st workshop on Context‐aware Recommender Systems for Learning at the Alpine Rendez‐Vous. November, 30‐December, 3, 2009, Garmisch‐Patenkirchen, Germany. Hermans, H., & Verjans, S. (2009). Developing a sustainable, student centred VLE: the OUNL case. Paper presented at the 23rd ICDE World Conference on Open Learning and Distance Education including the 2009 EADTU Annual Conference (M‐2009). June, 7‐10, 2009, Maastricht, The Netherlands. Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Optimizing Knowledge Sharing In Learning Networks Through Peer Tutoring. In D. Kinshuk, J. Sampson, J. Spector, P. Isaías, P. Barbosa & D. Ifenthaler (Eds.), Proceedings of IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2009) (pp. 550‐551). November, 20‐22, 2009, Rome, Italy: Springer. Jones, C., Aoki, K., Rusman, E., & Schlusmans, K. (2009). A comparison of three open universities and their acceptance of technology enhanced learning. Paper presented at the 23rd ICDE World Conference on Open Learning and Distance education. June, 7‐10, 2009, Maastricht, The Netherlands. Kalz, M., Beekman, N., Karsten, A., Oudshoorn, D., Van Rosmalen, P., Van Bruggen, J., et al. (2009). SWeMoF: A semantic framework to discover patterns in learning networks. In U. Cress, V. Dimitrova & M. Specht (Eds.), Proceedings of Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology‐Enhanced Learning (EC‐TEL 2009) (pp. 160‐165). September, 29 ‐ October, 2, 2009, Nice, France: Lecture Notes in Computer Science Vol. 5794. Berlin: Springer‐Verlag. Kalz, M., Berlanga, A., Van Rosmalen, P., Stoyanov, S., Van Bruggen, J., & Koper, R. (2009). Semantic Networks as 38
Means for Goal Directed Formative Feedback. In V. Hornung‐Prähauser & M. Luckmann (Eds.), Proceedings of Kreativität und Innovationskompetenz im digitalen Netz ‐ Creativity and Innovation Competencies in the Web, Sammlung von ausgewählten Fach‐ und Praxisbeiträgen der 5. EduMedia Fachtagung 2009 (pp. 88‐95). Mai, 4‐5, 2009, Salzburg, Austria: Salzburg Research Forschungsgesellschaft m.bH. Kalz, M., Drachsler, H., Van der Vegt, W., Van Bruggen, J., Glahn, C., & Koper, R. (2009). A Placement Web‐
Service for Lifelong Learners. In K. Tochtermann & H. Maurer (Eds.), Proceedings of the 9th International Conference on Knowledge Management and Knowledge Technologies (pp. 289‐298). September, 2‐4, 2009, Graz, Austria: Verlag der Technischen Universität Graz. Klemke, R., & Schmitz, B. (2009). Interoperability Issues for Formal Authoring Processes, Community Efforts, and the Creation of Mashup PLE. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash‐Up Personal Learning Environments (MUPPLEʹ09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC‐TEL 2009): Synergy of Disciplines (pp. 110‐113). September, 29, 2009, Nice, France: CEUR workshop proceedings, http://sunsite.informatik.rwth‐aachen.de/Publications/CEUR‐WS/Vol‐
506/ Loskyll, M., Heckmann, D., & Glahn, C. (2009). Visualization of Spatial Knowledge with Ontology Trees and Adaptable Search Result Grids in the Era of Web3.0. In K. Tochtermann & H. Maurer (Eds.), Proceedings of the I‐Knowʹ09, 9th International Conference on Knowledge Management and Knowledge Technologies (pp. 385‐390), Graz, Austria: Verlag der Technischen Universität Graz. Manouselis, N., & Vuorikari, R. (2009). What If Annotations Were Reusable: A Preliminary Discussion (2009). In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conference Advances in Web Based Learning ‐ ICWL 2009 (pp. 255‐264). August, 19‐21, 2009, Aachen, Germany: Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer‐Verlag. Manouselis, N., Drachsler, H., Vuorikari, R., Hummel, H. G. K., & Koper, R. (2009). A Sneak Preview to the Chapter ʹRecommender Systems in Technology Enhanced Learningʹ. In R. Vuorikari, H. Drachsler, N. Manouselis & R. Koper (Eds.), Proceedings of the 3rd International Workshop on Social Information Retrieval for Technology‐Enhanced Learning (SIRTEL’09). August, 21, 2009, Aachen, Germany: CEUR Workshop Proceedings. Miao, Y. (2009). Adapting Learning Activities: a Case Study of IMS LD based Script and Tooling. Paper presented at workshop ʺAdapting Activities Modeled by CSCL Scriptsʺ of the 8th International Conference “Computer Supported Collaborative Learning” (CSCL’09). June, 8‐13, 2009, Rhodes, Greece. Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Toward an Integrated Competence‐based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges. In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conference Advances in Web Based Learning ‐ ICWL 2009 (pp. 265‐276). August, 19‐21, 2009, Aachen, Germany: Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer‐Verlag. Neumann, S., Oberhuemer, P., & Koper, R. (2009). Users in the Driverʹs Seat: A New Approach to Classifying Teaching Methods in a University Repository. In U. Cress, V. Dimitrova & M. Specht (Eds.), Proceedings of Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology‐
Enhanced Learning (EC‐TEL 2009) (pp. 477‐491). September, 29 ‐ October, 2, 2009, Nice, France: Lecture Notes in Computer Science Vol. 5794. Berlin: Springer‐Verlag. Rusman, E., Van Bruggen, J., & Valcke, M. (2009). Empirical Testing of a Conceptual Model and Measurement Instrument for the Assessment of Trustworthiness of Project Team Members. Paper presented at the Trust Workshop at the Eighth International Conference on Autonomous Agents and Multiagent Systems (AAMAS 2009). May, 10‐15, 2009, Budapest, Hungary. Schlusmans, K., Giesbertz, W., Rusman, E., & Spoelstra, H. (2009). The introduction of a virtual classroom instrument at the Open University of the Netherlands. Paper presented at the 23rd ICDE World Conference on Open Learning and Distance education. June, 7‐10, 2009, Maastricht, The Netherlands. Sie, R. L. L., Bitter‐Rijpkema, M., & Sloep, P. B. (2009). Knowledge Sharing Strategies for Collaborative Creativity. In S. Retalis & P. B. Sloep (Eds.), Proceedings of the Workshop on Methods & Tools for Computer Supported Collaborative Creativity Process: Linking creativity & informal learning (held within EC‐TEL 2009). September, 30, 2009, Nice, France: CEUR Workshop Proceedings. Sie, R. L. L., Bitter‐Rijpkema, M., & Sloep, P. B. (2009). The Influence of Coalition Formation on Idea Selection in Dispersed Teams: A Game Theoretic Approach. In U. Cress, D. Dimitrova & M. Specht (Eds.), Proceedings of Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology‐
Enhanced Learning (EC‐TEL 2009) (pp. 732‐737). September, 29‐October, 2, 2009, Nice, France: Lecture Notes in Computer Science Vol. 5794. Berlin: Springer‐Verlag. Sloep, P. B. (2009). Innovation as a distributed, collaborative process of knowledge generation: open, networked 39
innovation. In V. Hornung‐Prähauser & M. Luckmann (Eds.), Proceedings of Kreativität und Innovationskompetenz im digitalen Netz ‐ Creativity and Innovation Competencies in the Web, Sammlung von ausgewählten Fach‐ und Praxisbeiträgen der 5. EduMedia Fachtagung 2009 (pp. 33‐38). Mai, 4‐5, 2009, Salzburg, Austria: Salzburg Research Forschungsgesellschaft m.bH. Verpoorten, D., Glahn, C., Kravcik, M., Ternier, S., & Specht, M. (2009). Personalisation of Learning in Virtual Learning Environments. In U. Cress, V. Dimitrova & M. Specht (Eds.), Proceedings of Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology‐Enhanced Learning (EC‐TEL 2009) (pp. 52‐66). September, 29 ‐ October, 2, 2009, Nice, France: Lecture Notes in Computer Science Vol. 5794. Berlin: Springer‐Verlag. Verpoorten, D., Westera, W., & Specht, M. (2009). Infusing reflective practice in eLearning courses – Can widgets help? In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash‐Up Personal Learning Environments (MUPPLEʹ09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC‐TEL 2009): Synergy of Disciplines (pp. 72‐79). September, 29, 2009, Nice, France: CEUR workshop proceedings, http://sunsite.informatik.rwth‐aachen.de/Publications/CEUR‐WS/Vol‐506 . Vuorikari, R., & Koper, R. (2009). Tags and self‐organisation in a multilingual educational context. In R. Vuorikari, H. Drachsler, N. Manouselis & R. Koper (Eds.), Proceedings of the 3rd International Workshop on Social Information Retrieval for Technology‐Enhanced Learning ‘SIRTEL09’. August, 21, 2009, Aachen, Germany: CEUR Workshop Proceedings. Vuorikari, R., Drachsler, H., Manouselis, N., & Koper, R. (Eds.) (2009). Social Information Retrieval for Technology‐Enhanced Learning. Proceedings of the 3rd Workshop on SIRTEL’09. August, 21, 2009, Aachen, Germany: CEUR Workshop Proceedings. Vuorikari, R., Sillaots, M., Panzavolta, S., & Koper, R. (2009). Are tags from Mars and descriptors from Venus? A study on the ecology of educational resource metadata. In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conference Advances in Web Based Learning ‐ ICWL 2009 (pp. 400‐409). August, 19‐21, 2009, Aachen, Germany: Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer‐Verlag. Wild, J., Wild, F., Kalz, M., Specht, M., & Hofer, M. (2009). The MUPPLE competence continuum. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash‐Up Personal Learning Envrionments (MUPPLEʹ09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC‐TEL 2009): Synergy of Disciplines (pp. 80‐88). September, 29, 2009, Nice, France: CEUR Workshop Proceedings.
Professional publications Hummel, H. G. K., & Meijrink, L. (2009). Leidt gamen wel tot leren? [electronic article] Available on http://www.surfspace.nl/nl/themas/Games%20en%20Virtuele% Other research output Awards Berlanga, A. J., Kalz, M., Van Rosmalen, P., & Stoyanov, S. (2009). Best Paper Award 9th IEEE International Conference on Advanced Learning Technologies (ICALT2009) in Riga, Lettland for the article ” Using Language Technologies to Diagnose Learner’s Conceptual Development”. 40
Inaugural addresses Specht, M. (2009). Learning in a Technology Enhanced World: Context in Ubiquitous Learning Support. Inaugural Address. September, 11, 2009, Heerlen, The Netherlands: Open University of the Netherlands Contributions to conferences and congresses Berlanga, A. J. (2009). The Language Technologies for Lifelong Learning Project. Poster presented at the 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009). July, 15‐17, 2009, Riga, Latvia. Berlanga, A. J. (2009). Using Language Technologies to Diagnose Learner’s Conceptual Development. Paper presented at the 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009). July, 15‐17, 2009, Riga, Latvia: IEEE. Berlanga, A. J., Burek, G., & Wild, F. (2009). Language Technologies for Lifelong Learning. Presentation European Summer School on Technology Enhanced Learning. June, 1‐6, 2009, Terchova, Slovakia. Bitter‐Rijpkema, M. (2009). Integrale support voor team creativiteit. Presentatie over idSpace mogelijkheden voor werknemers. PWO workshop vraaggestuurd leren voor werknemers van de Open Hogeschool KH‐LIM. Januari, 29, 2009, Diepenbeek. Bitter‐Rijpkema, M. (2009). USEM workshop: designing for knowledge collaboration in distributed communities of practice. 1st Presentation: Introduction. 2nd Presentation: From distance learning courses to knowledge collaboration in distributed communities. 3rd presentation: Distributed communities of practice: USEM workshop. June, 3‐4, 2009, Heerlen, The Netherlands: USEM. Bitter‐Rijpkema, M., Pannekeet, K., Verjans, S., Wigman, M., Hermans, H., & Sloep, P. B. (2009). Op weg naar een ʹLibrary Learning Networkʹ. Den Haag: Vereniging Openbare Bibliotheken. Bitter‐Rijpkema, M., Verjans, S., Pannekeet, K., & Slot, W. (2009). Basisdienstverlening Pilot SGB Kennisnetwerk. Arnhem: Biblioservice Gelderland. Bolks, T., & Van der Klink, M. (2009). It takes two to tango. Encouraging student teachers to direct their own learning. Paper presented on the ATEE Conference. August, 30, 2009, Mallorca, Spain. Börner, D., Glahn, C., & Specht, M. (2009). Mobile Informal Learning. Presentation for the Education in the Wild: contextual and location‐based mobile learning in action workshop at the STELLAR Alpine Rendez‐Vous 2009. November, 30‐December, 3, 2009, Garmisch‐Partenkirchen, Germany. Brouns, F. (2009). Ad‐hoc transient communities in Learning Networks Connecting and supporting the learner. Presentation given for Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and Master students). August, 19, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Brouns, F. (2009). Lessons learned from social network sites. Presentation given at the Learning Networks Plenary meeting. March, 9, 2009, Heerlen, The Netherlands. Brouns, F. (2009). Social network sites in lifelong learning. Paper presented at the IADIS International Conference Web Based Communities 2009. June, 21‐23, 2009, Carvoeiro, Algarve, Portugal. Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and Master students). August, 19, 2009, Heerlen, The Netherlands, : Open University of the Netherlands. Didderen, W., Verjans, S., Bitter‐Rijpkema, M., Pannekeet, K., Sloep, P. B., & Hermans, H. (2009). Basisdienstverlening Pilot VOB Library School. Den Haag: Vereniging Openbare Bibliotheken. Drachsler, H. (2009). Adaptation in Informal Learning Environments. Presentation at IATEL Conference. June, 19‐20, 2009, Darmstadt, Germany: TU Darmstadt. Drachsler, H. (2009). Decision Support for Learners in Mash‐Up Personal Learning Environments. Presentation given at PLE course. December, 15, 2009, Hamburg, Germany: Fakultät für Erziehungswissenschaft, Psychologie und Bewegungswissenschaft. Drachsler, H. (2009). Navigation Support for Learners in Informal Learning Networks. Presentation of the doctoral thesis. October, 16, 2009, Heerlen, The Netherlands: Open University of the Netherlands/CELSTEC. Drachsler, H., & Glahn, C. (2009). Research Perspectives on Web 2.0 Mash‐up Environments. Presentation at the Third and final TENCompetence Winterschool. February, 2, 2009, Innsbruck, Austria. Drachsler, H., & Manouselis, N. (2009). How Recommender Systems in Technology‐Enhanced Learning depend on Context. Presentation given at the 1st workshop on Context‐aware Recommender Systems for Learning at the Alpine Rendez‐Vous 2009. November, 30 ‐ December, 3, 2009, Garmisch‐Patenkirchen, Germany. Drachsler, H., Peccau, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., et al. (2009). ReMashed – Recommendation Approaches for Mash‐Up Personal Learning Environments in Formal and Informal Learning 41
Settings. Presentation at the 2nd Workshop Mash‐Up Personal Learning Envrionments (MUPPLEʹ09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC‐TEL 2009): Synergy of Disciplines. September, 29, 2009, Nice, France. Drachsler, H., Pecceu, D., Arts, T., Hutten, E., Rutledge, L., Van Rosmalen, P., et al. (2009). ReMashed ‐ An Usability Study of a Recommender System for Mash‐Ups for Learning. Presentation given at the 1st Workshop on Mashups for Learning at the International Conference on Interactive Computer Aided Learning. September, 23‐25, 2009, Villach, Austria. Fetter, S. (2009). Enhancing the Social Capital of Learning Communities by Using an Ad Hoc Transient Communities Service. Presentation at the 8th International Conference Advances in Web based Learning ‐ ICWL 2009. August, 19‐21, 2009, Aachen, Germany: RWTH Aachen University. Fischer, M., & Klemke, R. (2009). RFID Rallye Project Presentation. Presentation at Hightech Entrepreneurship and New Media Class. October, 21, 2009, Aachen, Germany: RWTH Aachen University. Glahn, C., & Börner, D. (2009). Mobile Informal Learning. Mobile Learning in Context Symposium at the Open University of the Netherlands. September, 11, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Guided Self‐organisation in Learning Networks as a Means to Optimize Cognitive Load and Transfer of Information Seeking Skills. Presentation at the STELLAR Alpine Rendez‐
vous Doctorial Consortium. December, 1‐3, 2009, Garmisch‐Partenkirchen, Germany. Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Optimizing Knowledge Sharing in Learning Networks through Peer Tutoring. Presentation at the IADIS international conference on Cognition and Exploratory in Digital Age (CELDA 2009). November, 20‐22, 2009, Rome, Italy. Hummel, H. G. K. (2009). Inleiding Serious Games. Presentatie tijdens bijeenkomst vrouwelijke collegeleden Hoger Onderwijs. Mei, 7, 2009, Terschelling, Nederland. Hummel, H. G. K. (2009). Onderwijsvernieuwing in het Hoger Onderwijs: Kun je met games leren? Presentatie gegevens tijdens informele werklunch medewerkers SURF foundation. Juli, 7, 2009, Utrecht, Nederland: SURF foundation. Hummel, H. G. K. (2009). Virtuele praktijkconfrontaties voor werkplekleren. Presentatie gegeven tijdens TechTOp 2009. Juli, 7, 2009, Maastricht, Nederland: MECC. Joosten‐ten Brinke, D. (2009). Training voor de assessoren en begeleiders ‐ kennismaking met EVC‐instrumentarium. Gouda: SIKB (Stichting Infrastructuur Kwaliteitsborging Bodembeheer). Kalz, M. (2009). A Placement Web‐Service for Lifelong Learners. Presentation held at the 9th International Conference on Knowledge Management and Knowledge Technologies. September, 2‐4, 2009, Graz, Austria. Kalz, M. (2009). Language Technologies for Placement and Formative Feedback. Presentation given at the Edumedia Conference on e‐creativity and e‐innovation. May, 4‐5, 2009, Salzburg, Austria. Kalz, M. (2009). Semantic Services for Personalised Learning and Formative Feedback. Presentation given during Online Educa. December, 3‐4, 2009, Berlin, Germany. Kicken, W. (2009). Advisering en feedback op producten die door de verschillende projectleden worden ontwikkeld. Den Bosch: Koning Willem I College. Kicken, W. (2009). Advisering en feedback op producten die door de verschillende projectleden worden ontwikkeld (vervolg‐
offerte). Den Bosch: Koning Willem I College. Kicken, W. (2009). Workshop voor het formuleren van onderwijsactiviteiten die voldoen aan de ELOS standaarden. December, 2, 2009, Amsterdam: ELOS netwerkvergadering. Klemke, R. (2009). Consultancy. May, 2009, Geleen, DSM Next. Klemke, R., & Schmitz, B. (2009). Collaborative authoring workshop. Workshop presentation at the Joint Technology Enhanced Learning Summerschool (JTELSS 2009). May, 30‐June, 6, 2009, Terchova, Slovakia. Kluijfhout, E. (2009). TENCompetence tool demonstration. Presented at Zorgacademie Parkstad (Health Academy Parkstad), Limburg Leisure Academy, Life Long Learning Limburg and a number of regional educational institutions. May, 19, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Koper, E. J. R. (2009 ). Wat ga ik morgen anders doen: De impact van nieuwe technologie op het leren en opleiden van professionals in de gezondheidszorg. Presentatie tijdens de uitreiking van de Pieter van Foreest Wetenschapsprijs voor de beste wetenschappelijke publicatie. September, 16, 2009, Alkmaar, Nederland: Medisch Centrum Alkmaar. Koper, E. J. R. (2009). Competence Profiles & Personal Development Planning. Presentation at the TENCompetence Winterschool. February, 5, 2009, Innsbruck, Austria. Koper, E. J. R. (2009). IMS Learning Design: State‐of‐the‐Art. Keynote presentation at the EC‐TEL 2009 Workshop Relating IMS Learning Design to Web 2.0 Technology. September, 30, 2009, Nice, France. 42
Koper, R. (2009). Lifelong Competence Development. Keynote at the Workshop ʺCompetence Development: right now!ʺ. April, 23, 2009, Utrecht, The Netherlands: TENCompetence. Koper, R. (2009). Rethinking Learning and Employment at a time of economic uncertainty. Keynote Presentation at the TENCompetence Workshop ‐ Rethinking Learning and Employment at a Time of Economic Uncertainty‐
event. November, 19‐20, 2009, Manchester, United Kingdom: TENCompetence. Koper, R. (2009). The role of lifelong learning and competence development. Keynote at the Workshop ʺLearning and Competence Development in Europe for tomorrow and beyondʺ. July, 13‐17, 2009, Sestri Levante, Italy: TENCompetence. Kravcik, M. (2009). Competence Mapping And Gap Analysis in Learning Networks. Presentation at the Professional Training Facts Conference. November, 18, 2009, Stuttgart, Germany: TENCompetence. Kurvers, H. J., & Slootmaker, A. (2009). Skills Labs: Workshop EMERGO toolkit. Presentation given at project members of Skills Labs. March, 31, 2009 and April, 24, 2009, Heerlen, The Netherlands: Open University of the Netherlands, Skills Labs: SURFFoundation. Miao, Y. (2009). Adapting Learning Activities: a Case Study of IMS LD based Script and Tooling. Presentation at workshop ʺAdapting Activities Modeled by CSCL Scriptsʺ of the 8th International Conference “Computer Supported Collaborative Learning” (CSCL’09). June, 8‐13, 2009, Rhodes, Greece. Miao, Y., Sloep, P. B., & Koper, R. (2009). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. Presented at the TENCompetence Workshop ‐ Rethinking Learning and Employment at a Time of Economic Uncertainty‐event. November, 19, 2009, Manchester, United Kingdom: TENCompetence. Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Toward an Integrated Competence‐based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges. Presentation at the 8th International Conference Advances in Web Based Learning ‐ ICWL 2009. August, 19‐21, 2009, Aachen, Germany: RWTH Aachen University. Nadolski, R. J. (2009). Skills Labs ‐ Midterm review. Skills Labs. Oktober, 9, 2009, Heerlen, The Netherlands: SURFFoundation. Nadolski, R. J. (2009). Skills Labs ‐ van Ontwikkeling naar Disseminatie. Presentatie tijdens projectmeting Skills Labs. Oktober, 1, 2009, Vlissingen, Nederland: SURFFoundation. Nadolski, R. J., & Kurvers, H. (2009). Skills Labs ‐ High quality e‐practicals Water Management with EMERGO. Presentation of the project Skills Labs for members of the Learning Media Programme. May, 28, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Nadolski, R. J., Hummel, H. G. K., Slootmaker, A., Kurvers, H., & Storm, J. (2009). Skills Labs ‐ basis Powerpoint voor disseminatie. Presentatie voor het projectteam Skills Labs. Oktober, 1, 2009, Vlissingen, Nederland: SURFFoundation. Nadolski, R. J., Slootmaker, A., & Hummel, H. G. K. (2009). Exploring Architectures for Fast and Easy Development of Immersive Learning Scenarios. Presentation given at Online Educa. December, 3‐4, 2009, Berlin, Germany. [For Powerpoint‐version: please see: http://www.slideshare.net/rob.nadolski/exploring‐architectures‐for‐fast‐and‐
easy‐development‐of‐immersive‐learning‐scenarios ] Rutjens, M., Bitter‐Rijpkema, M., & Pannekeet, K. (2009). Recommendations for e‐learning in New Product Development teams. Presentation at the e‐Learning Baltics conference. June, 16‐19, 2009, Rostock, Germany. Rutjens, M., Bitter‐Rijpkema, M., Grube, P. P., & Heider, T. (2009). idSpace Tooling and Training for collaborative distributed product innovation. Workshop during the e‐Learning Baltic conference. June, 17‐19, 2009, Rostock, Germany. Rutjens, M., Stalmeier, M., & Kicken, W. (2009). Workshop Stagebegeleiding en competentiegericht onderwijs. Heerlen: SVOPL. Sie, R. L. L. (2009 ). The game of co‐creativity. Presentation at the TENCompetence Winterschool. February, 5, 2009, Innsbruck, Austria: TENCompetence. Sie, R. L. L. (2009). Coalitions in Networked Innovation. Presentation at the Open University of the Netherlands Professional communities PhD cluster. December, 2, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Sie, R. L. L. (2009). Teams en Online Creativiteit. Presentation at the Lustrum Onderwijswetenschappen. November, 6, 2009, Kaatsheuvel, The Netherlands: Open University of the Netherlands/CELSTEC. Sie, R. L. L. (2009). The game of co‐creativity. Presentation at the Open University of the Netherlands Professional communities PhD cluster. March, 17, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Sie, R. L. L. (2009). The influence of coalition formation on idea selection in dispersed teams: a game theoretic approach. Poster presentation at the Fourth European conference on Technology Enhanced Learning (EC‐TEL 2009). September, 29‐October, 2, 2009, Nice, France. 43
Sloep, P. B. (2009). Gastdocent Studium Generale. Oktober, 5, 2009, Heerlen: Studium Generale Parkstad. Sloep, P. B. (2009). OUNL‐CELSTEC‐Leernetwerkenprogramma. Januari, 29, 2009, België: KH Limburg. Sloep, P. B. (2009). Does traditional e‐learning still fit the knowledge society? Quality issues. Keynote presentation at the Netherlands National Commission for UNESCO International Conference on Quality, Social Responsibility and Global Citizenship. July, 2‐3, 2009, The Hague, The Netherlands. Sloep, P. B. (2009). Innovation as distributed, collaborative knowledge generation. Presentation at Edumedia Conference on e‐creativity and e‐innovation. May, 4‐5, 2009, Salzburg, Austria. Sloep, P. B. (2009). Lancaster seminar. Presentation at the second informal Lancaster Seminar on e‐learning. January, 28, 2009, Lancaster, United Kingdom. Sloep, P. B. (2009). Learning Networks for Lifelong Learning. Presentation at the Third and final TENCompetence Winterschool. February, 2, 2009, Innsbruck, Austria. Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. 3‐Lensus meeting. March, 4, 2009, Heerlen, The Netherlands. Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation at a NeLLL seminar with Etienne Wenger. September, 10, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Sloep, P. B. (2009). Leren en professionele ontwikkeling in de context van Leernetwerken. Voordracht Fontys Lerarenopleiding Sittard. April, 16, 2009, Sittard, Nederland. Sloep, P. B. (2009). Open Educational Resources in Learning Networks. Keynote at the 23rd ICDE World Conference on Open Learning and Distance Education 2009. June, 5‐7, 2009, Maastricht, The Netherlands. Sloep, P. B. (2009). The future of the IMS Learning Design specification: a critical look. Presentation at the IMS Learning Design seminar ʹThe future of IMS Learning Designʹ. December, 10, 2009, Wollongong, Australia: University of Wollongong. Slootmaker, A. (2009). CSI prototype made using ThinkingWorlds. Heerlen, The Netherlands: Open University of the Netherlands, IMAGE. [Game demonstrator] Slootmaker, A. (2009). EMERGO toolkit demo. Presentation given at the Online Educa. December, 3‐4, 2009, Berlin, Germany. Slootmaker, A. (2009). Skills Labs: workshop for EMERGO superuser. Workshop was given to the superuser of Hogeschool Zeeland. October, 1, 2009, Vlissingen, The Netherlands: Hogeschool Zeeland. Snoek, M., Swennen, A., & Van der Klink, M. (2009). The teacher educator: A neglected factor in the current debate on teacher education. Paper presented on the TEPE Conference. May, 19, 2009, Umea, Sweden. Snoek, M., Swennen, A., & Van der Klink, M. (2009). The visibility of the teacher educator profession in the policy debate on teacher education. Paper presented on the ATEE Conference. August, 31, 2009, Mallorca, Spain. Specht, M. (2009). Context and Mobile Learning Support. Presentation for the taskforce e‐learning of Maastricht University. November, 3, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Specht, M. (2009). From Personal to Contextual Learning Support. Keynote at the Tagung Lernen, Wissen, Adaptivität of the Deutschen Gesellschaft für Informatik. September, 21, 2009, Darmstadt, Germany. Specht, M. (2009). Mobile Learning in Context. Presentation given at Mobile Learning Day 2009. November, 19, 2009, Hagen, Germany. Specht, M. (2009). Mobile Learning in the CELSTEC Medialab. Presentation given at the Mobile Learning Spring School. May, 14, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Storm, J., & Kostons, D. (2009). Usability at the CELSTEC MediaLab. Presentation about the usability testing, usability research and User Centered Design conducted at the CELSTEC MediaLab. July, 7, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Ternier, S. (2009). Participation in the Project Team of the Learning Technologies Workshop. Brussel, Belgium: CEN (Comité Européen de Normalisation). Ternier, S. (2009). Klas in, smartphone aan. Presentation given at Participatie via technologische innovatie. December, 3, 2009, Rotterdam, The Netherlands. Ternier, S., De Jong, T., & Kelle, S. (2009). Context based games for mobile learning. Presentation given at Symposium Mobile Learning in Context. September, 11, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Van den Brink, H. J., Kurvers, H. J., & Slootmaker, A. (2009). EMERGO workshop at SURF Summerschool Serious Gaming. August, 25‐28, 2009, Amsterdam, The Netherlands: SURFfoundation. http://hdl.handle.net/1820/2222 Van der Baaren, J. (2009). Blended Learning. Presentation given at the Mini symposium ʹBlended Learning the way to go?ʹ November, 5, 2009, The Hague, The Netherlands: Netherlands Defence Academy (NDLA). Van der Baaren, J. (2009). Communities of Teacher Education Practice. Presentation at the Share.TEC WP7 workshop. November, 25‐27, 2009, Bologna, Italy: Share.TEC‐project. 44
Van der Baaren, J. (2009). Teacher Education Communities. Presentation given at Share.TEC project workshop. July, 8‐9, 2009, Dublin, Ireland: Share.TEC‐project. Van der Baaren, J., Walhout, J., & Rubens, W. (2009). ICT‐rijk onderwijs. Workshop met docenten uit het middelbaar onderwijs over het toepassen van ICT in het onderwijs. Oktober, 1, 2009, Kampen, Nederland. Van der Klink, M. (2009). The boundaries of workplace learning. Keynote gehouden op symposium Organising Learning and Professional Development at Work. Mei, 19, 2009, Heerlen, Nederland: Open Universiteit Nederland, RdMC. Van der Klink, M. R. (2009). De werkplek als krachtige leersituatie voor (in)formeel leren. Keynote gehouden op de conferentie Leven Lang Leren op een Hoger Plan. Februari, 12, 2009, Eindhoven, Nederland. Van der Klink, M. (2009). Zitting hebben in de Begeleidingscommissie BL (ʹde uitwerking van de bekwaamheidseisen in de programmering van lerarenopleidingenʹ). Utrecht: Landelijk Platform Beroepen in het Onderwijs (LPBO). Van der Klink, M. R., Boon, J., Schlusmans, K., & Boshuizen, E. (2009). Learn as you like. Research into the informal learning of employees. Paper presented on the AERA 2009. April, 13‐17, 2009, San Diego, United States. Van der Klink, M., Joosten‐ten Brinke, D., Fastré, G., & Firssova, O. (2009). Certificering EVC‐assessoren. Heerlen: Hogeschool Zuyd, DaZZ‐III‐project. Van der Klink, M., Joosten‐ten Brinke, D., Hermans, H., Wigman, M., & Verjans, S. (2009). Advisering/voorzitterschap. Heerlen: Hogeschool Zuyd, DaZZ‐III‐project. Van Rosmalen, P., & Berlanga, A. J. (2009). Making Use of Language Technologies to Provide Formative Feedback. Paper presented at the Natural Language Processing in Support of Learning Workshop held in conjunction with the International Conference on Artificial Intelligence in Education (AIED2009). July, 6‐10, 2009, Brighton, United Kingdom. Verpoorten, D. (2009). Learning the 8 Learning Events Model. Presentation for the Teachers Training Day of the European School. November, 11, 2009, Mol, Belgium: European School. Verpoorten, D., Renson, J.‐M., Westera, W., & Specht, M. (2009). Personalised learning: a familiar concept to teachers? And which teachers? ‐ A questionnaire‐based survey of 43 secondary school teachers. Presented at the ʺMaking it personal!ʺ Conference. July, 29, 2009, Greenwich, United Kingdom. Vuorikari, R., Drachsler, H., Manouselis, N., & Koper, R. (2009). 3rd Workshop on Social Information Retrieval for Technology‐Enhanced Learning ‘SIRTEL09’. Presentation at the 8th International Conference Advances in Web based Learning ‐ ICWL 2009. August, 21, 2009, Aachen, Germany: RWTH Aachen University. Westera, W. (2009). History and Future of Technology‐Enhanced Learning. Keynote Presentation at the First International Conference on Software, Services & Semantic Technologies (3ST). October, 28, 2009, Sofia, Bulgaria. Westera, W. (2009). Institutional cooperation between UHI and OUNL. Presentation on the University of Highlands and Islands Conference. May, 27, 2009, Inverness, Scotland: University of Highlands and Islands. Westera, W. (2009). Learning Media Programme. Introductory presentation of Learning Media Programme for visitors of Kavala University of Technology, Kavala, Greece and National Institute of Multimedia Education, Chiba, Japan. March, 2, 2009, Heerlen, The Netherlands. Westera, W. (2009). Learning research: principles and problems. Presentation at the CELSTEC/NELL Colloquium. October, 5, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Westera, W. (2009). Overview Open University of the Netherlands, Centre for Learning Sciences and Technologies. Presentation for the taskforce e‐learning of Maastricht University. November, 3, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Westera, W. (2009). Overview OUNL, CELSTEC. Introductory presentation of OUNL and CELSTEC for visitors of Kavala University of Technology, Kavala, Greece and National Institute of Multimedia Education, Chiba, Japan. March, 2, 2009, Heerlen, The Netherlands. Westera, W. (2009). Research in Learning Media, CELSTEC lab. Presentation on behalf of a delegation of Teleac/NOT and the scientific board of the Veringa chair. February, 13, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Westera, W. (2009). TELSiM, Technology‐Enhanced Learning in Medicine. Presentation at the FP7 information day of TEL‐call 5. March, 24, 2009, Luxembourg. Westera, W., Storm, J., Berkhout, J., Joosten‐ten Brinke, D., Kluijfhout, E., Van den Brink, H. J., Slootmaker, A., & Nadolski, R. J. (2009). Skills Labs: CSI demo for EMERGO. Heerlen, The Netherlands: Open University of the Netherlands. [Game demonstrator] Wopereis, I. G. J. H., & Sloep, P. B. (2009). Essay Digitaal Leermateriaal. Zoetermeer: Kennisnet.
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(Technical) Reports Alberts, J., Cherian, R., Finders, A., Heyenrath, S., Lemmers, R., Martens, H., et al. (2009). D3.4 ‐ Aggregate of internal deliverables ID3.19, ID3.20, ID3.11, ID3.23. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Alberts, J., Cherian, R., Finders, A., Heyenrath, S., Lemmers, R., Martens, H., Schaeps, L., Van Venrooij, M., & Vogten, H. (2009). D3.5 ‐ Aggregate of internal deliverables ID3.24, ID3.25, ID3.26, ID3.27. TENCompetence. Alberts, J., Heyenrath, S., & Cherian, R. (2009). ID3.21‐Guidelines describing installation, configuration, maintenance and monitoring of the TENCompetence infrastructure. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Armitt, G., Stoyanov, S., Braidman, I., Regan, M., Smithies, A., Dornan, T., et al. (2009). LTfLL D7.2 Validation 2. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. Bitter‐Rijpkema, M. (2009). idSpace D1.3 ‐ Templates V2. Heerlen, The Netherlands: Open University of the Netherlands, idSpace‐project. [Contributors: OUNL, UPRC,UCY, AAU] Bitter‐Rijpkema, M., Pannekeet, K., Rutjens, M., Sloep, P., Georgiakakis, P., & Retalis, S. (2009). idSpace D1.2 ‐ Templates of informal idSpace pedagogical strategies for creativity v1. Heerlen, The Netherlands: Open University of the Netherlands, idSpace‐project. Bronkhorst, H., & Nadolski, R. J. (2009 ). Skills Labs ‐ Bijlages bij Deliverable 4.1 ‐ Effectmeting: nulmeting en eindmeting. Meetinstrumenten en beschrijvingen casussen. Heerlen, The Netherlands: SURFFoundation. Bronkhorst, H., & Nadolski, R. J. (2009). Skills Labs ‐ Deliverable 4.1 Effectmeting: nulmeting en eindmeting. Heerlen, The Netherlands: SURFFoundation. Brouns, F., Aleksieva‐Petrova, A., & Petrov, M. (2009). ID8.19 ‐ Social support portlet. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Brouns, F., Berlanga, A. J., Van Rosmalen, P., Bitter‐Rijpkema, M. E., Sloep, P. B., Kester, L., et al. (2009). ID8.16 – Policies to stimulate self‐organisation and the feeling of autonomy in a network. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Brouns, F., Van Rosmalen, P., Berlanga, A. J., Fetter, S., Nadeem, D., Bitter‐Rijpkema, M. E., et al. (2009). ID8.17 ‐ Validation results of policies to stimulare self‐organisation and the feeling of autonomy in a network. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Brouns, F., Van Rosmalen, P., Berlanga, A., Fetter, S., Nadeem, D., Bitter‐Rijpkema, M., et al. (2009). D8.4 ‐ Report with overall WP8 results during month 43‐48 (corresponds to internal deliverable ID8.17). Heerlen, The Netherlands: Open University of the Netherlands: TENCompetence. Brouns, F., Van Rosmalen, P., Berlanga, A., Fetter, S., Nadeem, D., Bitter‐Rijpkema, M., et al. (2009). D8.3 ‐ Report with overall WP8 results during months 37‐42. Aggregates internal deliverables ID8.16, ID8.18 and ID 8.19. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Burek, G., Berlanga, A., Kalz, M., Braidman, I., Smithies, A., Wild, F., et al. (2009). LTfLL ‐ D4.1: Positioning design. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. (version 1.0) Burek, G., Gerdemann, D., Berlanga, A., Boshuizen, E., Braidman, I., Smithies, A., et al. (2009). D4.1 Positioning design. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. (version 2.0) Burek, G., Gerdemann, D., Hoisl, B., Koblischke, R., Braidman, I., Smithies, A., Haley, D., Wild, F., Osenova, P., Simov, K., Berlanga, A. J., & Mauerhofer, C. (2009). D4.2 Positioning service version 1. Heerlen, The Netherlands: Open University of the Netherlands: LTfLL. Greller, W. (2009). idSpace Interim Progress Report Oct ‐ Dec 2008 (contribution: all partners). Heerlen, The Netherlands: Open University of the Netherlands, idSpace‐project. Greller, W. (Ed.) (2009). LTfLL D1.5 ‐ Quarterly Report (1 July 2008 – 1 September 2009). Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. Greller, W., & all partners. (2009). idSpace Interim Progress Report: Jul‐Sep 2009. Heerlen, The Netherlands: Open University of the Netherlands, idSpace‐project. Greller, W., Kew, C., Kravcik, M., Krekels, B., & Manderveld, J. (2009). D9.3‐TENCompetence Training Report (version 1.0 ) (No. TENCompetence ‐ IST‐2005‐027087). Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Griffiths, D., Hernández‐Leo, D., Perez, M., Santos, P., Llobet, L., Melero, J., Cherian, R., Dicerto, M., Sharples, P., Beauvoir, P., Wilson, S., Popat, K., Miao, Y., & Stefanov, K. (2009). D6.3 ‐ Learning activities and Units of Learning. Compilation of internal deliverable outcomes ID6.6 ‐ 6.12. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Gruber, M. R. (2009). Instructional Design Literature Review. Heerlen, The Netherlands: Open University of the Netherlands. 46
Gruber, M., Börner, D., & Ternier, S. (2009). MACE for Educators. Available on http://www.mace‐
project.eu/index.php?option=com_content&task=view&id=15&Itemid=168 MACE, from http://hdl.handle.net/1820/2141 Heider, T., Pinchuk, R., De Proft, L., Bitter‐Rijpkema, M., & Boon, J. (2009). idSpace D5.2 – Evaluation Plan & planning. Heerlen, The Netherlands: Open University of the Netherlands, idSpace‐project. Hensgens, J., Rusman, E., Van Bruggen, J., Armitt, G., Osenova, P., & Simov, K. (2009). D‐3.2: Designing the LTfLL services: guidelines, scenarios and communalities. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. Herder, E., Kärger, P., Berlanga, A., Drachsler, H., Janssen, J., Kalz, M., et al. (2009). D7.4 Evaluation and Outlook WP7 Results, aggregates internal deliverables ID7.17‐ID7.18. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Herder, E., Kärger, P., Berlanga, A., Janssen, J., & Heyenrath, S. (2009). ID 7.12 – Revised version of the learning path description and validation plan. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Herder, E., Kärger, P., Berlanga, A., Janssen, J., & Heyenrath, S. (2009). ID 7.17 – Implementation of the Learning Path Manager and Editor. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Herder, E., Kärger, P., Berlanga, A., Janssen, J., & Heyenrath, S. (2009). ID 7.13+17 – Validation of learning path description, Implementation of the Learning Path Manager and Editor. Heerlen, The Netherlands: Open University of the Netherlands: TENCompetence. Herder, E., Kärger, P., Drachsler, H., & Kalz, M. (2009). ID 7.18: Completed user study on the Competence Matching Tool. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Herder, E., Kärger, P., Kawase, R., Hernández‐Leo, D., Melero, J., Arroyo, E., et al. (2009). D7.3‐Competence Matching and PDP Planning, aggregates internal deliverables ID7.11‐ID7.16. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Hernández‐Leo, D., Sligte, H., Glahn, C., Krekels, B., Keuls, C., Louys, A., Stefanov, K., Perez, M., Chacón, J., Santos, P., Mazzetti, A., Herder, E., Maxwell, K., Kiercheben, J., Griffiths, D., & Kluijfhout, E. (2009). D4.6 ‐ Report on the results of cycle 3 demonstrators. Aggregates internal deliverables ID4.12, ID4.13, ID4.14, ID4.15, ID4.16. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Janssen, J., Greller, W., Gruber, M., Storm, J., & Westera, W. (2009). Learning and Information Services Usability Survey. Report I General Overview. Inverness, Scotland: UHI Millennium Institute ‐ Learning and information services department. Janssen, J., Greller, W., Smith, J., Storm, J., & Westera, W. (2009). Usability Survey Learning and Information Services. Inverness, Scotland: UHI Millennium Institute ‐ Learning and information services department. Kalz, M. (2009). ID9.21 ‐ Evaluation report on final training event. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Kalz, M. (2009). ID9.22 ‐ Summary report, self‐study guides and training manuals. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Kalz, M., Kravcik, M., Krekels, B., Lemmers, R., Manderveld, J., & Hernández‐Leo, D. (2009). D9.4 ‐ Report, containing internal deliverables ID9.18‐ID9.22. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Keegan, D., Kicken, W., Kismihok, G., Milev, M., Mileva, N., Nadeem, D., et al. (2009 ). mPSS: D4.The PML Model. mPSS‐project. Kelle, S. (2009). ICOPER D4.2: Feedback on reuse of Web 2.0 learning. Heerlen, The Netherlands: Open University of the Netherlands, ICOPER. Kew, C., Griffiths, D., Kluijfhout, E., Llobet, L., Hernández‐Leo, D., Herder, E., Lemmers, R., Stefanov, K., Mazzetti, A., Sligte, H., Manderveld, J., Arjona, M., & Maxwell, K. (2009). D10.4 ‐ Report with an assessment of the WP results including ID10.12‐ID10.17. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Kicken, W., Van der Klink, M., Stoyanov, S., & Boshuizen, E. (2009). Handover: D.1 ‐ Report on training needs and appropriation guidelines per region and category. Heerlen, The Netherlands: HANDOVER. Klemke, R., Duval, E., Wolpers, M., Specht, M., Börner, D., Gruber, M., et al. (2009). MACE: Joint Deliverable ʺProduction version for metadata tools and conceptsʺ. Heerlen, The Netherlands: Open University of the Netherlands, MACE. Kluijfhout, E., Van Rosmalen, P., & Koper, R. (2009). Detailed Implementation Plan month 25‐42, public version. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Koper, E. J. R., & Schuwer, R. (2009). Van producten naar diensten: levenlang‐lerendiensten en open leermiddelen. In K. Schlusmans et al. (Eds.), Een levenlang eigenwijs studeren: het onderwijs van de Open Universiteit 47
Nederland (hoofdstuk 17) (pp. 291‐297). Heerlen, Nederland: Open Universiteit Nederland. [ebook ote downloaden van www.ou.nl/eigenwijsstuderen] Kravcik, M. (2009). ID9.12 Report on Winter School 2009. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Kravcik, M., Kalz, M., Krekels, B., & Lemmers, R. (2009). ID9.18 ‐ Report on Online Research Seminars. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Krekels, B., Kalz, M., Lemmers, R., & Hernández‐Leo, D. (2009). ID9.19 ‐ Report on Training for Cycle 3 Pilots. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Krekels, B., Kalz, M., Lemmers, R., & Hernández‐Leo, D. (2009). ID9.20 ‐ Summary report and recommendations from Business Demos. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Kurvers, H., & Slootmaker, A. (2009). Skills Labs ‐ Deliverable 3.2 Duurzame infrastructuur en support service bij de opleidingen. Heerlen, The Netherlands: Open University of the Netherlands. SURFFoundation. Lin, Y., Grube, P. P., Sielis, G., Sie, R., Dolog, P., & Sloep, P. (2009). idSpace ‐ The Aalborg Storyboard. Heerlen, The Netherlands: Open University of the Netherlands, internal report, idSpace‐project. LTfLL‐Consortium. (2009). LTfLL consortiumʹs approach to integration ‐ additional report. Mauerhofer, C., Armitt, G., Smithies, A., & Greller, W. (2009). D‐8: Additional dissemination planning. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. Mazzetti, A., Dicerto, M., Portelli, G., Grigorov, A., Georgiev, A., Zerr, S., et al. (2009). D5.3 ‐ LearnWeb2.0 v.0.3 results (No. TENCompetence (IST‐2005‐027087; version 1.0)). Heerlen, The Netherlands: Open University of the Netherlands. Méndez, C., Arjona, M., Lemmers, R., & Kluijfhout, E. (2009). D2.4 – Updated use case models based on ID2.11 and Advice on Configuration Management based on ID2.17. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Nadolski, R. J., Hummel, H. G. K., Slootmaker, A., & Kurvers, H. (2009 ). Skills Labs: Deliverable 3.1 ‐ Workshops scholing EMERGO‐methodiek (3.1a) en toolkit (3.1b). Heerlen, The Netherlands: SURFFoundation. Nadolski, R., & Slootmaker, A. (2009). LieVW tasks developed using EMERGO. Heerlen, Nederland: Open Universiteit Nederland, RW‐LieVW. Schlusmans, K., Hermans, H., Giesbertz, W., Spoelstra, H., Rusman, E., Joosten‐ ten Brinke, D., et al. (2009). Educational Innovation at the Open University of the Netherlands (internal report). Heerlen, The Netherlands: Open University of the Netherlands. Schlusmans, K., Van den Boom, G., Van der Klink, M., Joosten‐ ten Brinke, D., Hoefakker, R., Wessels, L. (red.) (2009). Een leven lang eigenwijs studeren. Het onderwijs van de Open Universiteit Nederland. Heerlen, Nederland: Open Universiteit Nederland. Sloep, P. (2009). Learning Networks Programme 2009‐2014. June, 22, 2009, Heerlen, The Netherlands: Open University of the Netherlands. Sloep, P. (2009). Template for a PhD Proposal in the Learning Networks Programme (internal report). Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. Sloep, P. B. (2009). idSpace annual review year 1; high level overview and summary of results (internal report). Heerlen, The Netherlands: Open University of the Netherlands. Sloep, P. B. et al. (2009). Networked Innovation in Collaborative Environments. Large‐scale Integrating Project (IP) Proposal ICT Call 5, Objective ICT‐2009.4.2: Technology‐Enhanced Learning, Target Outcome b, Reinforce the links between individual and organizational learning, and creativity. Heerlen, The Netherlands: Open University of the Netherlands. Sloep, P., Kirschner, P., & Westera, W. (2009). Assessment for for PhD proposals (internal report). Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. Sloep, P., Westera, W., & Paas, F. (2009). CELSTEC Ph.D. Guide version 2009. Heerlen, The Netherlands: Open University of the Netherlands. Stefaner, M., Wolpers, M., Memmel, M., Duval, E., Specht, M., Börner, D., et al. (2009). MACE: Joint Deliverable ʺEvaluation of the MACE systemʺ. Heerlen, The Netherlands: Open University of the Netherlands: MACE‐
project. Stoyanov, S., Kicken, W., & Nadeem, D. (2009). mPSS: D6. Evaluation Plan & Strategy. Heerlen, The Netherlands: Open University of the Netherlands, mPSS‐project. Totschnik, M., Klerkx, J., Klobučar, T., Law, E., Simon, B., & Ternier, S. (2009). D1.1 Open ICOPER Content Space Implementation of 1st Generation of Open ICOPER Content Space including Integration Mini Case Studies. Heerlen, The Netherlands: Open University of the Netherlands. Van Haaren, I., & Nadolski, R. J. (2009). Evaluatierapport Cyberdam ‐ Simulatie wetgevingsproces Regelgeving. Heerlen, Nederland: Open Universiteit Nederland, RW‐LieVW. 48
Van Rosmalen, P. (2009). LTfLL Deliverable D1.5 ‐ Quarterley Report (1 December 2008 – 28 February 2009). Heerlen, The Netherlands: Open University of the Netherlands. Van Rosmalen, P. (Ed.) (2009). LTfLL D1.5 ‐ Quarterly Report (1 March 2008 – 30 May 2009). Heerlen, The Netherlands: Open University of the Netherlands. Van Rosmalen, P. (Ed.) (2009). LTfLL Deliverable D1.1. Heerlen, The Netherlands: Open University of the Netherlands. Van Rosmalen, P., Armitt, G., Smithies, A., Burek, G., Krippner, M., Doppler, G., et al. (2009). Deliverable 8.2: Dissemination & Training Results y1 & plan y2 (version 1.0). Heerlen, The Netherlands. Van Rosmalen, P., Doppler, G., Hensgens, J., Krippner, M., & Armitt, G. (2009). LTfLL Deliverable 8.3 ‐ Exploitation plan. Heerlen, The Netherlands: Open University of the Netherlands. Verjans, S., Hermans, H., & Wigman, M. ( 2009). Naar een leernetwerk ʺLevenlang lerenʺ. In opdracht van de Hogeschool Zuyd, in het kader van het DaZZ‐III project. Heerlen, Nederland: Open Universiteit Nederland, DaZZ‐III project. Vogten, H., Martens, H., Heyenrath, S., Alberts, J., Finders, A., Lemmers, R., et al. (2009). ID3.18 ‐ Architecture Design Document. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Vogten, H., Martens, H., Heyenrath, S., Lemmers, R., Alberts, J., Finders, A., et al. (2009). ID3.24 ‐ Updated design for release 6.0 of the TENCompetence software. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence. Wigman, M., & Hermans, H. (2009). Portals en leernetwerken. Heerlen, Nederland: Open Universiteit Nederland, faculteit Natuurwetenschappen (3‐Lensus). [Dutch version] Wigman, M., Hermans, H., & Verjans, S. (2009). Portals and Learning Networks. Heerlen, The Netherlands: Open University of the Netherlands, School of Science (3‐Lensus). [English version] Wopereis, I. G. J. H., & Sloep, P. B. (2009). Het weblog als instrument voor reflectie op leren en handelen [Kennisnet Essay]. Te verkrijgen via http://onderzoek.kennisnet.nl/onderzoeken/rendement/hetweblog. Software, source code, specifications, open standards, LN4LD IMS‐LD packages Software, source code Alberts, J., Finders, A., Heyenrath, S., Martens, H., Schaeps, L., Van Venrooij, M., et al. (2009). TENCompetence release 5.0. Available from http://hdl.handle.net/1820/1960 Alberts, J., Heyenrath, S., Lemmers, R., & Cherian, R. (2009). ID3.27 Guidelines describing installation, configuration, maintenance and monitoring of the TENCompetence infrastructure. TENCompetence. Available from http://hdl.handle.net/1820/2256 Beauvoir, P., Sharples, P., Griffiths, D., & Miao, Y. (2009). ReCourse Learning Design Editor 2.0. TENCompetence. Available from http://hdl.handle.net/1820/2247 Drachsler, H., Pecceu, D., Arts, T., Hutten, E., & Rutledge, L. (2009). ReMashed 1.0. Heerlen, The Netherlands: TENCompetence. Available from http://hdl.handle.net/1820/2187 Drachsler, H., Van den Berg, B., Nadolski, R., Hummel, H., & Koper, R. (2009). Learning Network simulation with a contextualized recommender system. TENCompetence. Available from http://hdl.handle.net/1820/1986 Martens, H., & Vogten, H. (2009). CopperCore 3.3. Heerlen, The Netherlands: TENCompetence. Available from http://hdl.handle.net/1820/2188 Schmeits, T., & Börner, D. (2009). MACE Competence Services & Applications. MACE. Heerlen, The Netherlands: Open University of the Netherlands. Available on http://hdl.handle.net/1820/1783 Sharples, P., Beauvoir, P., Cherian, R., Griffiths, D., Gueorguiev, A., Hernández Leo, D., et al. (2009). TENCompetence Learning Design Runtime update: CCRT 3.3 TENC. Available from http://hdl.handle.net/1820/1778 Sharples, P., Beauvoir, P., Cherian, R., Griffiths, D., Gueorguiev, A., Hernández Leo, D., Melero, J., Miao, Y., Santos, P., & Wilson, S. (2009). TENCompetence Learning Design Runtime v.1.3 TENC. Available from http://hdl.handle.net/1820/1796 Sharples, P., Popat, K., Llobet, L., Santos, P., Hernández‐Leo, D., Miao, Y., Griffiths, D., & Beauvoir, P. (2009). TENCompetence Learning Design Toolkit, Runtime component, ccsi_v3_2_10c_v1_4. TENCompetence. Available from http://hdl.handle.net/1820/2278 Slootmaker, A. (2009). MACE Mobile Client for Windows Mobile. Heerlen, The Netherlands: Open University of the Netherlands, MACE. Available on http://hdl.handle.net/1820/2322 Slootmaker, A., & Kurvers, H. J. (2009). EMERGO Toolkit 2.0. Heerlen, The Netherlands: Open University of the Netherlands, EMERGO. Available on http://hdl.handle.net/1820/2323 Ternier, S., & Storm, J. (2009). Locatory: an augmented reality mobile game. Heerlen, The Netherlands: Open University of the Netherlands. Available on http://hdl.handle.net/1820/2169 49
Van den Berg, B., Van Rosmalen, P., Sloep, P. B., Brouns, F., Fetter, S., & Berlanga, A. J. (2009). Ad‐Hoc Transient Communities Simulation. Available from http://hdl.handle.net/1820/2058 Van der Vegt, W. (2009). PHP_Lsa: a Latent Sematic Analysis extension for PHP. TENCompetence. Available from: http://phplsa.sourceforge.net/ and http://hdl.handle.net/1820/1969 Van der Vegt, W. (2009). Related Drupal Nodes Block. Heerlen, The Netherlands: Open University of the Netherlands. Available on http://hdl.handle.net/1820/2321 Van der Vegt, W. (2009). SoapObject for Unity3D. Heerlen, The Netherlands: Open University of the Netherlands. Available on http://hdl.handle.net/1820/1987 Vogten, H., Martens, H., Heyenrath, S., Alberts, J., Schaeps, L., Finders, A., et al. (2009). Release 6.0 of integrated TENCompetence infrastructure. TENCompetence. Available from http://hdl.handle.net/1820/2182 Specifications, open standards Janssen, J., Hermans, H., Berlanga, A., & Koper, R. (2009). Learning Path Specification v1.1. TENCompetence. Available from http://hdl.handle.net/1820/1620 Example IMS‐LD packages Gruber, M. R. (2009). Deconstructivism (Villa dallʹAva). IMS‐LD Package, example. Heerlen, The Netherlands: MACE project. Gruber, M. R. (2009). MACE LD‐Template. IMS‐LD Package, template. Heerlen, The Netherlands: MACE project. Gruber, M. R. (2009). Self‐organised Learning about Modern Architecture. IMS‐LD Package, example. Heerlen, The Netherlands: MACE project. Koper, R. (2009). Assignment of learning activities based on self‐assessment. Example IMS‐LD packages. Available from: http://hdl.handle.net/1820/1970 Koper, R. (2009). Demo ePortfolio and Assign Activities based on Profile. Example IMS‐LD packages. Available from http://hdl.handle.net/1820/1971 Miao, Y. (2009). Performance assessment example. [This UoL is an implementation of the example described in the book chapter: Miao, Y., & Hermans, H. (2009). A Process‐Oriented Approach to Support Multi‐Role Multi‐Stage E‐Assessment: A Case Study. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 171‐194). Berlin, Germany: Springer‐Verlag.] Example IMS‐LD packages. Available from http://hdl.handle.net/1820/2244 Yongwu, M. (2009). Violin assessment. Example IMS‐LD packages. Available. from http://hdl.handle.net/1820/2248 50
2010 Refereed articles SSCI journals Berlanga, A. J., García Peñalvo, F., & Sloep, P. B. (2010 ). Towards eLearning 2.0 University [Guest Editorial special issue]. Interactive Learning Environments, 8(3), 199‐201. Chatti, M. A., Jarke, M., & Specht, M. (2010). The 3P Learning Model. Educational Technology & Society, 13(4), 74‐85. De Jong, T., Specht, M., & Koper, R. (2010). A Study of Contextualised Mobile Information Delivery for Language Learning. Education Technology & Society, 13(3), 110‐125. Janssen, J., Berlanga, A. J., Heyenrath, S., Martens, H., Vogten, H., Finders, A., et al. (2010). Assessing the Learning Path Specification: a Pragmatic Quality Approach. Journal of Universal Computer Science, 16(21), 3191‐3209. Klemke, R., Kalz, M., Specht, M., & Ternier, S. (2010). Open educational resources: Conversations in cyberspace – Edited by Susan DʹAntoni & Catriona Savage. British Journal of Educational Technology, 41(6), 968‐970. doi: 910.1111/j.1467‐8535.2010.01135_01131_01131.x Klemke, R., Ternier, S., Kalz, M., & Specht, M. (2010). Implementing infrastructures for managing learning objects. British Journal of Educational Technology, 41(6), 873‐882. doi: 810.1111/j.1467‐
8535.2010.01127.x Rusman, E., Van Bruggen, J., Sloep, P. B., & Koper, R. (2010). Fostering trust in virtual project teams: Towards a design framework grounded in a TrustWorthiness ANtecedents(TWAN) schema. International Journal of Human‐Computer Studies, 68(11), 834‐850. doi:810.1016/j.ijhcs.2010.1007.1003. Wopereis, I. G. J. H., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18, 245‐261. doi:210.1080/10494820.10492010.10500530. [0.707] [1.066] [1.066] [0.578] [2.139] [2.139] [1.600] [0.707]
ICO Journals Fetter, S., Berlanga, A. J., & Sloep, P. B. (2010). Fostering Social Capital in a Learning Network: Laying the Groundwork for a Peer‐Support Service. International Journal of Learning Technology, 5(4), 388‐400. Van Velzen, C., Van der Klink, M., Swennen, A., & Yaffe, E. (2010). The induction and needs of beginning teacher educators. Professional Development in Education, 36(1/2), 61‐75. Other Journals Börner, D., Glahn, C., Stoyanov, S., Kalz, M., & Specht, M. (2010). Expert concept mapping study on mobile learning. Campus‐Wide Information Systems, 27(4), 240‐253. Chatti, M. A., Anggraeni, Jarke, M., Specht, M., & Maillet, K. (2010). PLEM: a Web 2.0 driven Long Tail aggregator and filter for e‐learning. International Journal of Web Information Systems, 6(1), 5‐23. Drachsler, H., Rutledge, L., Van Rosmalen, P., Hummel, H. G. K., Pecceu, D., Arts, T., et al. (2010). ReMashed ‐ An Usability Study of a Recommender System for Mash‐Ups for Learning (Special issue). International Journal of Emerging Technologies in Learning (iJET). ICL2009 ‐ Mash Ups for Learning, 5(2010), 7‐11. Neumann, S., Klebl, M., Griffiths, D., Hernández‐Leo, D., De la Fuente‐Valentin, L., Hummel, H. G. K., et al. (2010). Report of the Results of an IMS LEarning Design Expert Workshop. International Journal of Emerging Technologies In Learning (iJET), 5(1), 58‐72. Ternier, S., Massart, D., Totschnig, M., Klerkx, J., & Duval, E. (2010). The Simple Publishing Interface (SPI). D‐Lib Magazine, September/October 2010, 16 (9/10), doi:10.1045/september2010‐ternier [European Committee for Standardization (CEN), CEN/Expert/2009/1036]. Vuorikari, R., Põldoja, H., & Koper, R. (2010). Comparison of educational tagging systems – any chances of interplay? International Journal of Technology Enhanced Learning, 2(1/2), 111‐131. Westera, W. (2010). Technology‐Enhanced Learning: review and prospects. Serdica Journal of Computing, 4(2010), 159‐182. 51
Books Griffiths, D., & Koper, R. (2010). Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open Workshop. Bolton, UK: Institute for Educational Cybernetics, The University of Bolton. Manouselis, N., Drachsler, H., Verbert, K., & Santos, C. S. (Eds.) (2010). Recommender System in Technology Enhanced Learning. Elsevier Procedia Computer Science: Volume 1, Issue 2. Proceedings of the 1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL). September, 29‐30, 2010, Barcelona, Spain. doi: 10.1016/S1877‐0509(10)00329‐7. Book chapters Snoek, M., Swennen, A., & Van der Klink, M. (2010). The teacher educator: A neglected factor in the contemporary debate on teacher education. In B. Hudson, P. Zgaga, & B. Astrand (Eds.), Advancing quality cultures for teacher education in Europe: tensions and opportunities (pp. 33‐48). Umeå, Sweden: School of Education, Umeå University. Van der Klink, M. (2010). Human Resource Development. In F. Kluijtmans (Ed.), Leerboek HRM (pp. 311‐338). Groningen: Noordhoff Uitgevers.
PhD‐theses Janssen, J. (2010). Paving the Way for Lifelong Learning. Facilitating competence development through a learning path specification. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands.
Conference papers Berlanga, A. J., Rusman, E., Eshuis, J., Hermans, H., & Sloep, P. B. (2010). Learning Networks for Lifelong Learning: An Exploratory Survey on Distance Learners’ preferences In L. Dirckinck‐Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning (NLC‐2010) (pp. 44‐51). May, 3‐4, 2010, Aalborg, Denmark. Berlanga, A. J., Smithies, A., Braidman, I., & Wild, F. (2010). Monitoring Conceptual Development: Design Considerations of a Formative Feedback tool. In M. Auer & J. Schreurs (Eds.), Proceedings of the Interactive Computer Aided Learning (ICL 2010), Track on Computer‐based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF 2010) (pp. 1150‐1157). September, 15‐17, 2010, Hasselt, Belgium: ICL. Berlanga, A. J., Spoelstra, H., Rajagopal, K., Smithies, A., Braidman, I., & Wild, F. (2010). Assisting Learner’s in Monitoring their Conceptual Development. In J. Cordeiro, B. Shishkov, A. Verbraeck, & M. Helfert (Eds.), Proceedings of International Conference on Computer Supported Education (CSEDU 2010) (pp. 294‐299). April, 7‐
10, 2010, Valencia, Spain. Bitter‐Rijpkema, M., & Verjans, S. (2010). Hybrid professional learning networks for knowledge workers: educational theory inspiring new practices. In L. Creanor, D. Hawkridge, K. Ng, & F. Rennie (Eds.), Proceedings of ALT‐C 2010 ‐ Conference Proceedings: ʺInto something rich and strangeʺ ‐ making sense of the sea‐
change (pp. 166‐174). September, 7‐9, 2010, Nottingham, UK: University of Nottingham. Börner, D., Kalz, M., & Specht, M. (2010). A Conceptual Framework for Ambient Learning Displays. In B. Chang, T. Hirashima, & H. Ogata (Eds.), Joint Proceedings of the Work‐in‐Progress Poster and Invited Young Researcher Symposium for the 18th International Conference on Computers in Education (pp. 34‐36). November, 29 ‐ December, 3, 2010, Putrajaya, Malaysia: Asia‐Pacific Society for Computers in Education. Börner, D., Kalz, M., & Specht, M. (2010). Information mash‐ups to support awareness in ubiquitous learning environments. In I. A. Sánchez & P. Isaías (Eds.), Proceedings of the IADIS International Conference Mobile Learning 2010 (pp. 423‐426). March, 19‐21, 2010, Porto, Portugal: IADIS Press. Bruijnzeels, R., Bitter‐Rijpkema, M., & Verjans, S. (2010). The library school: empowering the sustainable innovation capacity of new librarians. Paper presented at The Global Librarian: Satellite Meeting ‐ World Library and Information Congress: 76th IFLA General Conference and Assembly. August, 9, 2010, Borås, Sweden. De Bie, M., & Van der Klink, M. (2010). Encouraging teachers to become research‐active. Paper presented at the ATEE conference. August, 28, 2010, Budapest, Hungary. Drachsler, H., Bogers, T., Vuorikari, R., Verbert, K., Duval, E., Manouselis, N., et al. (2010). Issues and considerations regarding sharable data sets for recommender systems in technology enhanced learning. In N. Manouselis, H. Drachsler, K. Verbert, & O. Santos (Eds.), Elsevier Procedia Computer Science: Volume 1, Issue 2. 52
Proceedings of the 1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL 2010) (pp. 2849‐2858). doi: 10.1016/j.procs.2010.08.010 Fetter, S., Berlanga, A. J., & Sloep, P. B. (2010). Using Ad Hoc Transient Communities to Strengthen Social Capital: Design Considerations In L. Dirckinck‐Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning (NLC‐2010) (pp. 151‐158 ). May, 3‐4, 2010, Aalborg, Denmark. Glahn, C., Kalz, M., Gruber, M., & Specht, M. (2010). Supporting the Reuse of Open Educational Resources through Open Standards. In T. Hirashima, A. F. M. Ayub, L. F. Kwok, S. L. Wong, S. C. Kong, & F. Y. Yu (Eds.), Workshop Proceedings of the 18th International Conference on Computers in Education: ICCE2010 (pp. 308‐
315). November, 29 ‐ December, 3, 2010, Putrajaya, Malaysia: Asia‐Pacific Society for Computers in Education. Glahn, C., Specht, M., & Wishart, J. (2010). Towards Mobile Learning Support for the Transition from School to the Workplace. Paper presented at the MATEL Workshop in conjunction with the 5th European Conference on Technology Enhanced Learning (EC‐TEL 2010): Sustaining TEL: From Innovation to Learning and Practice. September, 28 ‐ October, 1, 2010, Barcelona, Spain: Stellar‐project. Greller, W. (2010). Language Technologies for Lifelong Learning. In S. Trausan‐Matu & P. Dessus (Eds.), Proceedings of the Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Second Internationl Workshop ‐ NLPSL 2010 (pp. 6‐8). September, 14, 2010, Bucharest, Romania: MATRIX ROM. Gruber, M. R., Glahn, C., Specht, M., & Koper, R. (2010). Orchestrating Learning using Adaptive Educational Designs in IMS Learning Design. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice Proceedings of EC‐TEL 2010 (pp. 123‐138). September, 28 ‐ October, 1, 2010, Barcelona, Spain: LNCS 6383. Berlin, Heidelberg, & New York: Springer. Hoisl, B., Drachsler, H., & Waglecher, C. (2010). User‐tailored Inter‐Widget Communication. Extending the Shared Data Interface for the Apache Wookie Engine, International Conference on Interactive Computer Aided Learning 2010. September, 16, 2010, Hasselt, Belgium. Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2010). Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective. ICO‐Toogdag. November, 4, 2010, Amstelveen, The Netherlands: VU Amsterdam. Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2010). Using technology‐enhanced peer tutoring to support knowledge sharing in Learning Networks. [unpublished] Kalz, M., Specht, M., Nadolski, R., Bastiaens, Y., Leirs, N., & Pawlowski, J. (2010). OpenScout: Competence based management education with community‐improved open educational resources. In Halley & et. al. (Eds.), Proceedings of the 17th EDINEB Conference. Crossing Borders in Education and work‐based learning (pp. 137‐146), Maastricht, The Netherlands: FEBA ERD Press. Kelle, S., Börner, D., Kalz, M., & Specht, M. (2010). Ambient Displays and Game Design Patterns, Orchestrating Learning using Adaptive Educational Designs in IMS Learning Design. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice Proceedings of EC‐TEL 2010 (pp. 512‐517 ), LNCS 6383. Berlin, Heidelberg, & New York: Springer. Kelle, S., Börner, D., Kalz, M., Specht, M., & Glahn, C. (2010). Ambient Displays and Game Design Patterns for Social Learning. In B. Chang, T. Hirashima, & H. Ogata (Eds.), Joint Proceedings of the Work‐in‐Progress Poster and Invited Young Researcher Symposium for the 18th International Conference on Computers in Education (pp. 47‐
49). November, 29‐December, 3, 2010, Putrajaya, Malaysia: Asia‐Pacific Society for Computers in Education. Kicken, W., & Stoyanov, S. (2010, September). Effects of a Mobile Performance Support System on Students’ Learning Outcomes. Paper presented at the EARLI SIG 7 meeting (Learning and Instruction with computers). September, 2010, Ulm, Germany. Klemke, R., & Schmitz, B. (2010). Authoring for Re‐Use in Outcome‐oriented Learning Scenarios. Fourth International Workshop on Search and Exchange of e‐le@rning Materials (SE@M’10). September, 27‐28, 2010, Barcelona, Spain. Lansu, A., Boon, J., Sloep, P. B., & Van Dam‐Mieras, M. C. E. (2010). Learning in networks for sustainable development. In L. Dirckinck‐Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning 2010, 61 (pp. 249‐256). May, 3‐4, 2010, Aalborg, Denmark: http://www.networkedlearningconference.org.uk/ Miao, Y., Sloep, P. B., & Koper, R. (2010). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. In D. Griffiths & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open workshop (pp. 22‐33). November, 19‐
20, 2009, Manchester, UK. Bolton, UK: Institute for Educational Cybernetics, The University of Bolton. 53
Rajagopal, K., Joosten‐ten Brinke, D., & Sloep, P. B. (2010). Using Personal Professional Networks for Learning in Social Work: Need for Insight into the Real‐World Context. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. N. Lindstaedt, & V. Dimitrova (Eds.), Proceedings of Sustaining TEL: From Innovation to Learning and Practice, 5th European Conference on Technology Enhanced Learning, EC‐TEL 2010. LNCS 6383 (pp. 572‐577). September, 28 ‐ October, 1, 2010, Barcelona, Spain: Berlin, Heidelberg, & New York: Springer. Retrieved December 23, 2010, from http://www.springerlink.com/index/R301MT4043182587.pdf. Rusman, E., Van Bruggen, J., Sloep, P. B., Valcke, M., & Koper, R. (2010). The Mind’s Eye on Personal Profiles; How to Inform Initial Trustworthiness Assessments in Virtual Project Teams. In G. Kolfschoten, T. Herrmann, & S. Lukosch (Eds.), Lecture Notes in Computer Science: Vol. 6257. Collaboration and Technology. Proceedings of the 16th International Conference CRIWG 2010 (pp. 297‐304). September, 20‐23, 2010, Maastricht, The Netherlands. Heidelberg, Germany: Springer. Schuwer, R., & De Vries, F. (2010). Structuring OER Using Learning Trajectories. Paper presented at the OPENED conference. November, 2‐4, 2010, Barcelona, Spain: Universitat Oberta de Catalunya, OU, BYU. http://hdl.handle.net/10609/5104 Sie, R. L. L., Bitter‐Rijpkema, M. E., & Sloep, P. B. (2010). A Simulation for Content‐based and Utility‐based Recommendation of Candidate Coalitions in Virtual Creativity Teams. 1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL 2010). September, 29 ‐30, 2010, Barcelona, Spain. Sie, R. L. L., Bitter‐Rijpkema, M. E., & Sloep, P. B. (2010). Coalition Formation in Networked Innovation: Directions for Future Research. In L. Dirckinck‐Holmfeld, V. Hodgson, C. Jones, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning (pp. 369‐377). May, 3‐4, 2010, Aalborg, Denmark. Smithies, A., Braidman, I., Berlanga, A. J., Haley, D., & Wild, F. (2010). Using Language Technologies to support individual formative feedback. In P. Escudeiro (Ed.), Proceedings of the 9th European Conference on e‐Learning (ECEL 2010) (pp. 570‐577). November, 4‐5, 2010, Oporto, Portugal. Totschnig, M., Derntl, M., Gutiérrez, I., Najjar, J., Klemke, R., Klerkx, J., et al. (2010). Repository Services for Outcome‐based Learning. Fourth International Workshop on Search and Exchange of e‐le@rning Materials (SE@M’10). September, 27‐28, 2010, Barcelona, Spain. Van der Baaren, J., & De Vries, F. (2010). How to foster sharing of educational resources? Paper presented at the OPENED conference. November, 2‐4, 2010, Barcelona, Spain: Universitat Oberta de Catalunya, OU, BYU. <http://hdl.handle.net/10609/4881> Verpoorten, D., Chatti, M., Westera, W., & Specht, M. (2010). Personal Learning Environment on a Procrustean Bed – Using PLEM in a Secondary‐School Lesson. In C. A. Shoniregun & G. A. Akmayeva (Eds.), Proceedings of the London International Conference on Education (LICE‐2010) (pp. 197‐203), London, United Kingdom: LICE.
Professional publications Glahn, C., & Gruber, M. (2010). JTEL Winter School for Advanced Technologically Enhanced Learning. ~mail. Das Magazin des Tiroler Bildungsinstituts, 01/10(März), 3‐4. Innsbruck: Grillhof, Medienzentrum. Joosten‐ten Brinke, D. (2010). Gezien en gelezen. Competent erkend? Examens, Tijdschrift voor de toetspraktijk, 2, 29‐
30. Kalz, M., Klemke, R., Ternier., S., & Specht, M. (2010). Infrastrukturen zur Verwaltung von Metadaten für Offene Bildungsressourcen. Zeitschrift für E‐Learning, 3/2010, Innsbruck: Studienverlag. Kluijfhout, E., & Koper, R. (2010). Building the technical and organisational infrastructure for lifelong competence development. TENCompetence Brochure. Molkenboer, H., & Joosten‐ten Brinke, D. (2010). Kopstukken uit de examenwereld. Wim van der Linden, itembanking centraal. Examens, Tijdschrift voor de toetspraktijk, 2, 25‐28. Nadolski, R. J. (2010). Hoogwaardige e‐casussen met EMERGO. Nieuwsbrief NEN, 9(1), maart 2010. Retalis, S., & Sloep, P. (2010). idSpace: A groupware system for supporting collaborative creativity. IEEE Learning Technology Newsletter, 12(2), 24‐26. Sie, R. L. L. (2010). Creativiteit en Coalitievorming. AI‐blad De Connectie: 2010, de toekomst?, 3, 26‐27. Sloep, P. B. (2010, December, 16). Welgevallige dienstverlening [Online Column]. Nederland Open in verbinding (NOiV), Retrieved from https://noiv.nl/weblogs/peter‐sloep/2010/12/16/dienstverlening/ Sloep, P. B. (2010, June). Weerbarstige realiteit [Online column]. Nederland Open in verbinding (NOiV), Retrieved from http://noiv.nl/weblogs/peter‐sloep/2010/06/16/weerbarstige‐reailiteit/ Sloep, P. B. (2010, March). Werk aan de winkel [Online column]. Nederland Open in verbinding (NOiV), Retrieved from http://noiv.nl/weblogs/peter‐sloep/2010/03/17/werk‐aan‐de‐winkel/ Sloep, P. B. (2010, September 15). Verarmingsprincipe [Online column] [Electronic Version]. Retrieved from https://noiv.nl/weblogs/peter‐sloep/2010/09/15/verarmingsprincipe/ 54
Van Berkel, H., & Joosten‐ten Brinke, D. (2010). Kopstukken uit de examenwereld. Wim Hofstee ‐ Hofstee beoordeelt de beoordelaar. Examens, Tijdschrift voor de toetspraktijk, 1, 21‐25. Van Velzen, C., Van der Klink, M., Swennen, A., & Yaffe, E. (2010). De inductie van beginnende lerarenopleiders. Tijdschrift voor Lerarenopleiders (Velon/Velov), 31(4), 20‐26. Verpoorten, D. (2010). Education : parle‐t‐on des bons sujets? [Electronic Version]. La Libre Belgique. Retrieved April, 26, 2010, from http://www.lalibre.be/actu/belgique/article/578522/education‐parle‐t‐on‐des‐bons‐
sujets.html Westera, W. (2010). De Apple Familie. Online column. SURFspace, August 31, 2010. Retreived from http://www.surfspace.nl/nl/Columns/Pages/DeApple‐familie.aspx. Westera, W. (2010). Food for thought: What education could learn from agriculture. Educational Technology Magazine, 50(6), 37‐40. Westera, W. (2010). Lieve vrienden. Online column. SURFspace, Jan 4, 2010. Retreived from http://www.surfspace.nl/nl/Columns/Pages/Lievevrienden.aspx Westera, W. (2010). Open Educational Resources (1): Wat hebben we nodig? [Electronic Version]. SURFspace. SURF foundation: Utrecht. Retrieved december 14 at http://www.surfspace.nl/nl/Artikelen/Pages/OpenEducationalResources(1)Wathebbenwenodig.aspx Westera, W. (2010). Open Educational Resources (2): Hoe dekken we de kosten? [Electronic Version]. SURFspace. SURF foundation: Utrecht. Retrieved december 14 at http://www.surfspace.nl/nl/Artikelen/Pages/OpenEducationalResources(2)Hoedekkenwedekosten.aspx Westera, W. (2010). Toga. Online column. SURFspace, March 25, 2010. Retreived from http://www.surfspace.nl/nl/Columns/Pages/Toga.aspx Other research output Awards Börner, D. (2010, December). Best Work in Progress Poster of the 18th International Conference on Computers in Education for his poster ‘A conceptual Framework for Ambient Learning Displays’. Nadeem, D. (2010). Best student paper during the IEEE Educion 2010 in Madrid. Contributions to conferences and congresses Berlanga, A. J., & Stoyanov, S. (2010, 14 December). Support Services for e‐Learning; Using Language Technologies for Lifelong Learning. Presentation at a LTfLL workshop validation session, Heerlen, The Netherlands: LTfLL‐
project. Berlanga, A. J., & Stoyanov, S. (2010, 24 November). Providing Formative Feedback; Language Technologies for Lifelong Learning. Presentation at a LTfLL workshop validation session, Heerlen, The Netherlands: LTfLL‐project. Berlanga, A. J., Rusman, E., Eshuis, J., Hermans, H., & Sloep, P. B. (2010, 3 May). Learning Networks for Lifelong Learning: An Exploratory Survey on Distance Learners’ preferences. Presentation at the 7th International Conference on Networked Learning (NLC‐2010), Aalborg, Denmark. Berlanga, A. J., Smithies, A., Braidman, I., & Wild, F. (2010, 15 September). Monitoring Conceptual Development: Design Considerations of a Formative Feedback Tool. Presentation at the Interactive Computer Aided Learning Conference (ICL 2010), Track on Computer‐based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF 2010), Hasselt, Belgium. LTfLL‐project. Börner, D. (2010, 19‐21 March). Ambient Learning Displays ‐ Distributed Mixed Reality Information Mash‐ups to support Ubiquitous Learning. Presented at the IADIS International Conference Mobile Learning 2010, Porto, Portugal. Börner, D., Kalz, M., & Specht, M. (2010, 29 November‐3 December). A Conceptual Framework for Ambient Learning Displays. Poster presented at the Work‐in‐Progress Poster and Invited Young Researcher Symposium of the 18th International Conference on Computers in Education, Putrajaya, Malaysia: Asia‐Pacific Society for Computers in Education. Casey, J., Calverley, G., Greller, W., & Uhomoibhi, J. (2010, 26‐28 May). e‐Portfolios for Learning and Development: without constant internet or electrical grid access. Presentation at the 5th International Conference on ICT for Development, Education, and Training ‐ eLearning Africa, Lusaka, Zambia, Africa. Drachsler, H. (2010, 16 September). dataTEL – Round table on Sharing of Educational Data Sets. Presentation at the International Conference on Interactive Computer Aided Learning 2010, Hasselt, Belgium. Drachsler, H. (2010, 3 September). From Learning Networks to Digital Ecosystems. Invited talk at Tallinn University, Estonia. 55
Drachsler, H. (2010, 30 November). Data Sets as Facilitator for new Products and Services for Universities. Invited talk at VOR‐ICT Bijeenkomst, Utrecht, The Netherlands: Open University, CELSTEC. Drachsler, H., Bogers, T., Vuorikari, R., Verbert, K., Duval, E., Manouselis, N., et al. (2010, 28 September). Issues and Considerations regarding Sharable Data Sets for Recommender Systems in Technology Enhanced Learning. Presentation at the 1st Workshop Recommender Systems in Technology Enhanced Learning (RecSysTEL) in conjunction with 5th European Conference on Technology Enhanced Learning (EC‐TEL 2010): Sustaining TEL: From Innovation to Learning and Practice, Barcelona, Spain: Stellar‐project. Drachsler, H., Boshuizen, H. P. A., Kicken, W., Stoyanov, S., & Van der Klink, M. (2010, 28 June). The HandOver toolbox. Presentation given at Handover project meeting at Patient Safety Center of the University Medical Center (UMC), Utrecht, The Netherlands: Handover‐project. Drachsler, H., Hoisl, B., & Wagenlecher, C. (2010, 16 September). User‐tailored Inter‐Widget Communication. Extending the Shared Data Interface for the Apache Wookie Engine, International Conference on Interactive Computer Aided Learning 2010, Hasselt, Belgium: LTfLL‐project. Fetter, S., & Vuorikari, R. (2010, 6 February). Tools to support eTwinning interactions. Presentation of a workshop at the eTwinning Conference 2010, Sevilla, Spain: European Schoolnet, Open University of the Netherlands, Tellnet. Fetter, S., Berlanga, A. J., & Sloep, P. B. (2010, 13 January). How On Earth Do We Get Those eTwinning Teachers Connected? Presentation at the kick‐off meeting of the Tellnet‐project, Brussels, Belgium: European Schoolnet, Open University of the Netherlands, Tellnet. Fetter, S., Berlanga, A. J., & Sloep, P. B. (2010, 3‐4 May). Using Ad Hoc Transient Communities to Strengthen Social Capital: Design Considerations. Presented at the 7th International Conference on Networked Learning (NLC‐
2010), Aalborg, Denmark. Greller, W., Hoisl, B., & Rajagopal, K. (2010, 1‐5 February). Language Technologies Mash‐Ups. LTfLL workshop presentation at the JTEL Winterschool 2010, Innsbruck, Austria. Gruber, M. (2010, 20‐21 May). E‐Learning im Museum und Archiv ‐ Rahmenbedingungen, Anforderungen und Anwendungen. Presented at Mai‐Tagung ʺmuseum and the internetʺ, Nürnberg, Germay: Gemanisches Nationalmuseum. Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2010, 4 November). Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective. Presentation at ICO‐Toogdag, Amstelveen, The Netherlands: VU Amsterdam. Hummel, H. G. K. (2010, 24 March). Introductie Social Media. Presentatie aan University Business Club (UBC), Heerlen, Nederland: Open Universiteit. Hummel, H. G. K. (2010, 28 May). Virtuele praktijkconfrontaties voor werkplekleren. Symposium ʹleren voor en door het werkʹ, Eindhoven, Nederland: Open Universiteit. Hummel, H. G. K. (2010, 9 April). Gaming in (onderwijs)perspectief. Presentatie tijdens Pedellendag, Heerlen, Nederland: Open Universiteit. Hummel, H. G. K., Van Amersfoort, D., Van Buuren, H. J., & Jansen, D. (2010, 2‐4 November). WikiWijs professionalisation portal: studying teacher needs and tools for developing and arranging OER. Presentation at the OpenEd 2010 Conference, Barcelona, Spain. Janssen, J. (2010, February). De weg bereiden tot leren. Demo van de leerpad specificatie en editor (gebruikt t.b.v. evaluatie leerpad specificatie). Joosten‐ten Brinke, D. (2010). Workshop Onderhoud itembanken. Heerlen, Nederland: Open Universiteit, Instellingsbreed Programma Onderwijs. Joosten‐ten Brinke, D. (2010, 15 January). Assessoren en EVC‐begeleiders training, Gouda, Nederland: SIKB (Stichting Infrastructuur Kwaliteitsborging Bodembeheer). Joosten‐ten Brinke, D. (2010, 21 January). EVC. Training voor de Nederlandse Vereniging voor Examens (NVE), Amersfoort, Nederland: NVE. Joosten‐ten Brinke, D. (2010, 21 April, 8 June, & 12 October). Workshop computergebaseerd toetsen, Heerlen, Nederland: Open Universiteit, Instellingsbreed Programma Onderwijs. Joosten‐ten Brinke, D., & Kicken, W. (2010, 3 June). Workshop 4 Informeel leren, Amsterdam, Nederland: ELOS. Joosten‐ten Brinke, D. (2010, 31 August). Computer based testing. Presentation for the Fern Universität, Heerlen, The Netherlands: Open University of the Netherlands, IPO. Joosten‐ten Brinke, D. (2010, 12 September). Examination at the OUNL. Presentation at the Open University of Tanzania, Dar es Salaam, Tanzania. Joosten‐ten Brinke, D. (2010, 14 September). Item and test construction. Presentation at the Open University of Tanzania, Dar es Salaam, Tanzania. 56
Joosten‐ten Brinke, D. (2010, 17 September). The road towards exams on demand. Final presentation of visit OU Tanzania, Dar es Salaam, Tanzania. Joosten‐ten Brinke, D. (2010, October). The adoption of QMP at the Open University of the Netherlands. Presentation at the European user conference of QMP, Amsterdam, The Netherlands: Open Universiteit, Instellingsbreed Programma Onderwijs. Joosten‐ten Brinke, D. (2010, 12 and 26 October). Studiedag toetsing. Grotius College, Heerlen, Nederland. Joosten‐ten Brinke, D., & Gordijn, M. (2010, 22 January). Implementatie van Computergebaseerd toetsen. Presentatie aan de stuurgroep van Vlaamse studiecentra, Brussel, België: Open Universiteit, Instellingsbreed Programma Onderwijs. Joosten‐ten Brinke, D., Kousen, J., Burgers, J., & Gordijn, M. (2010, 24 June). Onderwijscolloquium, Computergebaseerd toetsen. Presentatie tijdens het Onderwijscolloquim, Heerlen, Nederland: Open universiteit, Instellingsbreed Programma Onderwijs. Kalz, M. (2010, 22 January). Personal Learning Environments in Black and White. Presentation provided during the workshop ʺInformal Learning and the use of social software in veterinary medicineʺ of the Noviceproject (http://www.noviceproject.eu), Utrecht, The Netherlands. Kalz, M. (2010, 30 November). Structuration of Personal Learning Environments. Invited talk at VOR‐ICT bijeenkomst, Utrecht, The Netherlands: Open University, CELSTEC. Kalz, M. (2010, 9‐11 June). OpenScout: Competence based management education with community‐improved open educational resources. Presentation provided during the Edineb Conference 2010 ‐ Advances in Business Education and Training: Crossing borders in Education and Work‐based Learning, London, UK: Thames Valley University. Want to embed these slides? Look here: http://slidesha.re/b7po0R Kalz, M., & Westera, W. (2010, 8 March). Social media research at CELSTEC. Workshop for external visitors of the CELSTEC Lab, Heerlen, The Netherlands: Open University of the Netherlands. Kicken, W., & Drachsler, H. (2010, 25 November). A methodology to design customized learning networks. How we designed a training toolbox to develop customized trainings in handover. Workshop for the European Association for Practitioner Research on Improving Learning (EAPRIL), Lisbon, Portugal: Handover‐project. Klemke, R. (2010, 28 October). E‐Learning: Ziele, Verfahren, Strategien, Trends. Presentation given at Pharma E‐
Learning Workshop, Langenfeld, Germany: ICoper‐project. Klemke, R., & Schmitz, B. (2010, 27‐28 September). Authoring for Re‐Use in Outcome‐oriented Learning Scenarios. Workshop presentation at the Fourth International Workshop on Search and Exchange of e‐le@rning Materials (SE@M’10), Barcelona, Spain. Klemke, R., Hoogveld, B., & De Vries, F. (2010, 3 February). Visionen für die Betriebliche Weiterbildung. Presented at Learntec Trade Fair, Kundenforum, Karlsruhe, Germany. Nadolski, R. J. (2010, 27 January). Mobiel leren: Another hype? Presentatie op colloqium ac. Pabo‐Iselinge, Doetinchem. Nadolski, R. J., & Kurvers, H. J. (2010, 23 March). Swift Development of Immersive Learning Scenarios. Presentation during a workshop with Sector5, Heerlen, The Netherlands: Open University of the Netherlands; iCoper. Nadolski, R. J., Hummel, H. G. K., & Van Houcke, J. (2010, 27 May). Crash course: Hoogwaardige, duurzame e‐
casussen via EMERGO met hulp van OUNL/HZ. Presentatie tijdens de bijeenkomst: Surfen door Zeeland: e‐
learning delta innovaties, Vlissingen, Nederland: SURFFoundation. Nadolski, R. J., Hummel, H. G. K., Slootmaker, A., & Kurvers, H. (2010, 27 May). Skills Labs: Hoogwaardige e‐
practica Water Management met EMERGO. Presentatie tijdens de bijeenkomst: Surfen door Zeeland: e‐learning delta innovaties, Vlissingen, Nederland: SURFFoundation. Rajagopal, K., Joosten‐ten Brinke, D., & Sloep, P. B. (2010, 28 September‐1 October). Using Personal Professional Networks for Learning in Social Work: Need for Insight into the Real‐World Context. Poster presentation at 5th European Conference on Technology Enhanced Learning (EC‐TEL 2010), Barcelona, Spain. Rusman, E., Van Bruggen, J., Sloep, P. B., Valcke, M., & Koper, R. (2010, 22 September). The Mind’s Eye on Personal Profiles; How to Inform Initial Trustworthiness Assessments in Virtual Project Teams. Presentation at 16th Conference on Collaboration and Technology, Maastricht, The Netherlands: CRIWG 2010. Schmitz, B., & Kelle, S. (2010, 1‐6 February). Rethinking Game Based Learning: applying pedagogical standards to educational games. Presentation at JTEL Winter School 2010 on Advanced Learning Technologies, Innsbruck, Austria: Stellar‐project. Sie, R. L. L. (2010, 2 November). The PhD Student Advisory Committee. Presentation at the SIKS/SIREN day 2010, Veldhoven, The Netherlands. Sie, R. L. L., Bitter‐Rijpkema, M. E., & Sloep, P. B. (2010, 2 November). Utility‐based Recommendations for Networked Innovation. Poster presentation at the SIKS/SIREN day 2010, Veldhoven, The Netherlands. 57
Sie, R. L. L., Bitter‐Rijpkema, M. E., & Sloep, P. B. (2010, 28‐30 September). Utility‐based Recommendation of Candidate Coalitions in Virtual Creativity Teams. Presentation at the first Workshop on Recommender Systems in Technology Enhanced Learning (RecSysTEL 2010), Barcelona, Spain. Sie, R. L. L., Bitter‐Rijpkema, M., & Sloep, P. B. (2010, 3 May). Coalition Formation in Networked Innovation: Future Directions. Presentation at the Networked Learning Conference, Aalborg, Denmark: idSpace. Sloep, P. B. (2010, 1 November). Het ontwerpen van open infrastructuren voor netwerk leren. Presentatie tijdens de Surfonderwijsdagen, Utrecht, Nederland. Sloep, P. B. (2010, 15 October). Hoe leren volwassenen? Open infrastructuren voor netwerk leren. Presentatie dag over Strategische Allianties in levenlang leren, Heerlen, Nederland: Hogeschool Zuyd. Sloep, P. B. (2010, 2 February). Orchestrating Networked Innovation and Collaboration. Presentation at the Joint Technology Enhanced Learning Winterschool, Innsbruck, Austria. Sloep, P. B. (2010, 23 September). De NTA 2035, over e‐portfolioʹs. Presentatie NEN/StePS‐dag over e‐portfolioʹs, Delft, Nederland. Sloep, P. B. (2010, 24 March). Designing open infrastructures for open learning and innovation. Presentation doctoral seminar Lancaster University, Lancaster, UK. Sloep, P. B. (2010, 25 March). Designing open infrastructures for professional development. Presentation at the SSeLF Seminar, Glasgow, Scotland: Glasgow Caledonian University. Sloep, P. B. (2010, 6 May). Het ontwerpen van open infrastructuren voor netwerkleren. Presentatie Spring School SURFAcademy, Amsterdam, Nederland. Sloep, P. B. (2010, 9 March). Learning Networks for Professional Development & Lifelong Learning. Presentation at the Health Unit of the International Atomic Energy Agency, Vienna, Austria. Sloep, P. B., & Van der Klink, M. (2010, 18 November). Leren in online leernetwerken voor kennisdeling en kennisontwikkeling. Presentatie gehouden op de Kennis In Bedrijven Dag van de Hogeschool Zuyd te Heerlen, Heerlen, Nederland: Open Universiteit. Specht, M. (2010, 15 September). Technology‐Enhanced Learning World. Keynote given at the ʺGemeinsame Fachkonferenz Interaktive Kulturenʺ, Duisburg, Germany. Specht, M. (2010, 16 April). Mobile Media in Context. Keynote given at the Symposium e‐ducatio Media and Learning, Twente, The Netherlands: http://e‐ducatio.nl/thema/media Specht, M. (2010, 2 February). Ambient Information Channels for Learning in Context. Presentation at the Joint Technology Enhanced Learning Winterschool, Innsbruck, Austria. Specht, M. (2010, 22 November). Towards iTunes U and Youtube.edu. Training and Presentation given at training event for Open Universiteit IPO group, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC, Learning Media Lab. Specht, M. (2010, 23 March). The Learning Media Lab. Introductory Presentation given at workshop for iCoper social media workshop, Heerlen, The Netherlands: Open University of the Netherlands. Specht, M. (2010, 27 September). The Learning Lab. Presentation given for international visitors, Heerlen, The Netherlands: Open University of the Netherlands. Specht, M. (2010, 4 November). Mobile Learning. Keynote given at the Mobile Learning Day 2010, Hagen, Germany. Specht, M. (2010, 7 October). Mobile OpenU. Presentation given at the IPO Onderwijscolloqium ʺMobile OpenUʺ Open Universiteit, Heerlen, The Netherlands: Open University of the Netherlands. Specht, M., & Ternier, S. (2010, 23 March). Mobile Learning in Context. Introductory Presentation given at iCoper social media workshop, Heerlen, The Netherlands. Ternier, S. (2010, 17 September). Leren met moderne communicatietechnieken: mobiel leren. Presentatie gehouden op studiedag van de taalcoachacademie, Amersfoort, The Netherlands: Open University of the Netherlands. Ternier, S. (2010, 24 September). Waarom werkt coöperatief leren beter? En kan het ook mobiel? Presentatie gegeven op de Europese Dag van de talen, Venlo, The Netherlands: Open University of the Netherlands. Van Bruggen, J. (2010, 19 April). Waar blijft de doent in het afstandsonderwijs? Keynote tijdens de studiedag afstandsonderwijs Erasmus Hogeschool, Brussel, Belgium. Van Bruggen, J. (2010, 26 November). Global Learning Networks. Keynote at the Global Exploration Conference, Heerlen, The Netherlands. Van der Klink, M. (2010, 12 November). Becoming a Teacher Educator: De inductie van beginnende lerarenopleiders. Presentatie gehouden op de studiedag van de Velon op de Universiteit Utrecht, Utrecht, Nederland. Van der Klink, M. (2010, 18 March). Communities for professional development. Keynote gehouden in het programma behorende bij de lectorale rede van Hans Hummel, Leeuwarden, Nederland: NHL. 58
Van der Klink, M. (2010, 30 March). Ontwerpen van leren op de werkplek. Gastcollege gehouden bij de Masteropleiding Leren & Innoveren van de Hogeschool Rotterdam, Rotterdam, Nederland: Hogeschool Rotterdam. Van der Klink, M., Kicken, W., Drachsler, H., Stoyanov, S., & Boshuizen, H. P. A. (2010, 13‐15 October). The HandOver Toolbox. Presentation given at Handover expert meeting, Brussels, Belgium: Handover‐project. Van Rosmalen, P. (2010, 19 May). WP5 Evaluation: D54‐D55 Evaluation Results V2 (V3). Presentation at idSpace Final Review, Heerlen, The Netherlands: Open University of the Netherlands. idSpace‐project. Verjans, S. (2010, 27 May). E‐coaching guidelines based on research and practice. Presented during the 2nd Move‐IT webinar, Leuven, Belgium: Europace ivzw European Commission ‐ Lifelong Learning Programme: http://move‐it.europace.org/ Verjans, S. (2010, 7‐8 December). Erfgoedsector & e‐learning: enkele reflecties. Presented at de Digitale Erfgoedconferentie 2010, Rotterdam, Nederland. Verjans, S., & Hermans, H. (2010, 3 March). Trends in (hoger) onderwijs ‐ Wat is hun relevantie voor de Open Universiteit, haar studenten en medewerkers? Gepresenteerd tijdens de Virtual classroom session ‐ e‐Learning: wat, waarom en hoe?, Heerlen, Nederland: Open Universiteit. [Available at http://www.slideshare.net/sverjans/trends‐in‐onderwijs‐2010‐en‐hun‐relevantie‐voor‐de‐open‐universiteit] Verjans, S., & Hermans, H. (2010, 9 June). Workshop Web2.0. Held at the Open Universiteit, Heerlen, Nederland. Verpoorten, D., & Kelle, S. (2010, October). Adaptive reflective processes using the IMS‐LD specification. Poster presented at the SIKS Day 2010, Veldhoven, The Netherlands. Westera, W. (2010, 12 November). Serious gaming in het hoger onderwijs. Presentation and Labtour for Vereniging Gewone Leden in oprichting (VGL i.o.), Heerlen, The Netherlands: Open University of the Netherlands. Westera, W. (2010, 13 November). Bingo, mijn diploma! Over de paradox van serieuze spellen. Keynote presentation at TOUW symposium, Amsterdam, The Netherlands: Open University of the Netherlands. Westera, W. (2010, 15 April). Open innovation and serious gaming. Workshop presentation and discussion with Hogeschool Zuyd, Communication and Multimedia Design, Heerlen, The Netherlands: Open University of the Netherlands. Westera, W. (2010, 17 March). New media research at Celstec. Presentations for external visitors of the CELSTEC Lab, Heerlen, The Netherlands: Open Universiteit in the Netherlands. Westera, W. (2010, 2 November). Next steps in OER strategies. Keynote presentation at OpenEd, Barcelona, Spain. Westera, W. (2010, 23 July). Celstec research and learning media. Presentation and labtour on behalf of a lab visit by the mayor of Heerlen, Heerlen, The Netherlands: Open University of the Netherlands. Westera, W. (2010, 25 January). Learning Media Programme, leads for innovation. Presentation for Deans of Open University of the Netherlands, Heerlen, The Netherlands: Open University of the Netherlands. Westera, W. (2010, 28 May). Technology‐enhanced Learning research at CELSTEC. Presentation on behalf of the Open University of China, Heerlen, The Netherlands: Open University of the Netherlands. Westera, W., & Nadolski, R. (2010, 11 October). CELSTEC (OUNL) as a GALA partner. Presentation at the first GALA workshop in Genoa, Genoa, Italy: University of Genoa. Westera, W., & Ternier, S. (2010, 1 October). CELSTEC en CELSTEC Medialab. Presentation and Labtour for VSNU, Heerlen, The Netherlands: Open University of the Netherlands. Westera, W., & Ternier, S. (2010, 1 October). Celstec en labtour. Presentation and Labtour for board representative of Erasmus University, Heerlen, The Netherlands: Open University of the Netherlands. Wopereis, I., Sloep, P., & Poortman, S. H. (2010, Juni). Het weblog als instrument voor reflectie op leren en handelen: Een verkennende studie binnen de eerste‐ en tweedegraads lerarenopleiding. Poster sessie gepresenteerd tijdens de Onderwijs Research Dagen, Enschede, Nederland. (Technical) Reports Agea, Á., Crespo García, R., Delgado Kloos, C., Gutiérrez, I., Leony, D., & Pardo, A. (2010). ICOPER Deliverable D‐
6.2 ‐ Production flow description and prototype for the two platforms under study (Moodle and .LRN) including the required steps to exchange the material in both platforms. Madrid: Universidad Carlos III de Madrid; ICOPER. [Contributors: Zuzana Bizonova, Michael Derntl, Tore Hoel, Roland Klemke, Tomaz Klobucar, Daniel Mueller, Jad Najjar, Anh Vu Nguyen‐Ngoc, Elisabetta Parodi, Marcela Porta, Mirja Pulkkinen, Martin Sillaots, Michael Totschinig, Peter Vinnervik] All_partners. (2010). idSpace Deliverable D6.4 ‐ Exploitation Plan: idSpace‐project. Armitt, G., Stoyanov, S., Hensgens, J., Smithies, A., Braidman, I., Van Bruggen, J., et al. (2010). LTfLL D7.3 Validation 3. Barak, N., Burgos, D., Specht, M., De Vries, F., Camilleri, A., Lindstaedt, S., et al. (2010). D5.2 ‐ Stakeholder engagement plan, report on Guidelines and Monitoring tools‐metrics. STELLAR‐project. 59
Bertrand, M., Verjans, S., & Hermans, H. (2010). MijnOnderwijsdiensten2.0 (Evaluatie Google Apps Education voor gebruik binnen de Open Universiteit Nederland) (No. ISBN: 978‐90‐79447‐41‐1 ). Heerlen, The Netherlands: Open University of the Netherlands: IPO. Börner, D. (2010). Ambient Learning Displays ‐ Distributed Mixed Reality Information Mash‐ups to support Ubiquitous Learning. PhD‐proposal. Heerlen, The Netherlands: Open University of the Netherlands. Brouns, F. (2010). Social support in Learning Networks: enhancing the organizational socialization of starting primary school teachers. PhD Project Plan NELLL. Heerlen, The Netherlands: Open University of the Netherlands. Brown, E. (Ed.), Sharples, M., Clough, G., Tangney, B., Wishart, J., Wijers, M., Jonker, V., Cook, J., Glahn, C., Börner, D., Specht, M., Taylor, J., Lyons, L., Beddall‐Hill, N., Priestnall, G., & Polmear, G. (2010). Education in the wild: contextual and location‐based mobile learning in action. A report from the STELLAR Alpine Rendez‐
Vous workshop serie. Nottingham, UK: University of Nottingham: Learning Sciences Research Institute (LSRI). STELLAR‐project. Bruijnzeels, R., Bitter‐Rijpkema, M., & Verjans, S. (2010). De LibrarySchool: aanpak, leerplan, en organisatie (versie zomer 2010). Heerlen, Nederland: Open Universiteit. De Vries, F., & Nadolski, R. (2010). Een elektronische leeromgeving voor Talant. Heerlen, Nederland: Open Universiteit; Talant. De Vries, F., Ternier, S., & Visser, I. (2010). Audio Augmented Spaces for Learning, ARLearn. Utrecht, Nederland: SURFNet. Drachsler, H. (2010). AlterEgo ‐ The unexploited potential of educational datasets for theory building in Technology Enhanced Learning. PostDoc project proposal NELLL. Heerlen, The Netherlands: Open University of the Netherlands. Eshuis, J., & Hermans, H. (2010). MijnOU.nl (proef met een sociale netwerkdienst binnen de Open Universiteit) (No. ISBN: 978‐90‐79447‐42‐8 ). Heerlen, The Netherlands: Open University of the Netherlands: IPO. Greller, W., Mauerhofer, C., Armitt, G., Smithies, A., & Krippner, M. (2010). LTfLL ‐ D8.4 Dissemination & training results y2 & plan y3. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. Greller, W., Mauerhofer, C., Armitt, G., Smithies, A., & Krippner, M. (2010). LTfLL ‐ D8.5 Exploitation & sustainability strategy. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. Haley, D., Wild, F., Buelow, K., Berlanga, A. J., Braidman, I., & Smithies, A. (2010). D4.3.2. Conceptual development services version 1.5. Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. Hensgens, J., & Van Bruggen, J. (2010). D3.3 Scenarioʹs: Threading of services. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. Hoefakker, R., Giesbers, B., Van den Brink, H., Berkhout, J., Handels, M., Hoefakker, J., et al. (2010). Multimedia, rapportage (No. ISBN: 978‐90‐79447‐36‐7 ). Heerlen, The Netherlands: Open University of the Netherlands: IPO. Hoisl, B., Haley, D., Wild, F., Anastasiou, L., Buelow, K., Koblische, R., Burek, G., Loiseau, M., Markus, T., Rebedea, T., Drachsler, H., Kometter, H., Westerhout, E., & Posea, V. (2010). D2.4. Building a Personal Learning Environment with Language‐Technology‐based Widgets: Services v2 ‐ integrated thread. LTfLL‐project. Hummel, H. G. K., Nadolski, R. J., & Slootmaker, A. (2010). Skills Labs ‐ Deliverable 3.3: Standaarddraaiboek voor docent professionalisering (working document). Heerlen, The Netherlands: Open University of the Netherlands. SURFFoundation. Janssen, J., Connor, K., Greller, W., Kalz, M., Storm, J., & Westera, W. (2010). Learning and Information Services Usability Survey. Report IV Monitoring Change. Inverness, Scotland: UHI Millennium Institute ‐ Learning and information services department. Janssen, J., Kalz, M., Sie, R., Greller, W., Storm, J., & Westera, W. (2010). Learning and Information Services Usability Survey. Report II Different Experiences across Faculties and Partner Colleges. Inverness, Scotland: UHI Millennium Institute ‐ Learning and information services department. Joosten‐ten Brinke, D. (2010 ). Problem analyses in redefining the examination system of the Open University of Tanzania (OUT) towards exams on demand. Tanzania, Dar es Salaam: OUT. Kalz, M., Janssen, J., Connor, K., Greller, W., Storm, J., & Westera, W. (2010). Learning and Information Services Focus Groups. Report III Different experiences and induction practices across Partner Colleges. Inverness, Scotland: UHI Millennium Institute ‐ Learning and information services department. Kalz, M., Janssen, J., Connor, K., Greller, W., Storm, J., & Westera, W. (2010). Learning and Information Services. Report V Methods for the long‐term evaluation of UHI online‐services. Inverness, Scotland: UHI Millennium Institute ‐ Learning and information services department. Kalz, M., Nadolski, R., Overby, E., Börner, D., Pawlowski, J., & Stergioulas, L. (2010). D2.1 Analysis report on competence services: OpenScout project deliverable. 60
Kawese, R., Fisichella, M., Deng, F., Friedrich, M., Niemann, K., Börner, D., et al. (2010). D1.1 Analysis Report on Federated Infrastructure and Application Profile. OpenScout project deliverable. Klemke, R., Fischer, M., & Connolly, T. (2010). Use‐Case: Authoring Scenario via MediaLibrary‐prototype. March, 31, 2010. Heerlen, Netherlands: Open University of the Netherlands: ICOPER. Kluijfhout, E. (2010). D1.5 TENCompetence project completion report. TENCompetence project. Heerlen, The Netherlands: Open University of the Netherlands. LINK_MV, SAS, OUNL, UNIHILDESHEIM, MORPH, AAU, et al. (2010). idSpace D5.4 & D5.5 Evaluation Results V2 & Integrated Evaluation Report. Mauerhofer, C., Rajagopal, K., Smithies, A., Krippner, M., & Armitt, G. (2010). D8.5 Exploitation & sustainability strategy. Heerlen, The Netherlands: Open University of the Netherlands, LTfLL‐project. Mofers, F., Hermans, H., Verjans, S., & Gorissen, C. (2010). Het eBook in het OU Onderwijs Heerlen, The Netherlands: Open University of the Netherlands: IPO. Müller, D., & Zimmermann, V. (2010). ICOPER deliverable D‐5.3 ‐ ISURE: Usage of IMS‐LD for Communication and Collaboration Services. Saarbrücken: IMC AG; ICOPER. [Contributors: Abelardo Pardo, Anh Vu Nguyen‐
Ngoc, Bernd Simon, Carlos Delgados Kloos, Derick Leony, Dominique Verpoorten, Effie Law, Elisabetta Parodi, Gytis Cibuslkis, Israel Gutiérrez, Jad Najjar, Michael Derntl, Patrick Pekczynski, Petra Oberhuemer, Roland Klemke, Sebastian Kelle, Susanne Neumann, Tomaz Klobucar] Müller, D., Zimmermann, V., & Peters, J. (2010). ICOPER Deliverable D‐5.2 ‐ ISURE: Guideline for the integration of instructional models with open educational content in IMS Learning Design. Saarbrücken: IMC AG; ICOPER. [Contributors: Anh Vu Nguyen‐Ngoc, Bernd Simon, Birgit Schmitz, Carlos Delgados Kloos, Effie Law, Gytis Cibuslkis, Jad Najjar, Jan Pawlowski, Marcela Porta, Martin Sillaots, Michel Klein, Mirja Pulkinnen, Peter Vinnervik, Raquel Crespo García, Roland Klemke, Sören Unruh, Susanne Neumann, Teresa Connolly, Tomaz Klobucar, Zuzana Bizonova] Nadolski, R. J., & Beugels, F. (2010 ). Skills Labs Rapportage t.b.v. Eind review Maart 2010. Heerlen, Nederland: Open Universiteit Nederland. SURFFoundation, Utrecht. Nadolski, R. J., & Hummel, H. G. K. (2010). Skills Labs ‐ Deliverable 4.6: Rapportage effectmeting: nulmeting en eindmeting. Heerlen, The Netherlands: Open University of the Netherlands. SURFFoundation. Nadolski, R. J., & Hummel, H. G. K. (2010). Skills Labs ‐ Deliverable 4.7: Aandachtspunten voor hoogwaardige e‐
practica. Heerlen, The Netherlands: Open University of the Netherlands. SURFFoundation. Najjar, J., Grant, S., Simon, B., & Klobučar, T. (2010). ICOPER Deliverable D‐2.3 ‐ ISURE: Report on implementation and validation of a standardized model for learning needs analysis and the provision of learning opportunities. Vienna: WU Vienna; ICOPER. [Contributors: Franz Müller, Michael Totschnig, Evaldas Karazinas, Israel Gutiérrez, Mikael Karlsson, Henning Eriksson, Martin Sillaots, Jacek Bubak, Elisabetta Parodi, Roland Klemke, Daniel Müller, Anh Vu Nguyen‐Ngoc] Pitsilis, V., Vidalis, A., Deng, F., Kawese, R., Holtkamp, P., Pirkkalainen, H., Pawlowski, J., Kalz, M., Dicerto, M., Mikroyannidis, A., Parodi, E., Schwertel, U., & Vitkutė‐Adžgauskienė, D. (2010). D1.3 OpenScout Web Portal. OpenScout project deliverable. Pozzi, F., Persico, D., Fischer, F., Hofmann, L., Lindstaedt, S., Cress, U., Rath, A., Moskaliuk, J., Weber, N., Kimmerle, J., Devaurs, D., Ney, M., Gonçalves, C., Balacheff, N., Schwartz, C., Bosson, J., Dillenbourg, P., Jermann, P., Zufferey, G., Brown, E., Sharples, M., Windrum, C., Specht, M., Börner, D., Glahn, C., Fiedler, S., Fisichella, M., Herder, E., Marenzi, I., Nejdl, W., Kawese, R., & Papadakis, G. (2010). D1.2 Trends in Connecting Learners. First Research & Technology Scouting Report. STELLAR project deliverable. Rajagopal, K. (2010). Supporting the creation and use of Personal Learning Networks of professionals in the social sector. PhD‐proposal. Heerlen, The Netherlands: Open University of the Netherlands. Sie, R. L. L. (2010). Enhancing Open Innovation Through Modelling and Utilizing Knowledge on Coalition Formation (PhD project proposal). Heerlen, The Netherlands: Open University of the Netherlands. Sloep, P. B., & Greller, W. (2010). idSpace D7.4 Final Progress Report. Heerlen, The Netherlands: Open University of the Netherlands. Sloep, P. B., & Greller, W. (2010). idSpace D7.5 Periodic Progress Report Year 2. Heerlen, The Netherlands: Open University of the Netherlands. Slootmaker, A., & Kurvers, H. (2010). EMERGO toolkit architecture. Heerlen, The Netherlands: Open University in the Netherlands. Slot, W., Manche, A., Pannekeet, K., Meuleman, I., Bitter‐Rijpkema, M., & Verjans, S. (2010). Biebkracht: e‐
kennisknooppunt van het Gelders Bibliotheek Netwerk. Ontwerpen en inrichten van een prototypisch kennisnetwerk ten dienste van de Samenwerkende Gelderse Bibliotheken. Available from http://www.biebkracht.nl/ 61
Spoelstra, H. (2010). Supporting the formation of distributed project teams in online learning settings. PhD‐
proposal. Heerlen, The Netherlands: Open University of the Netherlands. Stefaner, M., Wolpers, M., Memmel, M., Duval, E., Specht, M., Gruber, M., et al. (2010). MACE: D1.5 ‐ Final Report. September 2006 – October 2009. MACE‐project. Ternier, S., Specht, M., De Vries, F., De Jong, T., & Börner, D. (2010). ‘Mobile Augmented Reality’ voor het Onderwijs. Utrecht, The Netherlands: Surfnet & Kennisnet, Innovatieprogramma. Van der Klink, M., Aarts, T., Van den Heuvel‐Munter, A., Sijstermans‐Burghout, I., & Verharen, M. (2010). DaZZ Maatwerk 2009. Verslag van de werkzaamheden Werkgroep Maatwerk van het DaZZ project. Heerlen Nederland: Open Universiteit Nederland, DaZZ‐project. Van Rosmalen, P. (2010). Blogs Wiki‐games 2010. Utrecht, Nederland: SURFnet Kennisnet Innovatieprogramma: Innovatieregeling Hoger Onderwijs 2010: Serious Gaming. Van Rosmalen, P., & Westera, W. (2010). Eindrapport Innovatieregeling Hoger Onderwijs 2010 Serious Gaming: Wiki‐
games: Wiki‐gebaseerde games in het hoger onderwijs. Utrecht, Nederland: SURFnet Kennisnet Innovatieprogramma: Innovatieregeling Hoger Onderwijs 2010: Serious Gaming. Van Rosmalen, P., & Westera, W. (2010). WIKI‐games: Wiki‐gebaseerde games in het hoger onderwijs (handleiding). Utrecht, Nederland SURFnet Kennisnet Innovatieprogramma: Innovatieregeling Hoger Onderwijs 2010: Serious Gaming. Verjans, S. (2010, mei). Videoconference @OUNL: Aanzet tot een business case. Heerlen, Nederland: Open Universiteit, CELSTEC. Verjans, S., & Hermans, H. (2010, January 12). Kennis en gebruik van sociale media (Web2.0) ‐ Enquête instrument. Heerlen, Nederland: Open Universiteit Nederland. Retrieved from http://www.scribd.com/doc/23426149/EnqueteWeb20Def. Verjans, S., & Rajagopal, K. (2010). D4.1. CEFcult Framework and Methodology: CEFcult project: deliverables. Verjans, S., Rajagopal, K., & Valentine, C. (2010). D4.2. User Requirements: CEFcult project: deliverables. Verpoorten, D. (2010). Adaptive confidence‐oriented self‐assessment in an IMS LD Unit of Learning. In D6.3 ‐ Best practice guidelines for assessment and evaluation specifications and standards. Aggregates internal deliverables WP6 Assessment & Evaluation Testbed. Heerlen, The Netherlands: Open University of the Netherlands, ICOPER‐
project. Verpoorten, D. (2010). Implications of the adoption of a concept‐based approach to instructional design. In D9.5 ‐ Second empirical evaluation in academic settings. Heerlen, The Netherlands: Open University of the Netherlands, Grapple‐project. Verpoorten, D. (2010). Reflection Amplifiers in Self‐Regulated Learning. PhD‐proposal. Heerlen, The Netherlands: Open University of the Netherlands. Wild, F., Buelow, K., Hoisl, B., Koblischke, R., Essl, M., Rebedea, T., Posea, V., Markus, T., Westerhout, E., Mandin, S., Drachsler, H., Burek, G., Kostov, H., & Simov, A. (2010). LTfLL D2.3 Services v1 integrated. LTfLL‐
project. Windrum, C., Joubert, M., Barak, N., Specht, M., De Vries, F., Persico, D., et al. (2010). D5.3.1 ‐ Report on community building with Stakeholders: STELLAR‐project.
Software, source code, specifications, open standards, LN4LD IMS‐LD packages Software, source code Melero, J., Van Stratum, B., Janssen, J., Heyenrath, S., Van der Heijden, S., Finders, A., et al. (2010). Learning Path Editor. TENCompetence, from http://hdl.handle.net/1820/2315 Ternier, S. (2010). Aloqa and layar augmented reality feeds. Available from http://hdl.handle.net/1820/2699 Specification, open standards Janssen, J., Hermans, H., Berlanga, A., & Koper, R. (2010). Learning Path Specification v1.3. TENCOMPETENCE, from http://hdl.handle.net/1820/1620 IMS‐LD Packages Gruber, M. R., & Glahn, C. (2010). IMS‐LD Modern Architecture: Skyscrapers and Residential Homes Level A. [IMS‐LD content package]. Heerlen, The Netherlands: Open University of the Netherlands: GRAPPLE and iCoper., from http://hdl.handle.net/1820/2550 Gruber, M. R., & Glahn, C. (2010). IMS‐LD Modern Architecture: Skyscrapers and Residential Homes Level B. [IMS‐LD content package]. Heerlen, The Netherlands: Open University of the Netherlands: Grapple and Icoper., from http://hdl.handle.net/1820/2551 62
2011 Refereed articles SSCI journals Berlanga, A. J., Kalz, M., Stoyanov, S., Van Rosmalen, P., Smithies, A., & Braidman, I. (2011). Language technologies to support formative feedback. Educational Technology & Society, 14(4), 11‐20. Berlanga, A. J., Van Rosmalen, P., Boshuizen, H. P. A., & Sloep, P. B. (2011). Exploring Formative Feedback on Textual Assignments with the Help of Automatically Created Visual Representations. Journal of Computer Assisted Learning. Available online: 10 juli 2011 doi: 2010.1111/j.1365‐2729.2011.00425.x De Bakker, G., Van Bruggen, J., Sloep, P. B., & Jochems, W. (2011). Introducing the SAPS system and a corresponding allocation mechanism for synchronous online reciprocal peer support activities. Journal of Artificial Societies and Social Simulation, 14(1). Electronic Publication: http://jasss.soc.surrey.ac.uk/14/11/11.html Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2011). Cognitive load and knowledge sharing in Learning Networks. Interactive Learning Environments. Available online: 4 juli 2011 doi:2010.1080/10494820.10492010.10548068 Hummel, H. G. K., Van Houcke, J., Nadolski, R. J., Van der Hiele, T., Kurvers, H., & Löhr, A. (2011). Scripted collaboration in gaming for complex learning: Effects of multiple perspectives when acquiring water management skills. British Journal of Educational Technology, 42(6), 1029‐1041. doi:1010.1111/j.1467‐8535.2010.01122.x Janssen, J., Berlanga, A. J., & Koper, R. (2011). Evaluation of the Learning Path Specification. Journal of Educational Technology and Society, 14(3), 218‐230. Retalis, S., & Sloep, P. B. (2011). Virtual Environments for Collaborative Innovation and Learning. Journal of Universal Computer Science (J.UCS), 17(12), 1634‐1637. Sie, R. L. L., Bitter‐Rijpkema, M., & Sloep, P. B. (2011). What’s in it for me? Recommendation of Peers in Networked Innovation. Journal of Universal Computer Science, 17(12), 1659‐1672. Sloep, P. B., & Berlanga, A. J. (2011). Learning Networks, Networked Learning [Redes de Aprendizaje, Aprendizaje en Red]. Comunicar, XIX(37), 55‐63. Retrieved from http://dx.doi.org/10.3916/C37‐2011‐02‐05 Westera, W. (2011). On the Changing Nature of Learning Context: Anticipating the Virtual Extensions of the World. Educational Technology & Society, 14(2), 201‐212. [1.011] [1.464] [1.156] [1.163] [2.098] [1.011] [0.398] [0.398] [0.470] [1.011] ICO Journals Berlanga, A. J., Bitter‐Rijpkema, M., Brouns, F., Sloep, P. B., & Fetter, S. (2011). Personal Profiles: Enhancing Social Interaction in Learning Networks. International Journal of Web based Communities, 7(1), 66‐82. Bitter‐Rijpkema, M., Sloep, P. B., Sie, R., Van Rosmalen, P., Retalis, S., & Katsamani, M. (2011). A new approach to collaborative creativity support of new product designers. International Journal of Web Based Communities, 7(4), 478‐492. DOI: 10.1504/IJWBC.2011.042992 Brouns, F., Berlanga, A. J., Fetter, S., Bitter‐Rijpkema, M. E., Van Bruggen, J. M., & Sloep, P. B. (2011). A survey on social networks to determine requirements for Learning Networks for professional development of university staff. International Journal of Web Based Communities, 7(3), 298‐311. Verpoorten, D., Westera, W., & Specht, M. (2011). Reflection amplifiers in online courses: a classification framework. Journal of Interactive Learning Research, 22(2), 167‐190. Other Journals Börner, D., Kalz, M., & Specht, M. (2011). Thinking outside the box – A vision of ambient learning displays. International Journal Technology Enhanced Learning, 3(6), 627–642. Kelle, S., Klemke, R., & Specht, M. (2011). Design patterns for learning games. International Journal Technology Enhanced Learning, 3(6), 555‐569. Nadeem, D., Stoyanov, S., & Koper, R. (2011). Using concept mapping for needs analysis for a social support system in learning network. International Journal of Interactive Mobile Technologies, 5(1), 41‐45. Available on: http://online‐journals.org/i‐jim/issue/view/102. 63
Reinhardt, W., Schmidt, B., Sloep, P. B., & Drachsler, H. (2011). Knowledge Worker Roles and Actions ‐ Results of Two Empirical Studies. Knowledge and Process Management, 18(3), 150‐174. doi: 110.1002/kpm.1378 Online: http://onlinelibrary.wiley.com/doi/1010.1002/kpm.1378/abstract Sloep, P. B., Boon, J., Cornu, B., Klebl, M., Lefrere, P., Naeve, A., et al. (2011). A European research agenda for lifelong learning. International Journal of Technology Enhanced Learning (IJTEL), 2(3), 204‐228. Specht, M., Ternier, S., & Greller, W. (2011). Dimensions of Mobile Augmented Reality for Learning: A First Inventory. Journal of the Research for Educational Technology (RCET), 7(1), 117‐127. Spring 2011. Verpoorten, D., Glahn, C., Chatti, A., Westera, W., & Specht, M. (2011 ). Self‐Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary‐School Pupils. International Journal for Cross‐Disciplinary Subjects in Education, 2(1), 276‐284. Verpoorten, D., Westera, W., & Specht, M. (2011). Infusing reflective practice in eLearning courses – Can widgets help? International Journal of Technology Enhanced Learning, 3(1), 93‐109. Wild, F., Palmér, M., & Kalz, M. (2011). Editorial Special Issue Mashup Personal Learning Environments. International Journal of Technology Enhanced Learning, 3(1), 1‐3.
Books Hawkridge, D., Ng, K., & Verjans, S. (Eds.) (2011). Thriving in a colder and more challenging climate. The 18th annual conference of the Association for Learning Technology (ALT‐C 2011). September, 6‐8, 2011, England, UK: University of Leeds, URI:http://repository.alt.ac.uk/2159 Reinhardt, W., Ullmann, T. D., Scott, P., Pammer, V., Conlan, O., Berlanga, A. J., (Eds.) (2011). Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11). In conjunction with the 6th European Conference on Technology Enhanced Learning (EC‐TEL 2011). September, 21, 2011, Palermo, Italy: CEUR Workshop Proceedings. Available online at http://ceur‐ws.org/Vol‐790/ Sloep, P. B., Van der Klink, M., Brouns, F., Van Bruggen, J., Didderen, W. (Eds.). (2011). Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen. Houten, Nederland: Bohn, Stafleu, Van Loghum. Van de Veer, G., Sloep, P. B., & Van Eekelen, M. (Eds.) (2011). Proceedings Computer Science Education Research Conference (CSERC ʹ11). April, 7‐8, 2011, Heerlen, The Netherlands: ACM. Retrieved from http://dl.acm.org/citation.cfm?id=2043594&coll=DL&dl=GUIDE Book chapters Brouns, F., Van Bruggen, J., & Rusman, E. (2011). Diensten in het leernetwerk (hoofdstuk 6). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 106‐127). Houten, Nederland: Bohn Stafleu van Loghum. Drachsler, H., & Kirschner, P. A. (2011). Learner Characteristics. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer 2011, 4300 p. 100 illus. In 7 volumes. Drachsler, H., Greller, W., & Kicken, W. (2011). Leernetwerken vanuit het perspectief van de individuele deelnemer (hoofdstuk 7). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 128‐145). Houten, Nederland: Bohn Stafleu van Loghum. Ebner, M., Schön, S., Taraghi, B., Drachsler, H., & Tsang, P. (2011). First steps towards an integration of a Personal Learning Environment at university level. In R. Kwan et al. (Eds.), ICT 2011, CCIS 177 (pp. 22‐36). Berlin, Germany: Springer‐Verlag, Heidelberg 2011. Fetter, S., Rajagopal, K., Berlanga, A. J., & Sloep, P. B. (2011). Ad Hoc Transient Groups: Instruments for Awareness in Learning Networks. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan & A. J. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets). In conjunction with the 6th European Conference on Technology Enhanced Learning (EC‐TEL 2011): Towards Ubiquitous Learning 2011 (pp. 64‐79). September, 21, 2011, Palermo, Italy: CEUR Workshop Proceedings. Available at http://ceur‐ws.org/Vol‐790/. Florian, B., Glahn, C., Drachsler, H., Specht, M., & Fabregat, R. (2011). Activity‐based learner‐models for Learner Monitoring and Recommendations in Moodle. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on Technology Anhanced Learning, EC‐TEL 2011 (pp. 111‐124). September, 20‐23, 2011, Palermo, Italy. LNCS 6964; Heidelberg, Berlin: Springer. Hermans, H., Wigman, M., & Berlanga, A. J. (2011). Welke technologie is behulpzaam voor een leernetwerk? (hoofdstuk 5). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 87‐105). Houten, Nederland: Bohn Stafleu van Loghum. 64
Joosten‐ten Brinke, D., Van der Klink, M., Kicken, W., & Sloep, P. B. (2011). Technological aids to the efficient Assessment of Prior Learning. In G. Magoulas (Ed.), E‐Infrastructures and technologies for lifelong learning: Next generation environments (pp. 316‐336). Hershey: IGI Global. Kalz, M., Schön, S., Lindner, M., Roth, D., & Baumgartner, P. (2011). Systeme im Einsatz. Lernmanagement, Kompetenzmanagement und PLE. In M. Ebner, & S. Schön (Eds.), L3T ‐ Lerhbuch für Lernen und Lehren mit Technologie (pp. 111‐118). Graz, Austria: Uni Graz. Available at http://l3t.tugraz.at/index.php/LehrbuchEbner10/article/view/39. Kelle, S., Sigurðarson, S., Westera, W., & Specht, M. (2011). Game‐Based Life‐Long Learning. In G. D. Magoulas (Ed.), E‐Infrastructures and Technologies for Lifelong Learning: Next Generation Environments (pp. 337‐349). Hershey, PA: IGI Global. Manouselis, N., Drachsler, H., Vuorikari, R., Hummel, H. G. K., & Koper, R. (2011). Recommender Systems in Technology Enhanced Learning. In P. B. Kantor, F. Ricci, L. Rokach, & B. Shapira (Eds.), Recommender Systems Handbook (pp. 387‐415). Berlin: Springer. Miao, Y., Boon, J., Van der Klink, M., Sloep, P. B., & Koper, R. (2011). Support interoperability and reusability of emerging forms of assessment: Some issues on integrating IMS LD with IMS QTI. In F. Lazarinis, S. Green, & E. Pearson (Eds.), E‐Learning Standards and Interoperability: Frameworks and Issues (pp. 1‐20). IGI Global. Rajagopal, K., Verjans, S., Van Bruggen, J., & Sloep, P. B. (2011). Stimulating reflection through engagement in social relationships. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan & A. J. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11). In conjunction with the 6th European Conference on Technology Enhanced Learning (EC‐TEL2011): Towards Ubiquitous Learning 2011 (pp. 80‐89). September, 21, 2011, Palermo, Italy: CEUR Workshop Proceedings. Available at http://ceur‐ws.org/Vol‐790/ Reinhardt, W., Meier, C., Drachsler, H., & Sloep, P. B. (2011). Analyzing 5 years of EC‐TEL proceedings. In C. D. Kloos, D. Gillet, R. M. C. García, F. Wild & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference of Technology Enhanced Learning, EC‐TEL 2011 (pp. 531‐536). September, 20‐23, 2011, Palermo, Italy. LNCS 6964; Heidelberg, Berlin: Springer. Rubens, W. (2011). Over de didaktiek van social media in de dagelijkse lespraktijk. In L. Hilgers, T. van Zadelhoff, & 123 co‐auteurs (Eds.), BoekTweePuntNul (Onderwijseditie) (pp. 15‐17). Leiden Van Buurt Boek BV. Rubens, W. (2011). Storify. In L. Hilgers, T. van Zadelhoff, & 123 co‐auteurs (Eds.), BoekTweePuntNul (pp. 196‐
197). Leiden: Van Buurt Boek BV. Rubens, W. (2011). Storify. In L. Hilgers, T. van Zadelhoff, & 123 co‐auteurs (Eds.), BoekTweePuntNul (Onderwijseditie) (pp. 218‐219). Leiden: Van Buurt Boek BV. Schmitz, B., Klemke, R., Totschnig, M., Czauderna, A., & Specht, M. (2011). Transferring an Outcome‐Oriented Learning Architecture to an IT Learning Game. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference of Technology Enhanced Learning, EC‐TEL 2011 (pp. 483‐488). September, 20‐23, 2011, Palermo, Italy. LNCS 6964; Heidelberg, Berlin: Springer. Sloep, P. B., & Brouns, F. (2011). Achtergronden en aanleidingen (hoofdstuk 1). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 14‐35). Houten, Nederland: Bohn Stafleu van Loghum. Sloep, P. B., Van der Klink, M., Didderen, W., Van Bruggen, J., Brouns, F., & Pannekeet, K. (2011). Epiloog (hoofstuk 9). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 168‐183). Houten, Nederland: Bohn Stafleu van Loghum. Stoyanov, S., Kicken, W., Boon, J., & Bitter‐Rijpkema, M. (2011). Ontwerpbenaderingen voor leernetwerken (hoofdstuk 4). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 71‐86). Houten, Nederland: Bohn Stafleu van Loghum. Van der Klink, M., Janssen, J., Boon, J., & Rutjens, M. (2011). Leren in online sociale netwerken (hoofdstuk 2). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 36‐52). Houten, Nederland: Bohn Stafleu van Loghum. Van Rosmalen, P., Van Bruggen, J., & Spoelstra, H. (2011). Verder bouwen aan de kwaliteit van het leernetwerk (hoofdstuk 3). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 53‐70). Houten, Nederland: Bohn Stafleu van Loghum. Verjans, S., Bitter‐Rijpkema, M., & Didderen, W. (2011). Ontwerpen van leernetwerken vanuit organisatieperspectief (hoofdstuk 8). In P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. 65
Didderen (Eds.), Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen (pp. 146‐167). Houten, Nederland: Bohn Stafleu van Loghum. Verpoorten, D., Westera, W., & Specht, M. (2011). Prompting reflection through annotations in formal online learning. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan & A. J. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11). In conjunction with the 6th European Conference on Technology Enhanced Learning (EC‐TEL 2011): Towards Ubiquitous Learning 2011 (pp. 90‐96). September, 21, 2011, Palermo, Italy: CEUR Workshop Proceedings. Available at http://ceur‐
ws.org/Vol‐790/.
PhD‐theses De Jong, T. (2011). Contextualised Mobile Media for Learning. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Rusman, E. (2011). The Mindʹs Eye on Personal Profiles ‐ How to inform trustworthiness assessments in virtual project teams. (Unpublished doctoral dissertation). Open Universiteit in the Netherlands, Heerlen, The Netherlands. Conference papers Berlanga, A. J., & Sloep, P. B. (2011, 15 July). Towards a Digital Learner Identity. In F. Abel, V. Dimitrova, E. Herder, & G. J. Houben (Eds.), Augmenting User Models with Real World Experiences Workshop (AUM). In conjunction with UMAP 2011. Girona, Spain. Börner, D., Glahn, C., & Specht, M. (2011, September). Konzeptionelle Strukturierung mobilen Lernens. In S. Friedrich, A. Kienle, & Rohland (Eds.), DeLFI 2011: Die 9. e‐Learning Fachtagung Informatik ‐ Poster Workshops Kurzbeiträge (pp. 6‐11). TUD Press. Casey, J., Greller, W., Davies, H., Follows, C., Turner, N., & Webb‐Ingall, E. (2011, 27‐30 September). Open Spaces for Arts Education ‐ The ALTO Ecosystem Model. Paper presentation of ʺFuture Learning Spacesʺ, at the 7th annual Designs on E‐learning 2011 (DeoL) conference, Helsinki, Finland. Drachsler, H., Verbert, K., Sicilia, M. A., Wolpers, M., Manouselis, N., Vuorikari, R., et al. (2011). dataTEL ‐ Datasets for Technology Enhanced Learning. STELLAR Alpine Rendez‐Vous White Paper. Alpine Rendez‐
Vous 2011 White paper collection, Nr. 13., France (2011). Accessible at: http://oa.stellarnet.eu/open‐
archive/browse?resource=6756_v6751 Glahn, C., & Specht, M. (2011, 18‐21 October). Structuring mobile and contextual learning. In Proceedings of the 10th World Conference on Mobile and Contextual Learning (pp. 188‐195). Beijing, China. Ha, K.‐H., Niemann, K., Schwertel, U., Holtkamp, P., Pirkkalainen, H., Börner, D. et al (2011, 12‐14 October). A novel approach towards skill‐based search and services of Open Educational Resources. In E. Garcia‐
Barriocanal, A. Öztürk, & M. C. Okur (Eds.), Metadata and Semantics Research: 5th International Conference MTSR 2011 (pp. 312‐323). Izmir, Turkey: Springer. Janssen, J., Brouns, F., Vaessen, H., Weijnen, G., Huveneers, E., & Hodzelmans, R. (2011, 10‐12 July). A Nation‐
wide ePortfolio: Reflections on Ambitions and Experiences in the Netherlands. In Proceedings of the ePortfolio and Identity Conference (ePIC) 2011 (pp. 191‐196). London. Kelle, S., Klemke, R., Gruber, M., & Specht, M. (2011, 20‐23 June). Standardization of Game Based Learning Design. In B. Murgante, O. Gervasi, A. Iglesias, D. Taniar, & B. O. Apduphan (Eds.), Computational Science and Its Applications ‐ ICCSA 2011 (pp. 518‐532). Santander, Spain: LNCS 6785 Berlin, Heidelberg & New York: Springer. Potters, H., Berlanga, A. J., & Lex, B. (2011, 7‐8 April). Peer Production & Peer Support at the Free Technology Academy. In G. van de Veer, P. B. Sloep, & M. van Eekelen (Eds.), Proceedings Computer Science Education Research Conference (CSERC ʹ11) (pp. 49‐58). Heerlen, The Netherlands: ACM. Rajagopal, K., & Costa, C. (2011, 10‐12 July). Networking to Learn & Learning to Network: Skills, Values and Technology. In Proceedings of The PLE Conference 2011. Southampton, UK. Reinhardt, W., Maicher, J., Drachsler, H., & Sloep, P. B. (2011). Awareness Support in Scientific Event Management with ginkgo. Proceedings of the 11th International Conference on Knowledge Management and Knowledge Technologies (i‐Know’11) (pp. 40:41‐40:48). New York, NY, USA: ACM. doi:10.1145/2024288.2024336. Reinhardt, W., Mletzko, C., Drachsler, H., & Sloep, P. B. (2011, 11‐12 July). AWESOME: A widget‐based dashboard for awareness‐support in Research Networks. In Proceedings of The PLE Conference 2011. Southampton, UK. Rusman, E., Rajagopal, K., Stoyanov, S., & Van Maele, J. (2011, 20‐21 October). Exploration of Exploitation Approaches of European Projects on ICT and Foreign Language Learning: the CEFcult project case. Paper presented at the 4th International Conference ICT for Language Learning, Florence, Italy. Available at: 66
http://www.pixel‐online.net/ICT4LL2011/conferenceproceedings.php. Rusman, E., Van Bruggen, J., Sloep, P. B., Koper, R., & Valcke, M. (2011, 4‐8 July). Trustworthy in the eye of the beholder? A cognitive perspective on personal profile information in virtual project teams. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer‐Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume III ‐ Community Events Proceedings (pp. 766‐770). Hong Kong, China: International Society of the Learning Sciences. Available at: http://gerrystahl.net/pub/cscl2011proceedingsIII.pdf Schmitz, B., Czauderna, A., Klemke, R., & Specht, M. (2011). Game based learning for computer science education. In G. Van der Veer, P. B. Sloep, & M. Van Eekelen (Eds.), Computer Science Education Research Conference (CSERC ʹ11) (pp. 81‐86). Heerlen, The Netherlands: Open Universiteit. Sie, R., Boursinou, E., Rajagopal, K., & Pataraia, N. (2011, 10‐12 July). Tweetstorming PLNs: Using Twitter to Brainstorm about Personal Learning Networks. In Proceedings of The PLE Conference 2011. Southampton, UK. Sloep, P. B., Berlanga, A. J., Greller, W., Stoyanov, S., Retalis, S., & Van der Klink, M. (2011, 18‐20 May). Educational Innovation with Learning Networks: some pertinent tools and developments. Paper presented at the 2nd International Conference on Technology Enhanced Learning, Quality of Teaching and Reforming Education: Learning Technologies, Quality of Education, Educational Systems, Evaluation, Pedagogies (TECH‐
EDUCATION 2011), Corfu, Greece. Van Rosmalen, P., Klemke, R., & Westera, W. (2011, 20‐21 October). Alleviating the Entrance to Serious Games by Exploring the Use of Commonly Available Tools. In D. Gouscos, & M. Meimaris (Eds.), Proceedings of the 5th European Conference on Games Based Learning (pp. 613‐619). Athens, Greece. Verbert, K., Drachsler, H., Manouselis, N., Wolpers, M., Vuorikari, R., & Duval, E. (2011, 27 February‐1 March). Dataset‐driven research for improving recommender systems for learning. In P. Long & G. Siemens (Eds.), Proceedings of 1st International Conference Learning Analytics & Knowledge (pp. 44‐53). Banff, Alberta, Canada. http://dl.acm.org/citation.cfm?id=2090122&CFID=77368864&CFTOKEN=72282583 Verpoorten, D., Westera, W., & Specht, M. (2011, 20 September). A first approach to “Learning Dashboards” in formal learning contexts. Paper presented at the ADVTEL workshop (1st International Workshop on Enhancing Learning with Ambient Displays and Visualization Techniques) at EC‐TEL 2011, Palermo, Italy. Vuorikari, R., Berlanga, A. J., Cacia, R., Cao, Y., Fetter, S., Gilleran, A., Klamma, R., Punie, Y., Scimeca, S., & Sloep, P. B. (2011). ICT‐based School Collaboration, Teachers’ Networks and their Opportunities for Teachers’ Professional Development ‐ a Case Study on eTwinning. In H. Leung, E. Popescu, Y. Cao, R. W. H. Lau, & W. Nejdl (Eds.), Advances in Web‐based Learning, Proceedings of ICWL 2011 (pp. 112‐121), LNCS 7048. Berlin, Heidelberg, & New York: Springer.
Professional publications Bitter‐Rijpkema, M., Manche, A., Didderen, W., Meuleman, I., Verjans, S., Pannekeet, K., et al. (2011). Biebkracht: kenniscreatie in een professionele leeromgeving. OnderwijsInnovatie, 13(3), 17‐24. Rubens, W. (2011). Een leven lang leren via OpenU. OnderwijsInnovatie, 13(3), 32‐33 (september 2011). Rubens, W. (2011). Innovatieve leeractiviteiten binnen OpenU. OnderwijsInnovatie, 13(4), 14‐16 (december 2011). Rubens, W. (2011). Recensie 2 door Wilfred Rubens. Expertise. Praktisch visieblad voor hoger onderwijs, 5/4, 26‐27. Sloep, P. B. (2011). Coördinatie. [Online Column]. Retrieved from website Nederland Open in Verbinding, March, 14, 2011. Sloep, P. B. (2011). Gebruik van sociale media in het onderwijs: wat is wijsheid? 23 september 2011 Heerlen, 27e dies natalis, redes (pp. 7‐23). Heerlen, Nederland: Open Universiteit. Verpoorten, D. (2011, September 26). Ecoles libres, statut privé. La Libre Belgique. Retrieved from http://www.lalibre.be/debats/opinions/article/687638/ecoles‐libres‐statut‐prive.html Other research output Awards Berlanga, A. J. (2011). Awarded as National Researcher by the Mexica Council for Science and Technology (CONACyT). Contributions to conferences and congresses Berlanga, A. J. (2011, 18 January). Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool. Presentation given at the Onderwijslunch, University of Maastricht, Maastricht, The Netherlands. 67
Berlanga, A. J., & Fetter, S. (2011, 21 September). Ad Hoc Transient Groups: Instruments for Awareness in Learning Networks. Presentation at ARNets 2011 workshop at EC‐TEL 2011, Palermo, Italy. Berlanga, A. J., & Sloep, P. B. (2011, 15 July). Towards a Digital Learner Identity. Presentation at Augmenting User Models with Real World Experiences Workshop (AUM) at UMAP 2011, Girona, Spain. Berlanga, A. J., & Sloep, P. B. (2011, 25 February). Open University of the Netherlands. Universidad Abierta de Holanda. Presentation at Universidad Nacional Abierta y a Distancia (UNAD), Bogotá, Colombia. Berlanga, A. J., Sloep, P. B., & Hernandéz, V. (2011, 4 March). Presentación final Misión 2 Unillanos. Villavicencio, Heerlen, The Netherlands: Open University of the Netherlands. Börner, D. (2011, 13 May). Energy Awareness Displays ‐ Making the Invisible Visible. Presentation given at the Startbijeenkomst SURFNet Innovatieregeling Duurzaamheid & ICT, Utrecht, The Netherlands: SURFNet. Börner, D. (2011, 24 October). Energy Awareness Displays ‐ Making the Invisible Visible. Presentation at the Tussensessie SURFnet Innovatieregeling Duurzaamheid & ICT, Utrecht, The Netherlands. Börner, D. (2011, September). Konzeptionelle Strukturierung mobilen Lernens. Presentation at the mobile learning workshop at the 9. e‐Learning Fachtagung Informatik DeLFI 2011, Dresden, Germany. Drachsler, H. (2011, 18 January). Recent R&D on Recommender Systems in TEL. Presentation given at CELSTEC Learning Network Seminar, Heerlen, The Netherlands. Drachsler, H. (2011, 23 June). Recommender Systems and Learning Analytics in TEL. Guest lecture at MUP/PLE lecture series, KMI, Open University UK. Drachsler, H. (2011, 24 June). Potentials and Limitations of Educational Datasets. Guest lecture at MUP/PLE lecture series at KMI, Open University UK. Drachsler, H. (2011, 29 March). dataTEL ‐ Datasets for Recommender Systems in Technology‐Enhanced Learning. Presentation at the ARV2011, La Clusaz, France. Drachsler, H. (2011, July). Recommender Systems and Learning Analytics in TEL. Guest lecture at recommender systems seminar in e‐learning, SS 2011, RWTH Aachen, Aachen, Germany. Drachsler, H., & Greller, W. (2011, 30‐31 August). Turning Learning into Numbers ‐ A Learning Analytics Framework. Invite talk at SURF Learning Analytics seminar, Utrecht, The Netherlands. Drachsler, H., & Kicken, W. (2011, 18 February). Handover workshop on network based learning in the medical domain. Given at the Handover project meeting Krakow. Drachsler, H., & Verbert, K. (2011, September). dataTEL ‐ Data‐driven Research and Learning Analytics. EATEL Special Interest Group. Presentation given at EC‐TEL 2011, Palermo, Italy. Drachsler, H., Kicken, W., Van der Klink, M., Stoyanov, S., & Boshuizen, H. P. A. (2011, 5‐8 April). A Training Toolbox for Assessing and Improving Patient Handovers. Poster presentation at the International Forum on Quality and Safety in Healthcare, Amsterdam, The Netherlands: Handover‐project. Earp, J., & Klemke, R. (2011, 21 September). Introducing GaLA: Serious Game potentials, challenges and TEL‐related issues. Presented at TEL‐Think‐Tank Workshop at the 6th European conference on Technology enhanced learning: towards ubiquitous learning (EC‐TEL 2011), Palermo, Italy. Glahn, C. (2011, 21 February). HTML5 for Mobile Applications for Learning. Presentation held at the Blueteam‐
Workshop, Bluetea/Stepco‐group, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. Greller, W. (2011, 14 December). Entwicklungskonzept für die PH‐OÖ. Presentation to the Board of Governours at the PH Oberösterreich, Austria. Greller, W. (2011, 16 June). E‐Learning in Learning, Teaching, Work and Knowledge Processes. Presentation at the FH Hagenberg, Austria. Greller, W. (2011, 7 October). Blended Learning und institutionelle Veränderung. Presentation at the FH Kärnten, Villach, Austria. Greller, W. (2011, May). OERs and the University ‐ Institutional Aspects of Openness. Keynote presentation at the OER expert meeting, Graz, Austria. Gruber, M. R. (2011, 13 December). Digitalisierung des Kulturellen Erbes (Europas). Guest lecture at the IPMZ ‐ Institute of Mass Communication and Media Research, Devision Media Change & Innovation, University of Zurich, Switzerland. (http://www.slideshare.net/em3rg3/digitalisierung‐des‐kulturellen‐erbes‐europa). Gruber, M. R. (2011, 19 January). Social Web in Lehre und Forschung. Presentation at the Faculty of Arts, University of Zurich, Info‐Veranstaltung der E‐Learning‐Koordination der Philosophischen Fakultät, Zürich, Schweiz: Universität Zürich. Gruber, M. R. (2011, 21 April). Social Web in Teacher Education and Teacher Training. Presentation at the Workshop ʺHet gebruik van digitale collecties leermaterialenʺ, Eindhoven, The Netherlands: Open Universiteit, Studiecentrum Eindhoven. Gruber, M. R. (2011, 29 September). Social Media in Education. eduhub Webinar, SWITCH, Zürich, Switzerland. Also available at: http://www.eduhub.ch/events/webinars/11sept29‐socialmedia/index.html 68
Gruber, M. R. (2011, 6 September). Micro‐Blogging ‐ How to Use Twitter for Teaching and Learning. Presentation at ʺDistance Learningʺ ‐ Szenarien und nützliche online Tools für Lehre und Forschung. Lucerne University of Applied Sciences and Arts, Institute for Communication and Marketing IKM. (http://www.slideshare.net/em3rg3/gruber2011‐microblogging‐final) Gruber, M. R., & Keller, S. A. (2011, 31 May). Social Web im Studium. Presentation at Deutsches Seminar University of Zurich, Zurich, Swiss. http://prezi.com/1‐yvtg8nvjgq/social‐web‐im‐studium/ Hummel, H. G. K. (2011, 21 maart). Verbindend leren via authentieke taken. Presentatie voor studiedag PABO van Chr. Hogeschool Ede, Zeist. Janssen, J. (2011, 27 Januari). Leerpaden zonder omwegen. Presentatie Freia, Leusden, Nederland. Janssen, J. (2011, september en december). Workshop Elektronische Leeromgeving OJH. Open Juridische Hogeschool, Heerlen, Nederland. Janssen, J., & Stoyanov, S. (2011, 14 December). Digital Competence Framework ‐ Experts overview & strategies. Presentation at the Institute for Prospective Technological Studies, Seville, Spain. Janssen, J., & Stoyanov, S. (2011, 14 December). Open University of the Netherlands & Centre for Learning Sciences and Technologies. Presentation for The Institute for Prospective Technological Studies (IPTS), Seville, Spain. Janssen, J., Brouns, F., Vaessen, H., Weijnen, G., Huveneers, E., & Hodzelmans, R. (2011, 11‐13 July). A Nation‐wide E‐portfolio: Reflections on Ambitions and Experiences in the Netherlands. Presentation given at the e‐Portfolio and Identity Conference (ePIC) London, United Kingdom. Kalz, M. (2011, 1 September). Lifelong mobile learning: Increasing accessibility and flexibility with tablet computers and ebooks. Presentation provided during the opening ceremony of the iPad pilot for schakelzone rechten, Utrecht, The Netherlands. Kalz, M. (2011, 14 July). Structuration of Personal Learning Environments. Lecture given in the context of the MUPPLE lecture series at The Open University, Milton Keynes, UK. Kalz, M. (2011, 5 May). Challenges for PLE research and development. Presentation given during the E‐Learning course at RWTH Aachen, Aachen, Germany: RWTH. Kicken, W., & Drachsler, H. (2011, October). Hoe ontwerp je een effectief leernetwerk? Workshop at Learning Network book presentation ʹLeernetwerken; kennisdeling, kennisontwikkeling en de leerprocessenʹ (P. B. Sloep, M. van der Klink, F. Brouns, J. van Bruggen, & W. Didderen (Eds.), Springer), Eindhoven, The Netherlands. Klemke, R. (2011, 11 May). StreetLearn ‐ Community‐based immersive 3D‐video learning games in Streetview. Kick‐off presentation at Surfnet, Utrecht, The Netherlands. Klemke, R. (2011, 15 February). Technology‐Enhanced Learning @ CELSTEC: Ausgangslage, Entwicklung und Trends. Presentation given to visitors from Currenta GmbH in the Learning Media Lab, Heerlen, Netherlands: ICoper‐project. Manche, A., & Bitter‐Rijpkema, M. E. (2011, 25‐26 August). Biebkracht XPM. Introduction of Biebkracht on the 2011 expertmeeting, Scheveningen, The Netherlands. Nadolski, R. J. (2011, 17 October). Exploring Sensors & Actuators for Immersive Learning Scenarios. Presentation at a working meeting with SAS, Brussels, Belgium. Nadolski, R. J. (2011, 21 June). EMERGO ‐ Methodology and toolkit for sustainable development of e‐cases. Presentation at the GaLA Alignment, School Edinburgh, UK. Nadolski, R. J., Baalsrud‐Hauge, J., Boyle, L., Riedel, J., & Luccini, M. (2011, 2 December). Game over? What hampers the major uptake of serious games? Discussion session at Online Educa Berlin, Berlin, Germany. Pannekeet, K., & Zamani, K. (2011, 12 April). Portal Zorgacademie: Op weg naar een virtuele infrastructuur. Presentatie tijdens het Zorgacademie plenair, Hogeschool Zuyd, Heerlen. Rubens, W. (2011, 1 april). It’s about pedagogy, stupid! Masterclass tijdens congres Consortium Beroepsonderwijs, Zeist, Nederland. Rubens, W. (2011, 11 oktober). Wat maakt onderwijs met ICT leuk en effectief? Presentatie tijdens een masterclass van de SURF Academy, Utrecht, Nederland. Rubens, W. (2011, 12 april). Sociale media als persoonlijke leeromgeving. Presentatie tijdens Studium Generale STOAS Hogeschool, Den Bosch, Nederland. Rubens, W. (2011, 12 april). Trends op het gebied van ICT in het onderwijs. Gastcollege post‐HBO opleiding Fontys e‐
learning, Utrecht, Nederland. Rubens, W. (2011, 18 mei). Digitale didactiek. Hoe je met ICT leren kunt versterken. Presentatie studiedag Da Vinci College, Dordrecht, Nederland. Rubens, W. (2011, 20 juni). Sociale media en leren. Keynote tijdens Sharing the Power of Knowledge van het ministerie van Defensie, Amsterdam, Nederland. 69
Rubens, W. (2011, 21 april). Laptops in het onderwijs. En nu de didactiek. Presentatie tijdens studiedag ROC Nijmegen, Nijmegen, Nederland. Rubens, W. (2011, 21 juni). Sociale media en leren. Workshop tijdens Sharing the Power of Knowledge van het ministerie van Defensie, Amsterdam, Nederland. Rubens, W. (2011, 22 maart). E‐learning implementeren: geleerde lessen. Gastcollege post‐HBO‐opleiding e‐learning Fontys, Utrecht, Nederland. Rubens, W. (2011, 22 november). E‐learning trends. Presentatie tijdens een gastcollege van de post‐HBO opleiding E‐learning van Fontys Hogescholen, Utrecht, Nederland. Rubens, W. (2011, 22 september). Informal+formal: powerful learning environment in a connected world. Presentation at Professional Learning Europe 2011, Cologne, Germany. Rubens, W. (2011, 24 november). Blended learning. Presentatie tijdens een studiedag van het Interactive Learning Center, Utrecht, Nederland. Rubens, W. (2011, 26 mei). Influence new technology on learning. Presentation at the EADL‐congres, Vienna, Austria. Rubens, W. (2011, 26 mei). Online, coaching, online tutoring. Presentation at the EADL‐congres, Vienna, Austria. Rubens, W. (2011, 3 november). Webinar OpenU en OpenAccess. Presentatie tijdens het webinar over OpenU tijdens de Open Access Week van de Surf Foundation, Utrecht, Nederland. Rubens, W. (2011, 30 september). Trends op het gebied van ICT in het onderwijs. Presentatie tijdens een studiedag van de Hogeschool Rotterdam, Rotterdam, Nederland. Rubens, W. (2011, 4 november). Een levenlang netwerkleren met OpenU. Presentatie tijdens een studiedag van directeuren van bibliotheken, Heerlen, Nederland. Rubens, W. (2011, 6 juni). Digitaal leermateriaal +. Hoe je met ICT leren verder kunt versterken. Presentatie studiedag Dominicus College, Nijmegen, Nederland. Rubens, W. (2011, 6 september). Visies op leren en e‐learning. Presentatie tijdens een bijeenkomst van de Werkplaats E‐learning van de VGN, Utrecht, Nederland. Rubens, W. (2011, 7 juni). Werken met TPACK. Gastcollege post‐HBO‐opleiding e‐learning Fontys, Utrecht, Nederland. Rubens, W. (2011, 8 december). E‐learning implementeren: 10 geleerde lessen. Keynote tijdens het congres E‐learning in de Zorg, Nieuwegein, Nederland. Rubens, W. (2011, 8 december). Social media & learning. Workshop tijdens het congres E‐learning in de Zorg, Nieuwegein, Nederland. Rubens, W. (2011, 9 november). Een levenlang leren met OpenU. Presentatie tijdens de Onderwijsdagen 2011, Utrecht, Nederland. Rusman, E. (2011, 17 June). Lekenpraatje over promotieonderzoek, als onderdeel van de verdediging van het proefschrift ʹThe Mindʹs Eye on Personal Profiles ‐ How to inform trustworthiness assessments in virtual project teamsʹ. Rusman, E., & Stoyanov, S. (2011). Online Assessment of Oral Proficiency for Intercultural Professional Communication: An introduction. Presentation about the CEFcult project (www.cefcult.eu) as an introduction to various personal interviews held with stakeholders, Heerlen, The Netherlands: Open University in the Netherlands. Rusman, E., & Stoyanov, S. (2011, 18 May). Online Assessment of Oral Proficiency for Intercultural Professional Communication. Presentation about the CEFcult project (www.cefcult.eu) at the workshop ‘Crossing borders’ organised by the Talenacademie, Heerlen, The Netherlands: Open University in the Netherlands. Rusman, E., Rajagopal, K., Stoyanov, S., & Van Maele, J. (2011, 20 October). Exploration of Exploitation Approaches of European Projects on ICT and Foreign Language Learning: the CEFcult project case. Presentation at the 4th International Conference ICT for Language Learning, Florence, Italy. Rusman, E., Van Bruggen, J., Sloep, P. B., Koper, R., & Valcke, M. (2011, 8 July). Trustworthy in the eye of the beholder? ‐ A cognitive perspective on personal profile information in virtual project teams. Presentation at the 9th International Conference on Computer‐Supported Collaborative Learning (CSCL), Hong Kong, China. Schmitz, B., Klemke, R., Totschnig, M., Czauderna, A., & Specht, M. (2011, 23 September). Transferring an outcome‐
oriented learning architecture to an IT learning game. Presented at the 6th European conference on Technology enhanced learning: towards ubiquitous learning (EC‐TEL 2011), Palermo, Italy. Sloep, P. B. (2011, 1‐3 September). Networked Learning in Networks: infrastructures for social learning & distributed innovation. Presentation at the Third International Conference on Software, Services and Semantic Technologies (S3T 2011), Bourgas, Bulgaria. Sloep, P. B. (2011, 23 September). Gebruik van sociale media in het onderwijs: wat is wijsheid? Presentatie ter gelegenheid van de 27e dies natalis van de Open Universiteit, Heerlen, Nederland. Sloep, P. B. (2011, 27 May). Learning Networks, Networked Learning. Presentation at Annual Assembly of the European Society for the Systemic Innovation of Education ‐ ESSIE. 27 May 2011, Leuven, Belgium: Open University in the Netherlands. 70
Sloep, P. B. (2011, 6 April). Network Learning. Presentation at the Free Technology Academy (FTA) Board Meeting, Heerlen, The Netherlands: Open University in the Netherlands. Sloep, P. B. (2011, 9 April). Designing open learning environments for professional development. Presentation at the FP7 Handover Project Meeting, Amsterdam, The Netherlands: Open University in the Netherlands. Sloep, P. B., Berlanga, A., Greller, W., Stoyanov, S., Retalis, S., Van der Klink, M., et al. (2011, 19 May). Educational Innovation with Learning Networks: tools and developments. Presentation at the second Tech‐Education Conference, Corfu, Greece. Specht, M. (2011, 14 June). Linking Sensors, Displays, and Learning. Invited Talk presented at Seminar New Innovations in Learning. University of Helsinki, Finland. Specht, M. (2011, 16 February). Mobile and Ubiquitous Technologies for Learning Support. Invited Talk given at the University of Oviedo, Oviedo. Spain. Specht, M. (2011, 18 October). Mobile Media for Learning, Reflection, and Personal Development. Presentation given at the Mobile Learning Workshop, Saarbrücken, Germany. Specht, M. (2011, 2 June). Linking Sensors, Mobile, Displays, and Learning. Invited Talk given at the e‐Madrid conference on mobile learning, Madrid, Spain. Specht, M. (2011, 21 February). CELSTEC Learning Labs: Mobile App Development for Education and Training. Presentation given in Workshop at CELSTEC Learning Lab for Bluetea, Heerlen, The Netherlands. Specht, M. (2011, 9 June). Mobile Learning, Best Practices and Examples. Invited Talk given at the Onderwijs Research Dagen, Workshop on Mobile Learning Maastricht, The Netherlands. Specht, M., & Ternier, S. (2011, 11 January). Mobile Augmented Reality 4 Learning. Presentation given at the Learning without Frontiers event, London, England. Stoyanov, S., & Janssen, J. (2011, 14 December ). Digital Competence Framework ‐ Questionnaire 1. Presentation at the Institute for Prospective Technological Studies, Seville, Spain. Stoyanov, S., & Janssen, J. (2011, 14 December). Digital Competence Framework ‐ Methodology & Tools. Presentation at the Institute for Prospective Technological Studies, Seville, Spain. Van der Klink, M., Drachsler, H., Kicken, W., Stoyanov, S., & Boshuizen, H. P. A. (2011, September). The Handover toolbox ‐ Final expert meeting. Final project expert and stakeholder meeting, Florence, Italy. Van Rosmalen, P., & Westera, W. (2011, 17 februari). Wiki‐games: Wiki‐gebaseerde games in het hoger onderwijs. Presentatie op SURF Academy: Seminar innovatie en inspiratie, Utrecht, Nederland. Van Rosmalen, P., Klemke, R., & Westera, W. (2011, 20‐21 October). Alleviating the Entrance to Serious Games by Exploring the Use of Commonly Available Tools. Presentation at 5th European Conference on Games Based Learning, Athens, Greece. Verjans, S. (2011, 22 March). Blended learning: waarom, wat en hoe? Presented at internal seminar at Hogeschool Zuyd, Heerlen, The Netherlands. Verjans, S. (2011, 23 November). Show small close comfort and listen ‐ How to overcome barriers in the use of social media. Presentation at the SVEA Final Conference ʺNext Generation Learning ‐ How to Integrate Social Media in Vocational and Adult Trainingʺ, Brussels, Belgium. Verjans, S. (2011, 24 June). Indispensable: social media for a PhD student. Workshop held at the Promovendidag van de Open Universiteit, Graduate School, Heerlen. Verjans, S. (2011, 24 October). Persoonlijke leeromgeving. Presentation at VLHORA studiedag ‐ The information highway, Brussels, Belgium. Vuorikari, R., Berlanga, A. J., Cacia, R., Cao, Y., Fetter, S., Gilleran, A., Klamma, R., Punie, Y., Scimeca, S., & Sloep, P. B. (2011, 8‐10 December). ICT‐based School Collaboration, Teachers’ Networks and their Opportunities for Teachers’ Professional Development ‐ a Case Study on eTwinning. Presentation given at ICWL 2011, Hong Kong, China. Westera, W. (2011, 18 November). Essentials of serious gaming. Guest lecture at the Hightech Entrepreneurship and new Media Course of RWTH Computer Science Department, Aachen, Germany: RWTH. Westera, W. (2011, 21 January). GALA dissemination policy. Presentation at the second GALA workshop, Barcelona, Spain: Esade. Westera, W. (2011, 21 September). GALA WP09 First Year Review. Presentation at the fourth GALA workshop, Bremen, Germany: Bremer Institut für Produktion und Logistik GmbH. Westera, W. (2011, 6‐7 December). Spreading of Excellence and Dissemination. Presentation at the first year GALA review in Genoa, Genoa, Italy: University of Genoa. Westera, W. (2011, 9 February). Introduction to the GALA Network of Excellence. Presentation on behalf of CITO BV in CELSTEC LAB, Heerlen, The Netherlands: Open University of the Netherlands. (Technical) Reports 71
Armitt, G., Stoyanov, S., Hensgens, J., Smithies, A., Braidman, I., Mauerhofer, C., et al. (2011). D7.4 Validation 4: LTfLL‐project. Berlanga, A. J., & Sloep, P. B. (2011). Informe Misión 2a to Unillanos. Villavicencio: Heerlen, The Netherlands: Open University of the Netherlands. Drachsler, H. (2011). dataTEL ‐ Final Report. STELLAR Theme Team funding. Fetter, S., Berlanga, A. J., Sloep, P. B., & Vuorikari, R. (2011). D.3.1 Major trends arising from the network. Tellnet project. Heerlen, The Netherlands: Open Universiteit in the Netherlands. Gruber, M. R. (2011). Social Software and Web2.0 in Teacher Education and Teacher Training. Research Report for Share.TEC Pilot. Heerlen, The Netherlands: Open Universiteit in the Netherlands. Janssen, J., Brouns, F., Vaessen, H., Weijnen, G., & Huveneers, E. (2011). Blackboard portfolio en E‐portfolio NL: een poging tot afstemming. Heerlen, Nederland: Project Leven Lang Leren Limburg. Kalz, M., Börner, D., & Overby, E. (2011). OpenScout deliverable D2.2.1 Initial Competence Service Library. Heerlen, The Netherlands: Open universiteit in the Netherlands; OpenScout. Klemke, R. (2011). StreetLearn: Community‐based immersive 3D‐video learning games in Streetview. Eindrapport Innovatieregeling 2011. Utrecht: SURFNet. Loureiro‐Koechlin, C., Kalz, M., Pirkkalainen, H., Schwertel, U., Holtkamp, P., & Antonova, A. (2011). OpenScout deliverable D2.4.1 Use Case Scenario for Simulation Content. London, UK: Brunel University; OpenScout [Contributor: Inas Ezz]. Mauerhofer, C., Rajagopal, K., & Greller, W. (2011). D8.6 Dissemination, training and exploitation results: LTfLL‐
project. Okada, A., Connolly, T., Scott, P., & Klemke, R. (2011). ICOPER Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R. Milton Keynes, UK: The Open University; ICOPER. [contributors: Elisabetta Parodi, Birgit Schmitz, Bernd Simon, Martin Weller] Ottenheijm, S., Rubens, W., & Vorstenbosch, P. (2011). Trendrapport mbo. Technologieën van de toekomst. Zoetermeer: Stichting Kennisnet en saMBO‐ICT. Rutjens, M. (2011). Netwerk Open Hogeschool Informatica learning for professionals. Deliverable: D52‐6 Nulmeting. 22.09.2011 Totschnig, M. (2011). ICOPER Deliverable D‐1.2 Open ICOPER Content Space Implementation of 2nd Generation of Open ICOPER Content Space including Integration Mini Case Studies. Vienna: WU Vienna; ICOPER. [contributors: Joris Klerkx, Michael Derntl, Jad Najjar, Bernd Simon, Gonzalo Parra, Bram Vandeputte, Jose Luis Santos, Robert John Robertson, Anh Vu Nguyen‐Ngoc, Philipp Prenner, Gytis Cibulskis, Evaldas Karazinas, Andres Franco, Israel Gutiérrez Rojas, Derick Leony, Mikael Karlsson, Henning Eriksson, Martin Sillaots, Aili Madisson, Pjotr Savitski, Jacek Bubak, Elisabetta Parodi, Paolo Tenerini, Michele Dicerto, Roland Klemke, Marion Gruber, Stefaan Ternier, Sören Unruh, Birgit Schmitz, Patrick Pekczynski, Daniel Müller, Johannes Götzinger, Franz Müller, Fredrik Paulsson, Jenny Gray, Jukka Purma, Susanne Neumann, Natalie Masrujeh, Michael Aram, Andreas Mulley, Franz Penz, Bernd Simon, Gustaf Neumann]. Van der Klink, M. R. (2011). Welke mogelijkheden zijn er om als lerarenopleider te professionaliseren? Velon. Available on: http://www.test.kennisbasislerarenopleiders.nl/documents/Welkemogelijkhedenzijneromalslerarenopleidert
eprofessionalisrentheorie_000.pdf Van der Klink, M. R., Kicken, W., Drachsler, H., Stoyanov, S., & Boshuizen, H. P. A. (2011). Deliverable 9 ‐ Evaluation report of training and the use of training tools. Heerlen, The Netherlands, Open Universiteit in the Netherlands. Software, source code, specifications, open standards, LN4LD IMS‐LD packages Software, source code Börner, D. (2011). Energy Awareness Displays Prototype (Version 1.0) [Software]. Heerlen, The Netherlands: Open University in the Netherlands, Centre for Learning Sciences and Technologies. Available at http://hdl.handle.net/1820/4172 Fetter, S., & Van der Vegt, W. (2011). Ask a question. Release 2. [Software] Available under the GNU GPL version 3 licence. Available at http://hdl.handle.net/1820/3906 Fetter, S., Van der Vegt, W., & Brouns, F. (2011). Ask a question. [Software] Available under the GNU GPL version 3 licence and http://hdl.handle.net/1820/3469 Glahn, C. (2011). Proxy configuration for apache server running IMS‐LD Runtime (Version 1.0) [Computer software]. Heerlen, The Netherlands: Open Universiteit in the Netherlands. Available at http://hdl.handle.net/1820/4128 72
Ternier, S., & Klemke, R. (2011). ARLearn and StreetLearn software for virtual reality and augmented reality multi user learning games (Version 1.0) [Computer software]. Heerlen, The Netherlands: Open Universiteit in the Netherlands. Available at http://hdl.handle.net/1820/4182 Ternier, S., & Klemke, R. (2011). ARLearn and StreetLearn software for virtual reality and augmented reality multi user learning games (Version 1.0) [Software Documentation]. Heerlen, The Netherlands: Open Universiteit in the Netherlands. Available at http://hdl.handle.net/1820/4183 REST Masterclass / Education & Training Van Bruggen, J., Koper, R., Kalz, M., Van Meeuwen, L., Berkhout, J., & Storm, J. (2011, 14 Oktober). Hoe breng je leven in een community? Masterclass in de OpenU community. Open universiteit, Heerlen, Nederland. Beschikbaar op http://portal.ou.nl/web/masterclass‐communities Westera, W., Koper, R., Kalz, M., Janssen, J., Bahreini, K., Storm, J., Berkhout, J., Heinen, M., & Vos, M. (2011, 4 november). Hoe gebruik je serious games in het onderwijs? Masterclass in de OpenU community. Open Universiteit, Heerlen, Nederland. Beschikbaar op http://portal.ou.nl/web/masterclass‐serious‐
gaming/masterclass 73
Appendix 5a
Academic Reputation
Learning Sciences Cluster
Academic Reputation Learning Sciences1 I Membership of Academies Executive Committee Brand‐Gruwel, S. (2007‐2010). Treasurer and member of the Executive Committee of the Netherlands Educational Research Association (NERA). Brand‐Gruwel, S. (2010‐2011). Currently secretary of the Executive Committee of the Netherlands Educational Research Association (NERA). De Groot, R. H. M. (2011). Member of the Executive Board of the International Society for the Study of Fatty Acids and Lipids (ISSFAL). Kester, L. (2011). Member of the Scientific Management of the Interuniversity Centre for Educational Sciences (ICO). Kirschner, P. A. (2009‐2010). Chair of AERA Division C International Research and Scholarship Committee. Kirschner, P. A. (2010‐2011). Member of the Advisory Council of the Stoas Professional University Master of Learning and Instruction for (Green) Education and Companies. Kirschner, P. A. (2010‐2011). Member of the Executive Board of the Games + Learning + Society. Kirschner, P. A. (2009‐2011). Member of the Executive board of Computer Supported Collaborative Learning (CSCL) of the International Society for the Learning Sciences (ISLS). Kirschner, P. A. (2011). Member of the Executive board of the International Society for the Learning Sciences (ISLS). Kirschner, P. A. (2011). Member of the International Advisory Board of Games and Professional Simulations (GAPS) at the University of Wisconsin, Madison Kirschner, P. A. (2011). Member of the International Advisory Group for the Australian Learning and Teaching Council (ALTC)‐funded project, ʺBlended synchronicity: Uniting on‐campus and distributed learners through media‐rich real‐time collaboration toolsʺ. Kirschner, P. A. (2010‐2011). Member of the Scientific Committee of eLearn Center Research Series, Universitat Oberta de Catalunya, Spain. Kirschner, P. A. (2011). Member of the Scientific Advisory Board of the Centre for e‐Learning Technology (CeLTech) at the German Research Center for Artificial Intelligence (DFKI), Saarland University, Germany. Kirschner, P. A. (2011). Member of the Scientific Council of Project Brain (Continium Science Center). Kirschner, P. A. (2011). Member of the Scientific Technical Council (WTR) of the Foundation for Netherlands University Computing Centers (SURF). Kirschner, P. A. (2010). President of the International Society for the Learning Sciences (ISLS). Kirschner, P. A. (2009‐2011). President‐elect and member of the executive board of the International Society for the Learning Sciences (ISLS). Kirschner, P. A. (2011). Past‐president of the International Society for the Learning Sciences (ISLS). McKenney, S. (2011). Advisory board member for NSF DRK12 research by UC Berkeley on argumentation in middle school science. McKenney, S. (2011). Member of the Advisory board of the Professional University Edith Stein. Mooij, T. (2010‐2011). Chair of the international research network ICT in Education and Training of the European Educational Research Association (EERA). Wopereis, I. G. J. H. (2008‐2011). Executive Secretary Scientific Management of the Interuniversity Centre for Educational Research (ICO). Board Membership of National and International Academic Organisations Bijker, M. (2010‐2011). PhD Coordinator Theme Domain‐specific Instruction of Research School ICO [Interuniversity Center for Educational Research]. Brand‐Gruwel, S. (2009). Chair of the division Educational Design & Curriculum Development of the Educational Director of the Dutch Interuniversity Center for Educational Research (ICO). Brand‐Gruwel, S. (2010‐2011). Currently chair of the division Curriculum development of the Dutch Interuniversity Center for Educational Research (ICO). Gorissen, C. (2010‐2011). Board Member and website editor of the interest group for Ph.D.students (VPO) of the Netherlands Educational Research Association Vereniging voor Onderwijsresearch (VOR). 2006 / 2007 / 2008 unavailable ‐ Much of this is available from the ICO self‐study. This will be updated for the final audit.
1
Jaarsma, T. (2011). Chair of the interest group for Ph.D students (VPO) of the Netherlands Educational Research Association/Vereniging voor Onderwijsresearch (VOR). Kester, L. (2010‐2011). Co‐chair Interuniversity Centre for Education and Educational Research, Theme I: Innovative Learning Environments. Kirschner, P. A. (2009‐2010). Chair of AERA Division C International Research and Scholarship Committee. Kirschner, P. A. (2009‐2010). Co‐chair Interuniversity Centre for Education and Educational Research, Theme I: Innovative Learning Environments. Kirschner, P. A. (2009‐2011). Member Executive Committee van CSCL‐ISLS (Computer Supported Collaborative Learning‐International Society for the Learning Sciences). Kirschner, P. A. (2009). President‐elect of the International Society for the Learning Sciences (ISLS). Kirschner, P. A. (2010‐2011). President of the International Society for the Learning Sciences (ISLS). Kirschner, P. A. (2011‐2012). Past‐president of the International Society for the Learning Sciences (ISLS). McKenney, S. (2011). Board member of the Curriculum Division (Theme IV) of the Dutch Interuniversity Center for Educational Sciences (ICO). McKenney, S. (2011). Board member of the Curriculum Division of the Dutch Educational Research Association (VOR). McKenney, S. (2011). Member of the Executive Board of the International Society for Design and Development in Education (ISDDE). Mooij, T. (2009). Co‐initiator and co‐ordinator of the international research network ICT in education and training of the European Educational Research Association (EERA). Mooij, T. (2009‐2011). Member of the Academic Committee of The Social, Emotional and Behavioural Difficulties Association (SEBDA). Van der Klink, M. R. (2010‐2011). Co‐chair of the Research & Development Center Professional Development of Teacher Educators of the Association of Teacher Education Europe. Van der Klink, M. R. (2010‐2011). Member of the Board of the Division Vocational Education, Corporate Training and Adult Education (BBV) of the Netherlands Educational Research Association Vereniging voor Onderwijsresearch (VOR). Van Strien, J. L. H. (2011). Executive secretary of the interest group for Ph.D students (VPO) of the Netherlands Educational Research Association/Vereniging voor Onderwijsresearch (VOR). Other De Groot, R. H. M. (2010). Member Expert group Nutrition and Cognition Dutch Brain Foundation. De Groot, R. H. M. (2010‐2011). Program coordinator of the Quick‐Result‐Project: ‘Slapen, eten en bewegen: voorwaarden voor leren’ within the FES program Hersenen & Cognitie, Pijler 2 Het Lerende Brein, the Netherlands Organisation for Scientific Research (NWO). Joosten‐ten Brinke, D. (2011). Member of the Audit Commission NQA. Joosten‐ten Brinke, D. (2011). Member of the jury for the Scientific Technical Council of the Foundation of University Computing Centra (Wetenschappelijk Technische Raad van SURF) for the assessment of proposals for the program ‘testing and demand‐driven learning’. Kirschner, P. A. (2009‐2010). Chair of the Audit Commission Groen Kennisnet Kirschner, P. A. (2009). Reviewer for NWO ‐ VENI Kirschner, P. A. (2009‐2011). Reviewer for FWO (Flanders Research Foundation). Kirschner, P. A. (2008). Reviewer for Finnish Academy. Kirschner, P. A. (2009‐2011). Fellow of the American Educational Research Association. Kirschner, P. A. (2010‐2011). Member of the Scientific Technical Council of the Foundation of University Computing Centra (Wetenschappelijk Technische Raad van SURF). McKenney, S. (2011). Fellow of the International Society for Design and Development in Education (ISDDE). McKenney, S. (2011). Member of the Publications Committee of the International Society of the Learning Sciences. McKenney, S. (2011). Reviewer for FWO (Flanders Research Foundation). McKenney, S. (2011). Reviewer for SSHRC (Social Sciences and Humanities Research Council of Canada). Mooij, T. (2010‐2011). Member of the Consultancy Group of Acadin (a project of Kennisnet and SLO to develop digitally enriched learning processes for highly able learners in primary education). Paas, F. (2009). Elected to become Fellow of the American Educational Research Association. Van den Boom, W. J. G. (2010). Member of Taskforce E‐Learning of the Maastricht University, The Netherlands. Van Gog, T. (2010‐2015). Member of the Young Academy of the Royal Netherlands Academy of Arts and Sciences. II Conference organisation activities Membership of Programme Committees, scientific conference Botte, A., & Mooij, T. (2011). Information Literacy. Organisation and co‐ordination of a cross‐network symposium (networks 16 and 12) at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), September, 13‐16, 2011, Berlin, Germany. Brand‐Gruwel, S. (2008). Member of the organizing committee of the ICLS 2008 conference at the Utrecht University. Corbalan, G. (2009). Member of the Organizing committee of the 3rd International Cognitive Load Conference De Groot, R. H. M. (2010). Member of the Organizing Committee of the Lipids in Metabolic Health and Disease, 9th Biennial Congress of the International Society for the Study of Fatty Acids and Lipids. May 29‐June 2, Maastricht, The Netherlands. De Groot, R. H. M. (2010). Member of the Organizing Committee of New Challenges in Lipid Nutrition Research for Infants and Children, ISSFAL 2010 Satellite Meeting, May 28, Maastricht, The Netherlands. Helsdingen, A. (2010). EC‐TEL 2010. Fifth European Conference on Technology Enhanced Learning. Sustaining TEL: from Innovation to Learning and Practice. September, 28 – October, 1, 2010, Barcelona, Spain. Jossberger, H. (2010). Member of organising committee (Contact person and invited guests) of the Junior Researchers of EARLI (JURE) conference, Germany: Frankfurt. Kester, L. (2007). AERA 2007: Organizing Committee Division C: Instructional Design, Section 5: Learning Environments. Kester, L. (2009). AERA 2009: Organizing Committee Division C: Instructional Design, Section 7: Technology Research. Kirschner, P. A. (2009). Member of the Executive board of CSCL2011. Kirschner, P. A. (2009). Member of the Executive board of ICLS2010. Kirschner, P. A. (2011). Executive board and Program Committee for the International Conference on Computer‐
Supported Collaborative Learning, June/July, 2011, Hong Kong. Kirschner, P. A. (2010). Member of the Executive board and Program Committee for the International Conference on the Learning Sciences (ICLS2010.), Chicago, IL, USA. Kirschner, P. A. (2010). Member of the Executive board and Program Committee for the International Conference on Computer‐Supported Collaborative Learning, Hong Kong, June/July 2011. Kirschner, P. A. (2011). Programme Committee EC‐TEL2011, September, 2011, Palermo, Italy. Kirschner, P. A. (2010). Programme Chair EC‐TEL2010, Barcelona, Spain. Kirschner, P. A. (2010). Programme Chair Open Education 2010, Barcelona, Spain. Kostons, D. (2009). Co‐chair and contact person of the Junior Researchers of EARLI (JURE) conference. McKenney, S. (2011). Member of the Program Committee for the Art and Science of Learning Design (ASLD) conference, October, 13‐14, 2011, London, UK. Mooij, T. (2008): Member of the Academic Committee of The Social, Emotional and Behavioural Difficulties Association (SEBDA), to organize the international conference at Keble College, Oxford, 2010, UK. Mooij, T. (2009). Member of the Organizing Committee of the conference on ‘Evidence‐based leren: potentie in praktijk’, concerning ‘Trends en issues in actief leren’ of the ‘Master of Science Programme in Learning Sciences’ of the ‘Centre for Learning Sciences and Technologies’ (CELSTEC), June 5, 2009, Utrecht, The Netherlands. Mooij, T. (2009). Member of the International and Scientific Committee to organize the second conference of the European Network for Social and Emotional Competence (ENSEC). Bogazici University, Selcuk, Turkey. Mooij, T. (2006‐2007‐2008‐2009). Organisation and co‐ordination of the yearly conference of the international research network: ICT in education and training of the ‘European Educational Research Association’ (EERA). Geneva, Ghent, Göteborg, Wien. Mooij, T. (2010). Organisation and co‐ordination of the symposium Technology to Support Learning at the European Conference on Educational Research of the European Educational Research Association (EERA). Helsinki, August 26‐28, 2010. Mooij, T. (2010). Organisation and co‐ordination of the yearly conference of the international research network ICT in Education and Training of the European Educational Research Association (EERA). Helsinki, August 26‐28, 2010. Mooij, T. (2011). Organisation and co‐ordination of the yearly conference of the international research network: ICT in Education and Training of the ‘European Educational Research Association’ (EERA), September, 13–16, 2011, Berlin, Germany. Paas, F. (2009, 2‐4 March). Organiser of the 3rd International Cognitive Load Theory Conference, Heerlen, The Netherlands. Van Gog, T. (2007, 9‐13 April). Co‐chair of Division C “Learning and Instruction” Section 6 “Cognitive, Social and Motivational Processes” of AERA 2007, the 2007 annual meeting of the American Educational Research Association, Chicago, USA. Van Gog, T. (2007, 28 August‐1 September). Member of the International Scientific Program Committee of EARLI 2007, the 12th biennial conference of the European Association for Research on Learning and Instruction, Budapest, Hungary. Van Gog, T. (2008, 24‐28 June). Member of the International Relations Committee of the ICLS 2008, the 8th biannual conference of the International Society of the Learning Sciences, Utrecht, The Netherlands. Van Gog, T. (2009). Member of CLT 2009, the Third International Conference on Cognitive Load Theory, March 2‐
4, 2009, Heerlen, the Netherlands. Van Gog, T. (2009, 13‐17 April). Co‐chair of Division C “Learning and Instruction” Section 7 “Technology Research” of AERA 2009, the 2009 annual meeting of the American Educational Research Association, San Diego, USA. Van Gog, T. (2009). Member of the International Scientific Program Committee of EARLI 2009, the 13th biennial conference of the European Association for Research on Learning and Instruction, August 25‐29, 2009, Amsterdam, The Netherlands. Van Merrienboer, J. J. G. (2008). 8th International Conference of the Learning Sciences. International Society for the Learning Sciences. Co‐Chair. Utrecht, The Netherlands. Van Merrienboer, J. J. G. (2008). 8th International Conference on Advanced Learning Technologies. IEEE. Program Committee Member. Santander, Spain. Van Merrienboer, J. J. G. (2008). International Conference Explorations in Learning and the Brain. Netherlands Association for Scientific Research NWO. Co‐chair. Amsterdam, The Netherlands. Van Merrienboer, J. J. G. (2009). 3rd International Cognitive Load Theory Conference. Open University of the Netherlands. Co‐chair. Heerlen, The Netherlands. Membership of Programme Committees, professional conference Brand‐Gruwel, S. (2010). Chair of the organizing committee of the 1st. symposium on information problem solving, Utrecht, the Netherlands, to be held on the 15th of October 2010. III Editorships of journals or book series Membership of the Editorial Board (journals, books, special issues) Ayres, P., & Van Gog, T. (Eds.) (2009). State of the art research into Cognitive Load Theory [special issue]. Computers in Human Behavior, 25(2). Boshuizen, H. P. A. (2009). Chair of the editorial board of OnderwijsInnovatie. Boshuizen, H. P. A. (2009). Member of the editorial board of the Springer book series Innovation & Change in Professional Education (with Gijselaers, W. Maastricht University, & Wilkerson, L.. UCLA). Boshuizen, H. P. A. (2009‐). Editorial Board of Learning in the Health and Social Care Professions. De Groot, R. H. M. (2011). Guest editor for special issue of Prostaglandins, Leukotrienes & Essential Fatty Acids (PLEFA) Vol 85, Proceedings of the ISSFAL Congress 2010. De Groot, R. H. M. (2011). Official referee for Psychological reports. Joosten‐ten Brinke, D. (2011). Member Editorial Board of Examens, tijdschrift voor de toetspraktijk [Exams, journal for assesment in practice]. Kester, L. (2011). Editorial board member Academische Boekengids [Academic Book Review]. Kester, L. (2010‐2011). Executive Advisory Board Member of Educational Technology & Society Journal. Kester, L. (2010‐2011). Member Editorial Board of British Journal of Educational Technology. Kester, L. (2006‐2011). Consulting Board of Computers in Human Behavior. Kester, L. (2010‐2011). Member Editorial Board of Computers in Human Behavior. Kester, L. (2011). Board member of the Development section of Edcuational Technology Research and Development. Kirschner, P. A. (2007‐2011). Assistant Editor of Computers in Human Behavior. Kirschner, P. A. (2011). Editor in Chief of Journal of Computer Assisted Learning. Kirschner, P. A. (2007‐2011). Executive Advisory Board Member of Educational Technology & Society Journal. Kirschner, P. A. (2007‐2011). Member Editorial Board of British Journal of Educational Technology. Kirschner, P. A. (2007‐2011). Member Editorial Board of International Journal of Continuing Engineering Education and Lifelong Learning. Kirschner, P. A. (2007‐2011). Member Editorial Board of International Journal of Teaching and Learning in Higher Education. Kirschner, P. A. (2007‐2011). Member Editorial Board of Journal of Computing in Higher Education. Kirschner, P. A. (2007‐2011). Member Editorial Board of Journal of Information Technology for Teacher Education/Pedagogy, Technology and Teaching. Kirschner, P. A. (2007‐2011). Member Editorial Board of Research and Practice in Technology Enhanced Learning (journal of the Asia‐Pacific Society for Computers in Education (APSCE)). Kirschner, P. A. (2007‐2011). Member Editorial Board of WebNet Journal. Kirschner, P. A. (2007‐2011). Member Editorial Review Board Open Education Journal. Kirschner, P. A. (2007‐2011). Member Editorial Review Board Research in Management Education and Development (http://management‐education.net/ed_board.html). Mc. Kenney, S.(2011). Member Editorial Board of Educational Designer. McKenney, S. (2011). Editor‐in‐Chief for ISDDE journal, Educational Designer. Mooij, T. (2009). Member of the Board of assessors of the international journal Emotional and Behavioural Difficulties. Mooij, T. (2010‐2011). Member of the Editorial board of assessors of Emotional and Behavioural Difficulties. Mooij, T. (2010‐2011). Member of the Editorial board of Malta Review of Educational Research (MRER). Mooij, T. (2010‐2011). Member of the Peer Review Panel of the International Journal of Education and Development using Information and Education Technology (IJEDICT). Paas, F. (2006‐2009). Member Editorial Board of Asia Pacific Collaborative Education Journal. Paas, F. (2007‐2009). Consulting Board of Computers in Human Behavior. Paas, F. (2007‐2009). Member Editorial Board of Educational Psychology Review. Paas, F. (2007‐2009). Member Editorial Board of Journal of Experimental Psychology: Applied. Paas, F., & Ayres, P. (Eds.) (2009). Advancing cognitive load theory through interdisciplinary research [Special issue]. Educational Psychology Review, 21. Scheiter, K., & Van Gog, T. (Eds.) (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi‐representational sources [themed issue]. Applied Cognitive Psychology. Van der Klink, M. R. (2006‐2010). Editorial Board of Impact. Van der Klink, M. R. (2010). Advisory Board of Develop. Van der Klink, M. R. (2007‐2011). Editorial Board of Human Resource Development International. Van Merriënboer, J. J. G. (2007‐2011). Advisory Editor of Cognitive Processing – International Quarterly of Cognitive Science. Van Merriënboer, J. J. G. (2007‐2011). Consulting Board of Computers in Human Behavior. Van Merriënboer, J. J. G. (2007‐2011). Member Editorial Board of Educational Research Review. Van Merriënboer, J. J. G. (2007‐2011). Contributing Editor of Educational Technology Magazine. Van Merriënboer, J. J. G. (2007‐2011). Consulting Editor of Educational Technology, Research and Development. Van Merriënboer, J. J. G. (2007‐2011). International Advisory Board of International Journal of Virtual and Personal Learning Environments. Van Merriënboer, J. J. G. (2007‐2011). Editorial Board of Journal of Computing in Higher Education. Van Merriënboer, J. J. G. (2007‐2011). International Editorial Advisory Board of Learning and Instruction. Van Merriënboer, J. J. G. (2007‐2011). Editorial Board of Technology, Instruction, Cognition and Learning. Verhoeven, L., Schnotz, W., & Paas, F. (Eds.) (2009). Cognitive load in interactive knowledge Construction [Special Issue]. Learning and Instruction, 19(5). IV Awards Van Gog, T. (2007). Erik De Corte Award 2007 for a Young and Promising Scholar in the Science of Learning and Instruction, awarded by the European Association for Research on Learning and Instruction. Brand‐Gruwel, S. (2010). Awarded as best PhD‐supervisor by the Netherlands Educational Research Association (VOR). Kester, L., Van Gog, T., & Paas, F. (2010). Best Paper Award of the EARLI SIG 6/7 conference for the paper “Effects of worked examples, example‐problem pairs, and problem‐example pairs compared to problem solving”. Van Meeuwen, L., Jarodzka, H., Brand‐Gruwel, S., De Bock, J., Kirschner. P., & Van Merriënboer, J. (2010, September). Best poster award of the EARLI SIG 6/7 conference for the poster “Processes Mediating Expertise in Air Traffic Control”. V Invitations to address major conferences Brand‐Gruwel, S. (2010, March). Googlificatie van het onderwijs: instructie in beoordelen, selecteren en verwerken van digitale informatie [Instruction in judging, selecting and processing of digital information]. Invited address presented at Avans conference on Information Problem Solving, Den Bosch, The Netherlands. Brand‐Gruwel, S. (2010, March). Ontwerpen van onderwijs om ‘self‐directed learning’ te stimuleren [Desiging instruction to foster self‐directed learning]. Keynote presented at the 3th 4C/ID‐conference, Utrecht, The Netherlands. Brand‐Gruwel, S. (2010, April). Googlificatie van het onderwijs: het beoordelen, selecteren en verwerken van digitale informatie [Judging, selecting and processing of digital information]. Invited address presented at 21th International Registrars Day, Heerlen, The Netherlands. Brand‐Gruwel, S. (2010, October). Effectief zoeken en verwerken van digitale informatie. Keynote presented the conference ‘Zoeken naar informatie op het web’ [seaching of information on the web], Utrecht, The Netherlands. Brand‐Gruwel, S. (2011, January). Becoming a critical websearcher. Invited address presented at a lunch meeting at Fontys Hogescholen, Sittard, The Netherlands. Firssova, O. (2010, 3 september). Leren op en van conferenties in een academische opleiding: wat, waarom en hoe. Keynote Symposium als didactisch instrument van de Masteropleiding Leren en Innoveren, Hogeschool InHolland, Heerlen, Nederland: Open Universiteit. [Output overgehaald van E&T] Jarodzka, H. (2011, November). Learning to see: Role and teaching of perceptual skills. Invited keynote at the ICO national fall school, Eindhoven, The Netherlands. Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2009, August). Teaching conceptual and perceptual skills in the natural sciences by eye movement modelling. Paper presented in the SIG 6 invited symposium at the biannual meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Kicken, W. (2011, 15 April). Effectief gebruik van een ontwikkelingsportfolio. Keynote tijdens ELOS portfolio ontwikkeldagen, ʹs‐Hertogenbosch, Nederland: Open Universiteit. Kirschner, F., Paas, F., & Kirschner P. A. (2007, October). When collaborative learning becomes more efficient than individual learning. Invited presentation at the Department of Fachdidaktik – Lehrerinnenbildung, University of Salzburg, Salzburg, Austria. Kirschner, F., Paas, F., & Kirschner, P. A. (2008, November). A cognitive‐load approach to collaborative learning: United brains for complex cognitive tasks. Invited presentation at the Workshop on Cognitive Load Theory and its Applications to Instructional Design, Macau, China. Kirschner, P. A (2007, April). Debate: Constructivism, discovery, problem based, experiential, and inquiry based teaching: Success or failure? Invited symposium at the annual meeting of the American Educational Research Association (AERA), Chicago. Kirschner, P. A. (2007, June). Instructional design for effective and enjoyable computer‐supported learning. Keynote address at the NBE2007 conference on The Power of Media in Education, Rovaniemi, Finland. Kirschner, P. A. (2007, December). Education myth busting: Education is not a question of belief, I believe! Keynote address at CELDA2007 (IADIS International Conference on Cognition and Exploratory Learning in Digital Age), Algarve, Portugal. Kirschner, P. A. (2009, 16 November). Keynote Dag van de Onderwijsinnovatie, Gent, België: Universiteit Gent. Martens, R. L. (2007). Geloven, gissen & dwalen. Key note voor Key note. Presentatie op de 5e internationale conferentie Studienamiddag Hoger Onderwijs. Competentiegericht opleiden: waar blijven de bewijzen?, Leuven, Belgium Martens, R. L. (2007). Multimedia maken oude onderwijsdroom eindelijk waar. Multimedia Keynote lezing onderwijscolloquium over Multimedia, Heerlen, The Netherlands Martens, R. L. (2007, November). Multimedia und radikale Bildungsinnovation. Invited lecture at the FernUniversität Hagen, Institut für Bildungswissenschaft und Medienforschung, Hagen, Germany. McKenney, S. (2011, 13‐14 September). Designing and researching technology enhanced learning for the zone of proximal implementation. Invited paper presentation at the Art and Science of Learning Design workshop, London Knowledge Lab, London, UK. Mooij, T. (2007, 13‐15 September). Invitation to address the first European Conference on ‘Social, Emotional and Behaviour Competence and Difficulties in children and young persons (SEBCD)’. Malta. (with E. Smeets). Mooij, T. (2008, September). Promoting educational and social integration to prevent behaviour problems of pupils and school staff. Invited presentation in the symposium ‘Social, emotional, and behavioural difficulties in pupils: Prevalence, prevention and intervention’, at the ‘European Conference on Educational Research’, Göteborg, Sweden. Mooij, T. (2008, September). Social cohesion in schools: A theoretical model to improve social and cognitive functioning of staff and pupils. Invited presentation in the symposium ‘Learning in Technology Enhanced Learning Environments’, at the ‘European Conference on Educational Research’, Göteborg, Sweden. Mooij, T. (2009, September). Differences in pupil characteristics and motives in being a victim, perpetrator, and witness of violence in secondary education. Invited presentation for the symposium ‘Technology enhanced learning: Problems and promises’ at the European Conference on Educational Research of the “European Educational Research Association” (EERA), Vienna, Austria. Mooij, T., & Maas, R. (2011, 13‐16 September). Multilevel ICT design to support education and learning: Theory and practice. Invited paper and presentation for the symposion ‘Self‐regulated learning in technology enhanced learning environments’ at the ‘European Conference on Educational Research’ of the “European Educational Research Association” (EERA), Berlin, Germany. Paas, F. (2006, October). Cognitive measurements to design effective learning environments. Invited paper presented at the Psychology Department of the University of New Mexico, Albuquerque, NM, USA. Paas, F. (2008, November). Interdisciplinary perspectives to advance cognitive load theory. Invited presentation at the Workshop on Cognitive Load Theory and its Applications to Instructional Design, Macau, China. Paas, F. (2009, November). The role of human cognitive architecture in the transition from guided to unguided learning. Keynote presented at the IADIS International Conference on Cognition and Exploratory Learning in Digital Age CELDA 2009, Rome, Italy. Paas, F. (2010, May). A cognitive load approach to the design of innovative learning environments. Invited presentation at the Ewha Womens University, Seoul, Korea. Paas, F. (2010, May). Human cognitive architecture and the design of innovative learning environments. Keynote presented at the 2010 International Conference of the Korean Society for Educational Technology (KSET), Seoul, Korea. Paas, F. (2010, November). Evolutionary educational psychology: How a new view of human cognitive architecture can advance cognitive load research. Invited presentation at the 4th International Cognitive Load Theory Conference, Hong Kong/Macao, China. Paas, F. (2010, November). Multidisciplinary research perspectives on the design of innovative learning environments. Keynote presented at Fo Guang University, Yilan, Taiwan. Paas, F., & Van Gog, T. (2007, February). Cognitive measurements to design effective learning environments. Invited presentation at the Research Colloquium of the Psychology Department, University of Koblenz‐
Landau, Landau, Germany. Paas, F., Kirschner, F., & Kirschner, P. A. (2007, October). A cognitive load approach to the effectiveness of collaborative learning. Invited presentation at the Department of Fachdidaktik – Lehrerinnenbildung, University of Salzburg, Salzburg, Austria. Paas, F., Van Gog, T., Kirschner, F., Marcus, N., Ayres, P., & Sweller, J. (2008, February‐March). The cutting edge of cognitive load research lies across the boundaries of disciplines. Invited presentation at the Cognitive Load Theory Conference, Wollongong, Australia. Paas, F., Van Gog, T., Kirschner, F., Marcus, N., Ayres, P., & Sweller, J. (2008, September). Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education. Invited presentation at the EARLI Sig 6 & 7 conference, Salzburg, Austria. Paas, F., Van Merriënboer, J. J. G., & Kester, L. (2006, April). Instructional control of cognitive load in the design of complex learning environments. Invited paper presented at the Technology & Learning Symposium, New York University, New York, NY, USA. Smeets, E., Van Gennip, H., Van Rens, C., & Mooij, T. (2009, September). Present and future pedagogical practices with and without ICT. Invited contribution to the symposium ‘Monitoring the use of ICT in education’ at the European Conference on Educational Research of the “European Educational Research Association” (EERA), Vienna, Austria. Van Gog, T. (2008, May). Learning from examples: Effects of making thought and attention processes of the model explicit. Invited presentation at the Institute of Psychology, University of Freiburg, Germany. Van Gog, T. (2008, June). Example‐based learning: Effects of making thought and attention processes explicit. Invited presentation at Ludwigsburg University of Education, Germany. Van Gog, T. (2008, June). May we have your attention please! Guiding studentsʹ attention through the inclusion of the modelʹs eye movements in examples. Invited presentation at the University of Tübingen, Germany. Van Gog, T. (2009, January). Leren en het brein [Learning and the brain]. Invited presentation at the Department of Educational Development & Research, Maastricht University, The Netherlands. Van Gog, T. (2009, July). Cognitive load theory and the design of instruction for complex cognitive tasks. Invited presentation at the Department of Instructional Psychology, Duisburg‐Essen University, Germany. Van Gog, T. (2009, August). Different applications of eye tracking in instructional design research. Paper presented in the SIG 6 invited symposium at the biannual meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Van Gog, T., & Paas, F. (2006, January). Studying eye movements in computer‐based learning and problem solving. Invited presentation at the International Workshop on “Cognitive and Linguistic Factors in Interactive Knowledge Construction: A Developmental Perspective”, Radboud University Nijmegen, The Netherlands. Van Gog, T., & Paas, F. (2006, September). Cognitive measurements for the design of powerful learning environments. Invited presentation at the International Workshop on “Cognitive Load Measures and Cognitive Processing of Documents”, University of Toulouse, France. Van Gog, T., & Paas, F. (2007, June). Effects on learning and transfer of worked examples showing thought and attention processes. Invited presentation in the Symposium on “Exemplary Learning” of VOR Divisions ‘ICT’ and ‘Learning and Instruction’, Utrecht, The Netherlands. Van Gog, T., & Paas, F. (2007, June). May we have your attention please! Invited presentation in the symposium “Real instruction, real theory, real learning” at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Van Gog, T., & Paas, F. (2009, March). Mirror‐neurons and observational learning. Invited presentation in a symposium on Neuroscience and Education Research, co‐organized by the Netherlands Educational Research Association and Research School ICO (Interuniversity Centre for Educational Research), Utrecht, The Netherlands. Van Gog, T., Van Hell, J. G., Jenks, K., Jolles, J., De Jong, T., Manlove, S., & Van Merriënboer, J. J. G. (2008, June). Leren en het brein: Kunnen neurowetenschappen een licht werpen op onderwijs‐onderzoeksvragen? [Learning and the brain: Can neurosciences shed light on educational research questions?]. Invited NWO‐
PROO symposium at the Onderwijs Research Dagen [Educational Research Days], Eindhoven, The Netherlands. Van Gog, T., Van Merriënboer, J. J. G., Rikers, R. M. J. P., & Paas, F. (2008, March). Experts and expertise development as models for instructional design: A cognitive load perspective. Invited presentation in a symposium on “Instructional Design for the Advanced Learner: Training Expertise” organized by the AERA SIG Technology, Instruction, Cognition, and Learning, at the annual meeting of the American Educational Research Association, New York. Van Merriënboer, J. J. G. (2006, February). Vraaggestuurd leren in competentiegericht onderwijs. Keynote for the Employees Day of ROC A12, ROC A12, Ede, The Netherlands. Van Merriënboer, J. J. G. (2006, March). Innovative educational design: From the science of instruction to the art of teaching. Keynote at the yearly CRWO conference, Oosterpoort, Groningen, The Netherlands. Van Merriënboer, J. J. G. (2006, June). Learning and teaching in the integrated curriculum. Keynote at the ICLHE conference, University of Maastricht, Maastricht, The Netherlands. Van Merriënboer, J. J. G. (2006, August). The systematic development of integrated curricula in vocational and technical education. Keynote at the international conference on Vocational and Technical Education (VTE 2006). Singapore. Van Merriënboer, J. J. G. (2006, November). Competentiegericht onderwijs: Van hapklare brokken naar leren met hoofd, hart en handen. Keynote voor de VMBO‐conferentie Competentiegericht Onderwijs Hoe‐Zo? Oranje Nassaucollege, Zoetermeer, The Netherlands. Van Merriënboer, J. J. G. (2007, January). Complex learning at the Open University of the Netherlands. Invited presentation for the Festo Program for Applied Knowledge, Ludwig Maximilians University, Muenich, Germany. Van Merriënboer, J. J. G. (2007, April). A unified theory of cognition: Discussion. Invited discussion the annual meeting of the American Educational Research Association (AERA), Chicago. Van Merriënboer, J. J. G. (2007, April). Cognitive load theory and complex learning. Invited presentation for the Port Security Project, Florida State University, Florida, USA. Van Merriënboer, J. J. G. (2007, April). From cognitive load theory to self‐directed complex learning. Invited presentation for CyberMBA, Seoul, Korea. Van Merriënboer, J. J. G. (2007, April). Instructional design for the 21st century: From atomistic to holistic approaches. Invited keynote for the 2007 International Conference of the Korean Society for Educational Technology (KSET), Seoul, Korea. Van Merriënboer, J. J. G. (2007, May). Competentiegericht onderwijs: Uitgangspunten en misverstanden. Invited keynote voor de Show & Share Studiedag, Hogeschool InHolland, Haarlem, The Netherlands. Van Merriënboer, J. J. G. (2007, June). ICT voor Complex Leren. Invited keynote at the 34th Onderwijs Research Dagen (ORD), Groningen, The Netherlands. Van Merriënboer, J. J. G. (2007, August). Trends in instructional design for complex learning. Invited symposium at the biannual meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. Van Merriënboer, J. J. G. (2007, September). Kiezen en delen bij complex leren. Invited keynote bij het 18e Nationale Decanensymposium, Tropenmuseum, Amsterdam, The Netherlands. Van Merriënboer, J. J. G. (2007, September). The systematic development of competence‐based curricula in VET: Ten steps to complex learning. Invited presentation at the Conference Research on VET, University of Göttingen, Göttingen, Germany. Van Merriënboer, J. J. G. (2008, 20 January‐1 Februari). Complex learning as a future challenge for educational research. Keynote presentation for the ICO Winterschool, Jyväskylä, Finland. Van Merriënboer, J. J. G. (2008, 3 March). Four‐component instructional design and self‐directed learning. Invited presentation for the School of Education at the University of Wollongong, Wollongong, Australia. Van Merriënboer, J. J. G. (2008, 8 February). Het gevecht tegen de teloorgang van competentiegericht onderwijs [Fighting the loss of competence‐based education]. Invited presentation for Stichting Consortium Beroepsonderwijs, Nijkerk, The Netherlands. Van Merriënboer, J. J. G. (2008, 26 February). Instructional design for complex learning. Invited presentation for East China Normal University, 2008, Shanghai, China. Van Merriënboer, J. J. G. (2008, 7 October). Onderwijs innoveren voor een leven‐lang‐leren [Innovating education for lifelong learning]. Invited presentation for the Amarantis Onderwijsgroep, Amsterdam, The Netherlands. Van Merriënboer, J. J. G. (2008, 13 November). Valkuilen bij het ontwerpen volgens 4C/ID [Pitfalls when designing with 4C/ID]. Keynote presentation at the 4C/ID Gebruikersdag, Rotterdam, The Netherlands. Van Merriënboer, J. J. G. (2008, 20 November). Studenten prepareren voor een leven lang leren [Preparing students for lifelong learning]. Invited presentation for the Nationaal Onderwijs Congres (NOC), Rotterdam, The Netherlands. Van Merrienboer, J. J. G. (2009). 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Research on instructional design for lifelong learning, Amsterdam, The Netherlands. Van Merrienboer, J. J. G. (2009). Annual Educational Psychology Conference of the PAEPS. Cognition and Instruction for Complex Learning, Saarbrücken, Germany. Van Merriënboer, J. J. G. (2010, 14 January). Virtual patients in the learing environment. Invited keynote for the EVIP symposium Virtual Patients and Simulations in Medical Education, Maastricht, The Netherlands. Van Merriënboer, J. J. G. (2010, 15 January). 4C/ID: Een innovatieve benadering bij het (her)ontwerp van leerpraktijken. Presentation for InHolland University for Applied Sciences, Hoofddorp, The Netherlands. Van Merriënboer, J. J. G. (2010, 18‐19 February). What is transfer of learning and how can we make it work? Invited keynote for the INMED Conference, Galway, Ireland. Van Merriënboer, J. J. G. (2010, 23 February). Competentiegericht onderwijs in de techniek. Presentation for Arcus College, Heerlen, The Netherlands. Van Merriënboer, J. J. G. (2010, 1 March). Onderwijsontwikkeling en heroriëntatie op onderwijsrollen. Workshop for TIAS‐NIMBAS, Tilburg, The Netherlands. Van Merriënboer, J. J. G. (2010, 4 March). Onderwijskundige principes van training. Invited keynote for the symposium Update of Practical Skills Training, Amsterdam, The Netherlands: VU University. Van Merriënboer, J. J. G. (2010, 5 March). Valkuilen bij het ontwerpen van competentiegericht onderwijs. Invited keynote for the Annual 4C/ID Conference, Utrecht, The Netherlands. Van Merriënboer, J. J. G. (2010, 21‐25 March). A design perspective on adaptive training systems. Workshop for the bi‐annual ICO School, Regensburg, Germany. Van Merriënboer, J. J. G. (2010, 23 April). Zin en onzin van theorieën voor medisch‐onderwijskundig onderzoek. Invited keynote for the Annual NVMO PhD Day, Utrecht, The Netherlands. Van Merriënboer, J. J. G. (2010, 24‐27 May). An instructional design perspective on conceptual change. Invited keynote for the 7th Bi‐annual Meeting of the EARLI SIG Conceptual Change, Leuven, Belgium. Van Merriënboer, J. J. G. (2010, 25‐27 August). Lifelong Learning in Aviation and Medicine. Invited symposium for the EARLI SIG 14 Conference Learning and Professional Development, Munich, Germany. Van Merriënboer, J. J. G. (2010, 13‐15 October). Designing the integrated curriculum with the 4C/ID‐model. Invited keynote for the 3rd Conference of Innova‐Cesal, Bucuramanga, Colombia. Van Merriënboer, J. J. G. (2010, 1 December). Instructional design and learning with multimedia. Invited keynote for the Kaplan Europe Academic Excellence Summit, London, England. Van Merriënboer, J. J. G. (2010, 9 December). Effectief innoveren met 4C/ID. Presentation for the Master Evidence Based Instruction and Teaching (MEBIT), Maastricht, The Netherlands: Maastricht University. Van Merriënboer, J. J. G., & Boot, E. W. (2007, March). Research on past and current training in the armed forces. Invited presentation for the Development of Professional Performance Conference, Orlando, Fl., USA. Van Merriënboer, J. J. G., & Van Gog, T. (2007, September). Onderwijs innoveren met het brein in gedachten [Innovating education with the brain in mind]. Invited presentation at the symposium “Hersenen, Leren en Onderwijsinnovatie” [Brain, Learning and Educational Innovation], University of Maastricht, Maastricht, The Netherlands. Appendix 5b
Academic Reputation
Technology Enhanced Learning Cluster
I Membership of Academies Executive Committee De Vries, F. (2008). EC‐TEL (European Conference on Technology Enhanced Learning) 2008, Executive Committee. September, 16‐19, 2008, Maastricht, The Netherlands De Vries, F.(2008). Online Educa Berlin, Steering Committee. December, 3‐5, 2008, Berlin, Germany Drachsler, H. (2011). 1st dataTEL workshop on ‘Data Sets for Technology Enhanced Learning’ at the 2nd STELLAR Alpine Rendez‐Vous, 2011 in La Clusaz, France Drachsler, H. (2011). Special Interest Group (SIG) dataTEL of the European Association of Technology‐Enhanced Learning. 6th European Conference on Technology Enhanced Learning, Palermo, Italy Kalz, M., Drachsler, H., & Greller, W. (2010). Special track on ʹTools and resources for Lifelong Learning. (TORELL) Personal Environments, Widgets and Connectors to support lifelong learning and open education ‐ At the International Conference on Interactive Computer Aided Learning, Hasselt, Belgium, 15 September ‐ 17 September 2010 Kalz, M. (2010). 3rd Workshop on Mash‐Up Personal Learning Environments (MUPPLE‐10) in conjunction with the 5th European Conference on Technology Enhanced Learning (EC‐TEL10). September, 28 – October, 1, 2010, Barcelona, Spain Glahn, C. (2010). JTEL Winter School 2010 Organising Committee. February, 1‐6, 2010, Innsbruck, Austria Gruber, M. R. (2010). JTEL Winter School 2010 Organising Committee. February, 1‐6, 2010, Innsbruck, Austria Kalz, M. (2011). 1st Workshop on Enhancing Learning with Ambient Displays and Visualization Techniques (ADVTELʹ2011) in conjunction with the 6th European Conference on Technology Enhanced Learning (EC‐
TEL11), September, 18–21, 2011, Palermo, Italy Sloep, P. B. (2011). Chair Technical Committee Learning Technologies, Nederlands Normalisatie‐instituut NEN Sloep, P. B. (2011). Honorary Professor, Reference Group for the Caledonian Academy, Glasgow Caledonian University Sloep, P. B. (2011). Programme Committee Co‐chair, CSERC ʹ11Computer Science Education Research Conference, Open Universiteit, April 7‐8, 2011, Heerlen, The Netherlands Sloep, P. B. (2011). Senior Programme Committee Member, AIED 2011, Fifteenth International Conference on Artificial Intelligence in Education, June, 27‐July, 1, 2011, Christchurch, New Zealand Specht, M. (2008). Program Chair of the European Conference on Technology Enhanced Learning 2008 Specht, M. (2009). General Chair of the European Conference on Technology Enhanced Learning 2009 Specht, M. (2010). Program Chair Joint TEL Winterschool 2010 Specht, M. (2010). Program Chair of the 18th international Conference on Computers in Education Specht, M. (2011). Coordinator of the International Programme Committee for the Second International Conference eLearning‐2011. Belgrade Metropolitan University, Belgrade, Serbia Verjans, S. (2010‐2014). Proceedings Editor and member of the Program Committee Executive of the international conference of the Association for Learning Technology (Alt‐C) Board Membership of National and International Academic Organisations Greller, W. (2011). Member of Advisory Board for the development of a CPD toolkit, University of the Highlands and Islands (UHI) Greller, W. (2011). Member of Advisory Board of the JISC project on Arts Learning and Teaching Online (ALTO) Greller, W. (2011). Member of the DataTEL initiative Programme Committee Kelle, S. (2010‐2011). Member of Advisory Board (EU ROLE project) Koper, R. (2010‐2011). Member of the Scientific Council of the Free Technology Academy Sloep, P. B. (2008‐2009). Member Reference Group for the Caledonian Academy, Glasgow Caledonian University Sloep, P. B. (2009). Member Management Board Dutch Research School for Information and Knowledge Systems Sloep, P. B. (2010‐2011). Chairman Reference Group for the Caledonian Academy, Glasgow Caledonian University Sloep, P. B. (2010‐2011). Member of the Board Dutch Research School for Information and Knowledge Systems (SIKS) Van der Klink, M. R. (2010‐2011). Co‐chair of the Research & Development Center Professional Development of Teacher Educators of the Association of Teacher Education Europe Van der Klink, M. R. (2010‐2011). Member of the Board of the Division Vocational Education, Corporate Training and Adult Education (BBV) of the Netherlands Educational Research Association Vereniging voor Onderwijsresearch (VOR) Westera, W. (2006‐2010). Institutional Contact Person SURF‐Foundation (National Association for IT in Higher Education) Westera, W. (2006‐2011). Membership CAWO, Contact Group University Audiovisual Media Centres Westera, W. (2006‐2009). Membership CRWO, National Contact Group Higher Education Research Westera, W. (2007‐2009). Membership Taskforce E‐Learning Maastricht University Westera, W. (2011). Member Executive Management Board of the GALA Serious Gaming Network of Excellence Other Bahreini, K. (2011). Member of Oracle Netbeans and OpenCV Developer to Improve Emotion Recognition Technology Brouns, F. M. R (2010). Invited expert in learning technology for iCoper project Brouns, F. M. R. (2010). Invited and registered expert CEN WS‐LT Learning Technology Standards Observatory Hoogveld, A. W. M. (2006). Als onafhankelijk buitenlands expert, lid van de Visitatiecommissie opleiding Toerisme en Recreatiemanagement van de Erasmushogeschool Brussel. (Visitaties Vlaamse Hogeschool Raad 2006‐2007). December, 6‐8, 2006, Brussel, België. Kalz, M. (2011). Invited Expert for the workshop on Methods and Models of Next Generation Technology Enhanced Learning in the context of the Alpine Rendez‐Vous (ARV) Conference organized by the STELLAR Network of Excellence. La Clusaz, France Koper, R. (2010‐2011). Advisory Board LDSE, London, Engeland Koper, R. (2010‐2011). Advisory Board Ministry of Education on Knowledge Strategy, Den Haag, Nederland Koper, R. (2010‐2011). Chair of the TENCompetence Foundation & Scientific Committee Koper, R. (2010‐2011). Member of the IMS Global Learning Consortium Board Koper, R. (2011). Member Instellingsvisitatie Onderzoek Ierland Koper, R. (2011). Member NVAO visitatiecommissie toets nieuwe opleidingen sociaal juridische dienstverlening Koper, R. (2011). Member Scientific Counsel FTA (http://ftacademy.org/about/sc) Rubens, W. (2011). Chair of the conference ʺE‐learning en social media in de zorgʺ (E‐learning and Social Media in Health Care). Member Program Counsel of the Dutch National E‐learning Event. Rubens, W. (2011). Member Jury of the Dutch e‐learning awards. Sie, R. (2010‐2011). Chair of the PhD council of The School for Information and Knowledge Systems (SIKS) Sloep, P. B. (2001‐2009). Chair Technical Committee Learning Technologies, Nederlands Normalisatie‐instituut NEN (2001‐heden) Sloep, P. B. (2010‐2011). Honorary Professor, Reference Group for the Caledonian Academy, Glasgow Caledonian University Sloep, P. B. (2010). Proposal reviewer for the Canada Foundation for Innovation (CFI), Leaders Opportunity Fund, 2010 Sloep, P. B. (2010). Research programme reviewer, Economic & Social Research Council, UK, 2010 Ternier, S. (2010‐2011). CEN ISSS Workshop on Learning Technologies Ternier, S. (2010). NEN Nederlandse Norm, NC‐381036 Ternier, S. (2011). Chairman of the Dutch Standards Instituteʹs (NEN) Technical Committee on Learning Technologies NEN, NC‐381036 Ternier, S. (2011). 7th Joint European Summer School on Technology‐Enhanced Learning 2011 Programme committee Van Bruggen, J. M. (2011). Member of the reviewers pool of European Science Foundation Verjans, S. (2010‐2011). Invited member of the working group on Lifelong Learning at Katholieke Universiteit Leuven (2010‐2011) Verjans, S. (2011). Invited member of the expert panel of the MuLLLti project – (Multicampusonderwijs voor Life Long Learners) of the Association KULeuven (2011‐2013) Verjans, S. (2011). Member of “Selectiecommissie voor de aanvullende financiering of subsidiëring van het gecombineerd onderwijs”/ Selection committee at Flemish Ministry of education, regarding additional funding for blended education in the adult education sector Westera, W. (2006). Programmaraad Digitale Universiteit Westera, W. (2006). Projectcommissie beoordeling innovatievoorstellen. Universiteit van Gent, België Westera, W. (2006). Taskforce UM. Werkgroep t.a.v. E‐learning beleid. Universiteit van Maastricht II Conference organisation activities Membership of Programme Committees, scientific conference Berlanga, A. J. (2007). 7th IEEE International Conference on Advanced Learning Technologies (ICALT). July 18‐20, 2007. Niigata, Japan Berlanga A. J. (2008). 8th IEEE International Conference on Advanced Learning Technologies (ICALT). July, 1‐5, 2008, Santander, Cantabria, Spain Berlanga A. J. (2009). 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009). July, 14‐18, 2009, Riga, Latvia Berlanga A.J. (2010). 10th IEEE International Conference on Advanced Learning Technologies (ICALT), July 5‐7, 2010, Sousse, Tunisia Berlanga A. J. (2011). 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), July, 6‐8, 2011, Athens, Georgia, USA Berlanga A.J. (2010). 3rd International Conference on Computer Supported Education (CSEDU 2011), 6‐9, May, Noordwijkerhout, The Netherlands Berlanga A.J. (2010). 3rd Third Workshop on Intelligent Learning Environments, 2010 (WILDE 2010), November, 2010, Pachuca, México Berlanga, A. J. (2007). ePortfolio Conference. October, 18‐19, 2007, Maastricht, The Netherlands Berlanga, A. J. (2007). IV Jornada Campus Virtual, Complutense University of Madrid, 25 September, 2007. Madrid, Spain Berlanga, A. J. (2008). X simposio Internacional de Informática Educativa (SIIE´2008). 30‐September, 30 ‐ October, 3, 2008, Salamanca, Spain Berlanga, A. J. (2009). American Educational Research Association Annual Meeting (AERA 2009), April, 13‐17, 2009, San Diego, USA Berlanga, A. J. (2009). IEEE Education Engineering (IEEE EDUCON‐2010), April, 14‐16, 2010, Madrid, Spain Berlanga, A.J. (2010). IEEE Education Engineering (IEEE EDUCON‐2011), April, 27‐29, 2010, Lisbon, Portugal Berlanga, A. J. (2011). IEEE Education Engineering (IEEE EDUCON‐2012), April, 17‐20, 2011, Marrakesh, Morocco Berlanga, A. J. (2009). International Conference on Artificial Intelligence in Education (AIED 2009). July, 7, 2009, Brighton, UK Berlanga, A. J. (2011). 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets), European Conference on Technology Enhanced Learning (EC‐TEL), Palermo, Italy Berlanga, A. J. (2011). ALT‐C 2011, September, 6‐8, 2011, Leeds. UK Berlanga, A. J. (2011). Computer Science Education Research Conference (CSERC ʹ11), April, 7‐8, 2011, Heerlen, The Netherlands Berlanga, A. J. (2011). European Conference on Technology Enhanced Learning (EC‐TEL ʹ11), September, 20‐23, 2011, Palermo, Italy Berlanga, A.J. (2010). IADIS eLearning Conference, 20‐26 July, Rome, Italy Berlanga, A. J. (2011). IADIS eLearning Conference, July, 20‐26, 2011, Rome, Italy Berlanga, A. J. (2007). IADIS International Conference Web Based Communities (WBC). February 18‐20, 2007. Salamanca, Spain Berlanga, A. J. (2008). IADIS International Conference Web Based Communities (WBC 2008). July, 24‐26, 2008, Amsterdam, The Netherlands Berlanga, A. J. (2009). IADIS International Conference Web Based Communities (WBC 2009). June, 21‐23, 2009, Carvoeiro, Algarve, Portugal Berlanga, A. J. (2010). IADIS International Conference Web Based Communities (WBC 2011), 20‐26 July, Rome, Italy Berlanga, A. J. (2011). IADIS International Conference Web Based Communities (WBC 2011), July, 20‐26, 2011, Rome, Italy Berlanga, A. J. (2011). Networked Learning Conference (NLC2012), April, 2‐4, 2011, Maastricht, The Netherlands Bitter‐Rijpkema, M. E. (2008). IADIS International Conference Web Based Communities (WBC 2008). July, 24‐26, 2008, Amsterdam, The Netherlands Bitter‐Rijpkema, M. (2010). Program Committee member for the Program Committee of the IADIS Web Based Communities and Social Media 2010 (WBC 2010) Bitter‐Rijpkema, M. (2011). Program Committee member for the Program Committee of the IADIS Web Based Communities and Social Media 2011 (WBC 2011) Börner, D. (2011). 1st International Workshop on Enhancing Learning with Ambient Displays and Visualization Techniques (ADVTEL) Börner, D. (2011). International Conference E‐Learning, Distance Education or … the Education of 21st Century (ELDE) Brouns, F. (2007). Program Committee member for IEEE International Conference on Advanced Learning Technologies (ICALT). The 7th IEEE International Conference on Advanced Learning Technologies. July 18‐
20, 2007. Niigata, Japan. Distributed social and personal computing for learning and instruction Brouns, F. (2008). Program Committee for the 8th IEEE International Conference on Advanced Learning Technologies. July 1st ‐ July 5th, 2008. Santander, Cantabria, Spain. Learning technologies in the Information society Brouns, F. (2008). Program Committee member for IEEE International Conference on Advanced Learning Technologies (ICALT). The 8th IEEE International Conference on Advanced Learning Technologies. July, 1‐5, 2008. Santander, Cantabria, Spain. Learning technologies in the Information society Brouns, F. M. R. (2009). Program Committee member for IEEE International Conference on Advanced Learning Technologies (ICALT). The 9th IEEE International Conference on Advanced Learning Technologies. July, 14‐
18, 2009, Riga, Latvia. Learning technologies in the Information society Brouns, F. M. R. (2010). 10th IEEE International Conference on Advanced Learning Technologies (ICALT), July 5‐
7, 2010, Sousse, Tunisia. Brouns, F. M. R. (2011). The 11th IEEE International Conference on Advanced Learning Technologies (ICALT), July, 6‐8, 2011, Athens, Georgia, USA Brouns, F. (2008). Review Board for 2009 AERA Annual Meeting: “Disciplined Inquiry: Education Research in the Circle of Knowledge”. Division C (Learning and Instruction), Section 7 (Technology Research). Monday, April 13 – Friday, April 17, Manchester Grand Hyatt, Omni, San Diego Convention Center, San Diego Marriott Marina, USA Brouns, F. M. R. (2009). Programme Committee member for IADIS International Conference Web Based Communities 2009. June, 21‐23, 2009, Algarve, Portugal Brouns, F. M. R. (2010). IADIS International Conference Web Based Communities 2010. IADIS Multi Conference on Computer Science and Information Systems 2010, 26 – 31 July 2010, Freiburg, Germany. Brouns, F. M. R. (2011). IADIS International Conference Web Based Communities and Social Media 2011, July, 22‐
24, 2011, Rome, Italy Brouns, F. M. R. (2010). EC‐TEL 2010. Fifth European Conference on Technology Enhanced Learning. Sustaining TEL: from Innovation to Learning and Practice. September, 28 – October, 1, 2010, Barcelona, Spain Brouns, F. M. R. (2011). EC‐TEL 2011. Sixth European Conference on Technology Enhanced Learning. Towards Ubiquitous Learning, September, 20‐23, 2011, Palermo, Italy Burgos, D. (2006). Campus Virtual, Spain Burgos, D. (2006). Digitel (Ieee International Workshop On Digital Game And Intelligent Toy Enhanced Learning), Taiwan Burgos, D. (2006). ECTEL (European Conference on Technology Enhanced Learning), Doctoral consortium, Greece Burgos, D. (2006). ECTEL, Workshop on International Workshop on Building Technology Enhanced Learning solutions for Communities of Practice, Greece Burgos, D. (2007). ECTEL, Workshop on International Workshop on Building Technology Enhanced Learning solutions for Communities of Practice Burgos, D. (2007). ECTEL (European Conference on Technology Enhanced Learning), Doctoral consortium Burgos, D. (2006). First Latinamerican Conference in Learning Objects, Ecuador Burgos, D. (2006). ICALT (IEEE International Conference on Advanced Learning Technologies), Kerkrade, The Netherlands Burgos, D. (2007). ICALT (IEEE International Conference on Advanced Learning Technologies). July, 18‐20, 2007, Niigata, Japan Burgos, D. (2006). IV International Conference On Multimedia And Information And Communication Technologies In Education, Spain Burgos, D. (2006). SIIE (Simposio Internacional Informática Educativa), Spain Burgos, D. (2006). WBC (Web Based Communities International Conference), Spain Burgos, D. (2007). WBE (Web Based Education), IASTED International Conference. March, 14‐16, 2007, Chamonix, France Burgos, D. (2006). WWW/Internet, Spain Burgos, D. (2007). ABIS 2007: 15th Workshop on Adaptivity and User Modeling in Interactive Systems Burgos, D. (2007). Doctoral dissertation of Ricardo Amorim, Member of Tribunal, Modelo del conocimiento y arquitectura para la integración de metodologías educativas y nuevas tecnologías en el aula, Santiago de Compostela University Burgos, D. (2007). Doctoral dissertation of Telmo Zarraonandía, Reviewer, Adaptaciones de unidades de aprendizaje en tiempo de ejecución, Carlos III University Burgos, D. (2007). Edutainment. The 2nd International Conference on E‐learning and Games. June, 11‐13, 2007, Hong Kong, China Burgos, D. (2007). Journal of Educational Technology and Society, special issue on Current Research in Learning Design 2005. Burgos, D. (2007). LACLO, Conferencia Latinoamericana de Objetos de Aprendizaje Burgos, D. (2007). Member of the IMS Content Packaging v 1.2 board 2007 Burgos, D. (2007). Member of the Kaleidoscope European awards on technology transfer Burgos, D. (2007). Member of the scientific committee of IEEE RITA, Revista Iberoamericana de Tecnologías del Aprendizaje De Jong, T. (2008). 1st Workshop on Technology Support for Self‐Organized Learners (TSSOL08) in conjunction with 4th Edumedia Conference 2008 Self‐organised learning in the interactive Web – Changing learning culture? June, 2‐3, 2008, Salzburg, Austria Drachsler, H. (2008). 2nd SIRTEL workshop on Social Information Retrieval for Technology‐Enhanced Learning (SIRTELʹ08). September, 17, 2008 Maastricht, The Netherlands Drachsler, H. (2009). ECTEL 2009, 4th European Conference on Technology Enhanced Learning. September 29 – October, 2, 2009, Cannes, France Drachsler, H. (2011). EC‐TEL 2011, 6th European Conference on Technology Enhanced Learning: Towards Ubiquitous Learning, September, 20‐23, 2011, Palermo, Italy Drachsler, H. (2010). 5th European Conference on Technology Enhanced Learning (EC‐TEL 2010). September, 28 ‐ October, 1, 2010, Barcelona, Spain Drachsler, H. (2009). MASHL 2009, Mashups for Learning, special track of the ICL conference. September 23‐25, 2009, Villach, Austria Drachsler, H. (2009). RecSys 2009, ACM Recommender Systems 2009. November, 20‐22, 2009, New York City, NY, USA Drachsler, H. (2009). SIRTEL 2009, Workshop on Social Information Retrieval for Technology‐Enhanced Learning, ICWL conference, August 19‐20, 2009, Aachen, Germany Drachsler, H. (2010). ICL 2010, Interactive Computer Aided Learning Conference on ‘Academic and Corporate E‐
Learning in a Global Context’. September, 15–17, 2010, Hasselt, Belgium Drachsler, H. (2010). IEEE EDUCON 2010, IEEE Engenering Education 2010 – The Future of Global Learning in Engineering Education. April, 14–16, 2010. Madrid, Spain. Drachsler, H. (2010). RecSys 2010, 4th ACM Conference on Recommender Systems. September, 28 – October, 1, 2010, Barcelona, Spain Drachsler, H. (2011). ACM RecSys 2011, 5th ACM Conference on Recommender Systems, October, 2011, Chicago, IL, USA Drachsler, H. (2011). CSERC 11, Computer Science Education Research Conference 2011, April, 7–8, 2011, Heerlen, The Netherlands Drachsler, H. (2011). Decisions@RecSys – Workshop on Human Decision Making in Recommender Systems In conjunction with the 5th ACM Conference on Recommender Systems, October, 23‐27, 2011, Chicago, IL, USA http://recex.ist.tugraz.at/RecSysWorkshop/ Drachsler, H. (2011). IJCAI 2011, 27th International Conference on Artificial Intelligence, July, 16‐22, 2011, Barcelona, Spain Drachsler, H. (2011). I‐KNOW 2011, Conference on Knowledge Management, Professional Learning, and Knowledge Technologies, September, 2011, Graz, Austria Drachsler, H. (2011). Linked data: an special track at the 5th International Conference on Metadata and Semantics Research (MTSRʹ11), October, 12‐14, 2011, Izmir, Turkey Drachsler, H. (2011). Special Track on Recommendation, Data Sharing, and Research Practices in Science 2.0 at I‐
KNOW conference, September, 7, 2011, Graz, Austria, http://i‐know.at/RDSRP Drachsler, H. (2011). Workshop on Contextualized Usage and Attention Metadata: Towards Unobtrusive Context Creation and Usage in enriched Platforms (TUCCUP) at the Seventh International and Interdisciplinary Conference on Modeling and Using Context (CONTEXT’11), September, 26‐27, 2011, Karlsruhe, Germany. Fetter, S. (2010). 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010). July, 5‐7, 2010, Sousse, Tunisia Fetter, S. (2010). IADIS International Conference Web Based Communities (WEB 2010). July, 29‐31, 2010, Freiburg, Germany Fetter, S. (2011). IADIS International Conference e‐Learning 2011 (EL 2011), July, 20‐23, 2011, Rome, Italy Glahn, C. (2010). EC‐TEL 2010. Fifth European Conference on Technology Enhanced Learning. Sustaining TEL: from Innovation to Learning and Practice. September, 28 – October, 1, 2010, Barcelona, Spain Glahn, C. (2010). IEEE Engineering Education 2010 – The Future of Global Learning in Engineering Education (EDUCON 2010). April, 14‐16, 2010, Madrid, Spain Greller, W. (2010). 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010). July, 5‐
7, 2010, Sousse, Tunisia Greller, W. (2010). JESSTEL Summerschool, Ohrid, June 2010 Greller, W. (2010). JTEL Winterschool 2010, Innsbruck, February 2010 Greller, W. (2010). LREC 2010, Malta, May 2010 Greller, W. (2010). Second Workshop on Natural Language Processing in Support of Learning, Bucharest 2010 Greller, W. (2010). Tools and resources for Lifelong Learning (TORELL), ICL 2010, Hasselt, September 2010 Greller, W. (2011). Programme Committee for the JTEL Summer School 2011, May, 30–June, 3, 2011, Plataniás, Crete Greller, W. (2011). Programme Committee for the K‐Team conference on Semantic and Collaborative Technologies for the Web, June, 21‐22, 2011, Bucharest, Romania Greller, W. (2011). Programme Committee Member 11th International Conference on Advanced Learning Technologies (ICALT 2011), July, 6–8, 2011, Athens, USA Greller, W. (2011). Programme Committee Member for IADIS Conference on International Higher Education 2011, December, 8‐10, 2011, Shanghai, China Hummel, H. G. K. (2006). ICALT (IEEE International Conference on Advanced Learning Technologies), Kerkrade, The Netherlands Hummel, H. G. K. (2008). Program Committee member ICALT 2008 conference. July, 1‐5, 2008, Santander, Spain Hummel, H. G. K. (2009). ICALT 2009: The 9th IEEE International Conference on Advanced Learning Technologies. July, 15‐17, 2009, Riga, Latvia Hummel, H. G. K. (2010). ICALT 2010: The 10th IEEE International Conference on Advanced Learning Technologies. July, 5‐7, 2010, Sousse, Tunesia Hummel, H. G. K. (2006). WBC2006 (IADIS), San Sebastian, Spain Hummel, H. G. K. (2007). Workshop ʹUsability Evaluation of Social Software UESSʹ07, in conjunction with HCI conference INTERACT 2007, September 10‐14, Rio de Janeiro, Brasil (http://cost294.org/uess2007/) Hummel, H. G. K. (2009). eL&mL 2009: International Conference on Mobile, Hybrid and On‐line Learning, February, 1‐6, 2009, Cancun, Mexico Janssen, J. (2008). Empowering Learners for Lifelong Competence Development, 4th TENCompetence Open Workshop. April, 10‐11, 2008, Madrid, Spain Janssen, J. (2009). IADIS International Conference CELDA 2009 Janssen, J. (2011). IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2011), November, 6‐8, 2011, Rio de Janeiro, Brazil Janssen, J. (2010). 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010). July 5‐7, 2010 Sousse, Tunisia Janssen, J. (2011). 18th international conference of the Association for Learning Technology (ALT‐C), September, 6‐8, 2011, Leeds, United Kingdom Kalz, M (2008). 8th IEEE International Conference on Advanced Learning Technologies (ICALT). July, 1‐5, 2008, Santander, Cantabria, Spain Kalz, M. (2008). 5th International Conference on Adaptive Hypermedia and Adaptive Web Based Systems (AH2008). July, 29 – August, 1, 2008, Hannover, Germany Kalz, M. (2008). IADIS Multi Conference on Computer Science and Information Systems. July, 22–27, 2008, Amsterdam, The Netherlands Kalz, M. (2009). Programme Committee Member of the IADIS eLearning conference 2010 Kalz, M. (2010). Programme Committee Member IADIS E‐Learning Conference 2010 Kalz, M. (2010). PC member Interaktive Kulturen/ 8. E‐Learning‐Fachtagung Informatik der Gesellschaft für Informatik (DELFI) Kalz, M. (2011). Programme Committee Member IADIS E‐Learning Conference 2011 Kalz, M. (2008). Jury Member of the Annual Technology Enhanced Learning and Innovation in Higher Education Award for the German speaking countries (Medidaprix). September, 16‐18, 2008, Krems, Austria Kalz, M. (2009). Programme Committee Member of the conference “Mensch & Computer” and “eLearning” of the German Informatics Society Kalz, M. (2010). Programme Committee Member 2nd Sig‐ProTEL workshop on the analysis of requirements of professional learning from multiple stakeholder perspectives. In conjunction with the 5th European Conference on Technology Enhanced Learning (EC‐TEL10). September, 28 – October, 1, 2010, Barcelona, Spain Kalz, M. (2010). Programme Committee Member 5th European Conference for Technology‐Enhanced Learning (ECTEL 2010). September, 28 – October, 1, 2010, Barcelona, Spain Kalz, M. (2011) Programme Committee Member Doctoral Consortium of the 6th European Conference on Technology Enhanced Learning (EC‐TEL11), September, 18–21, 2011, Palermo, Italy Kalz, M. (2011). Programme Committee Member 6th European Conference on Technology Enhanced Learning (EC‐TEL11), September, 18–21, 2011, Palermo, Italy Kalz, M. (2010). Programme Committee Member The Second Workshop on Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. September, 14, 2010, Bucharest Kalz, M. (2010). Programme Committee Member Web Based Communities Conference 2010 Kalz, M. (2011). Programme Committee Member Web Based Communities Conference 2011 Kalz, M. (2011). Programme Committee Member 11th International Conference on Advanced Learning Technologies (ICALT11), July, 6–8, 2011. Athens, USA Kalz, M. (2011). Programme Committee Member 1st International Workshop on Awareness and Reflection in Research Communities (ARRC11) at CSCW 2011 Kalz, M. (2011). Programme Committee Member of the Workshop on Data sets for Technology Enhanced Learning (DATATEL 2011) in conjunction with the Alpine Rendez‐Vous (ARV) Conference organized by the STELLAR Network of Excellence. La Clusaz, France Klemke, R. (2011). Member of the programme committee of CD4TEL 2011. http://elearn.pri.univie.ac.at/cd4tel/ Koper, E. J. R. (2006). Adaptive Hypermedia Conference, Programme Committee Koper, E. J. R. (2006). ECTEL (European Conference on Technology Enhanced Learning), Programme Committee Koper, E. J. R. (2007). ECTEL (2nd European Conference on Technology Enhanced Learning), Programme Committee, Crete, Greece Koper, R. (2008). EC‐TEL (European Conference on Technology Enhanced Learning) 2008, Program Committee. September, 16‐19, 2008, Maastricht, The Netherlands Koper, R. (2009). 4th European Conference on Technology Enhanced Learning (EC‐TEL 2009). September, 29‐
October, 2, 2009, Nice, France Koper, R. (2010). 5th European Conference on Technology Enhanced Learning (EC‐TEL 2010). September, 28‐
October, 1, 2010, Barcelona, Spain Koper, R. (2011). 5th European Conference on Technology Enhanced Learning (EC‐TEL 2011), September, 20‐23, 2011, Palermo, Italy Koper, E. J. R. (2006). ICALT (IEEE International Conference on Advanced Learning Technologies), co‐Chair of the Programme Committee, Kerkrade, The Netherlands Koper, E. J. R. (2007). ICALT (IEEE International Conference on Advanced Learning Technologies), Panel Co‐
Chair, Niigata, Japan Koper, R. (2009). 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009). July, 14‐
18, 2009, Riga, Latvia Koper, R. (2010). 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010). July, 5‐7, 2010, Sousse, Tunisia Koper, R. (2011). the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), July, 6‐8, 2011, Athens, Georgia, USA, University of Georgia in Athens Koper, E. J. R. (2006). International Conference Education and Virtuality, Programme Committee Koper, E. J. R. (2007). International Conference Education and Virtuality, Programme Committee, Yalta, Crimea Region, Ukraine Koper, E. J. R. (2006). International Conference on Next Generation of Web Services, Programme Committee Koper, E. J. R. (2007). International Conference on Next Generation of Web Services, Programme Committee, Seoul, Korea Koper, R. (2008). International Conference on Next Generation of Web Services, Programme Committee, Seoul, Korea Koper, R. (2009). International Conference on Next Generation of Web Services. September, 9‐11, 2009, Prague, Czech Republic Koper, R. (2010). International Conference on Next Generation of Web Services. November, 23‐25, 2010, Gwalior, India Koper, E. J. R. (2006). World Wide Web Conference, Programme Committee Koper, E. J. R. (2007). World Wide Web Conference, Programme Committee, Alberta, Canada Koper, E.J.R. (2007). Cognition and Exploratory Learning in the Digital Age (CELDA2007). Programme Committee, Algarve Portugal Koper, E.J.R. (2007). ePortfolio conference, Chair of Programme Committee, Maastricht, Netherlands Koper, E.J.R. (2007). First European Workshop on Semantic Analysis in Technology‐Enhanced Learning, Programme Committee, Heerlen, The Netherlands Koper, E.J.R. (2007). Open Workshop on Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures, Chair of Programme Committee, Barcelona, Spain Koper, E.J.R. (2007). Workshop on Service Oriented Approaches and Lifelong Competence Development Infrastructures. Chair of Programme Committee. Manchester, UK Koper, R. (2008). Empowering Learners for Lifelong Competence Development, 4th TENCompetence Open Workshop. April, 10‐11, 2008, Madrid, Spain Koper, R. (2009). Rethinking Learning and Employment at a time of economic uncertainty. TENCompetence Workshop. Programme Chair. November, 19‐20, 2009, Manchester, United Kingdom Koper, R. (2010). Second International Conference ʺS3T: Software, Services and Semantic Technologiesʺ. September, 11‐12, 2010, Varna, Bulgaria Koper, R. (2011). Edutainment 2011, Sixth International Conference on E‐learning and Games, September, 7‐9, 2011, Taipei, Taiwan Koper, R. (2011). First international Conference on Massive Information Sharing and Integration (MISI 2011), August, 22‐25, 2011, Vienna, Austria Kravcik, M. (2008). Member of the Program Committee of the 5th Int. Conference on Adaptive Hypermedia and Adaptive Web‐Based Systems. July, 29 – August, 1, 2008, Hannover, Germany Kravčik, M. (2008). Adaptive Hypermedia 2008 Conference, Program Committee Nadolski, R. J. (2010). eL&mL 2010: The Second International Conference on Mobile, Hybrid, and On‐line Learning. February, 10‐15, 2010, St. Maarten, Netherlands Antilles Nadolski, R. J. (2011). Member of the programma committee of eL&mL 2011: The Third International Conference on Mobile, Hybrid, and On‐line Learning, February, 23‐28, 2011, Gosier, Guadeloupe, France Nadolski, R. J. (2010). ICALT 2010: The 10th IEEE International Conference on Advanced Learning Technologies. July, 5‐7, 2010, Sousse, Tunesia Nadolski, R. J. (2011). Member of the programme committee of ICALT 2011: The 11th IEEE International Conference on Advanced Learning Technologies, July, 6‐8, 2011, Athens, Georgia, USA Nadolski, R.J. (2011). Member of the programme committee of the European Conference on Technology Enhanced Learning, EC‐TEL, September, 20‐23, 2011, Palermo, Italy. Rusman, E. (2011). CSCL Conference papers. Sloep, P. B. (2006). Association for Learning Technology, Edinburgh, UK Sloep, P. B. (2006). International Conference on Web‐based Communities, San Sebastian, Spain Sloep, P. B. (2006). Panel Chair, ICALT (IEEE International Conference on Advanced Learning Technologies), Kerkrade, The Netherlands Sloep, P. B. (2008). ICALT 2008 The 8th IEEE International Conference on Advanced Learning Technologies: Learning technologies in the Information society. July, 1‐5, 2008, Santander, Spain Sloep, P. B. (2007). The 7th IEEE International Conference on Advanced Learning Technologies: Distributed social and personal computing for learning and instruction. July, 18‐20, Niigata, Japan Sloep, P. B. (2011). ICALT 2011 The 11th IEEE International Conference on Advanced Learning Technologies: Learning technologies in the Information society, July, 6‐8, 2011, Athens, Georgia, USA Sloep, P. B. (2007). ALT‐C, Beyond Control, Learning Technology for the social network generation. Nottingham, UK, 4‐6 September 2007 Sloep, P. B. (2007). Cognition and Exploratory Learning in the Digital Age (CELDA), Algarve, Portugal Sloep, P. B. (2008). CELDA 2008 International Conference on Cognition and Exploratory Learning in Digital Age. October, 13‐15, 2008, Freiburg, Germany Sloep, P. B. (2009). CELDA 2009, IADIS International Conference, Cognition and Exploratory Learning in Digital Age. November, 20‐22, 2009, Rome, Italy Sloep, P. B. (2010). CELDA 2010, IADIS International Conference Cognition and Exploratory Learning in Digital Age. October, 15 ‐ 17, 2010, Timisoara, Romania Sloep, P. B. (2007). International Conference Web Based Communities. February 18‐20, Salamanca, Spain Sloep, P. B. (2008). ECTEL 2008 European Conference on Technology Enhanced Learning. Times of convergence: Technologies across learning contexts. September, 17‐19, 2008, Maastricht, The Netherlands Sloep, P. B. (2009). EC‐TEL2009, 4th European Conference on Technology Enhanced Learning. September, 29 – October, 2, 2009, Nice, France Sloep, P. B. (2010). EC‐TEL2010, 5th European Conference on Technology Enhanced Learning. September, 28 ‐ October, 1, 2010, Barcelona, Spain. (main programme and doctoral consortium) Sloep, P. B. (2011). EC‐TEL2011, 6th European Conference on Technology Enhanced Learning. September, 22‐23, 2011, Palermo, Italy Sloep, P. B. (2008). eLBa 2008 E‐Learning Baltics: Learning in Working Processes. June, 17‐19, 2008, Rostock, Germany Sloep, P. B. (2009). eLBa 2009 E‐Learning Baltics: Learning in Working Processes. June, 18‐19, 2009, Rostock, Germany Sloep, P. B. (2010). eLBa 2010 E‐Learning Baltics. July, 1 ‐2, 2010, Rostock, Germany Sloep, P. B. (2011). eLBa 2010 E‐Learning Baltics, May, 26‐27, 2011, Rostock, Germany Sloep, P. B. (2008). Empowering Learners for Lifelong Competence Development, 4th TENCompetence Open Workshop. April, 10‐11, 2008, Madrid, Spain Sloep, P. B. (2008). International Conference Web Based Communities. July, 24‐26, 2008, Amsterdam, The Netherlands Sloep, P. B. (2009). 5th Edumedia Conference 2009. May, 4‐5, 2009, Salzburg, Austria Sloep, P. B. (2009). AIED 2009, The 14th International Conference on Artificial Intelligence in Education. July, 6‐10, 2009, Brighton, UK Sloep, P. B. (2009). CSEDU 2009, International Conference on Computer Supported Education. March, 23‐26, 2009, Lisbon, Portugal Sloep, P. B. (2009). IADIS 2009, International Conference Web Based Communities 2009. June, 21‐23, 2009, Algarve, Portugal Sloep, P. B. (2009). International Conference on Mobile, Hybrid, and Online Learning eL&mL 2009. February, 1‐6, 2009, Cancun, Mexico Sloep, P. B. (2009). MASHL2009, Mashups for Learning, special track of the ICL conference. September, 23‐25, 2009, Villach, Austria Sloep, P. B. (2009). WoHCI 2009, 1st IEEE International Workshop on Human Computer Interaction, in conjuntion with 33rd Annual IEEE International Computer Software and Applications Conference. July, 20‐24, 2009, Seattly, USA Sloep, P. B. (2010). CSEDU 2010, 2nd International Conference on Computer Supported Education. April, 7‐10, 2010, Valencia, Spain Sloep, P. B. (2010). eL&mL 2010, The Second International Conference on Mobile, Hybrid, and On‐line Learning. February, 10‐15, 2010, St. Maarten ‐ Netherlands Antilles Sloep, P. B. (2010). ICL2010, 13th International Conference on Interactive Computer Aided Learning. September, 15‐17, Hasselt, Belgium Sloep, P. B. (2010). ITS2010The 10th International Conference on Intelligent Tutoring Systems. June, 14 ‐ 18, 2010, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA. Issued with outstanding reviewer award Sloep, P. B. (2010). Stellar Member STELLAR Scientific Reviewer Board Sloep, P. B. (2010). WBC 2010, IADIS International Conference Web Based Communities. July, 29‐31, 2010, Freiburg, Germany Sloep, P. B. (2011). WBC 2011, IADIS International Conference Web Based Communities and Social Media, July, 22‐24, 2011, Rome, Italy Sloep, P. B. (2011). 14th International Conference on Interactive Collaborative Learning. September, 21‐23, 2011, Pieštany, Slovakia Sloep, P. B. (2011). ARNETS11, 1st Workshop on Awareness and Reflection in Learning Networks, co‐located with EC‐TEL 2011, September, 21, 2011, Palermo, Italy Sloep, P. B. (2011). ASTC 2011 Adaptive Support for Team Collaboration, July, 11‐15, 2011, Girona, Spain Sloep, P. B. (2011). STELLAR Scientific Reviewer Board Sloep, P. B. (2011). XATA 2011, XML: Aplicações e Tecnologias Associadas, June, 1‐2, 2011, Porto, Portugal Specht, M. (2006). 4th International Workshop on Distributed and Mobile Collaboration (DMC 2006), University of Manchester, UK Specht, M. (2006). 4th The 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE 2006, Athens, Greece Specht, M. (2006). First European Conference on Technology Enhanced Learning, Crete, Greece Specht, M. (2006). IADIS International Conference Mobile Learning 2006, Dublin, Ireland Specht, M. (2007) IADIS International Conference Mobile Learning 2008, Lisbon, Portugal, 5 to 7 July 2007 Specht, M. (2006). ICALT (IEEE International Conference on Advanced Learning Technologies), Kerkrade, The Netherlands Specht, M. (2006). International Workshop on Recommender Agents and Adaptive Web‐based Systems at the 10th International Conference on Knowledge‐ Based & Intelligent Information & Engineering Systems KES 2006, Bournemouth, England Specht, M. (2006). TENCompetence Open Workshop on Service Oriented Approaches and Lifelong Competence Development Infrastructures Specht, M. (2006). The 2006 International Conference on Adaptive Hypermedia and Adaptive Web‐Based Systems (AH 2006), Dublin, Ireland Specht, M. (2007). Conference on Mensch & Computer 2007. Fachübergreifende Konferenz, 2‐5 September Bauhaus Universität Weimar Specht, M. (2007). ECTEL (2nd European Conference on Technology Enhanced Learning), Programme Committee, Crete, Greece Specht, M. (2007). IASTED International Conference on Web‐based Education (WBE 2007), Chamonix, France from March 14‐16, 2007 Specht, M. (2007). International Conference Web Based Communities. February 18‐20, Salamanca, Spain Specht, M. (2007). Invited Session on Recommender Agents and Adaptive Web‐based Systems at the International Conference KES 2007 Specht, M. (2007). The 7th IEEE International Conference on Advanced Learning Technologies: Distributed social and personal computing for learning and instruction. July, 18‐20, Niigata, Japan Specht, M. (2007). Workshop on Contextualized Attention Metadata: personalized access to digital resources June 23, 2007 held in conjunction with the ACM IEEE Joint Conference on Digital Libraries (JCDL 2007) Specht, M. (2007). Workshop on the Role of Contextualization in Human Tasks (CHUT‐07) at Roskilde University, Denmark, August 21, 2007 Specht, M. (2010). 12th International Conference on Human‐Computer Interaction with Mobile Devices and Services Specht, M. (2010). 4th IEEE International Conference on Digital Ecosystems and Technologies Specht, M. (2010). European Conference on Technology Enhanced Learning, EC‐TEL, 2007‐2010 Specht, M. (2010). International Conference on Computers in Education 2008, 2009, 2010 Specht, M. (2010). International Conference on Mobile Learning 2006‐2010 Specht, M. (2010). International Conference on User Modelling and User Adapted Interaction, 2008, 2010 Specht, M. (2010). Sixth IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education, WMUTE 2010 Specht, M. (2010). IEEE Engineering Education 2010 – The Future of Global Learning in Engineering Education Specht, M. (2010). International Conference E‐Learn 2002‐2003, 2009, 2010 Specht, M. (2011). European Conference on Technology Enhanced Learning, EC‐TEL, September, 20‐23, 2011, Palermo, Italy Specht, M. (2011). International Conference on Computers in Education 2011, November, 28–December, 2, 2011, Chiang Mai, Thailand. http://122.155.1.128/icce2011/ Specht, M. (2011). International Conference on User Modelling and User Adapted Interaction, July, 11‐15, 2011, Girona. Spain Specht, M. (2011). International Program Committee (IPC) for the IASTED International Conference on Technology for Education (T4E 2011), July, 14‐16, 2011, IIT Madras, Chennai, India Specht, M. (2011). Program Committee (PC) member at the Workshop on Contextualized Usage and Attention Metadata, September, 26‐27, 2011, Karlsruhe, Germany Specht, M. (2011). Program Committee IADIS Multi Conference on Computer Science and Information Systems (MCCIS 2011), July, 20‐26, 2011, Rome, Italy Specht, M. (2011). Program Committee International Workshop on Adaptive Support for Team Collaboration (ASTC 2011) held in conjunction with the 19th International Conference on User Modeling, Adaptation and Personalisation (UMAP 2011), July, 11‐15, 2011, Girona, Spain Specht, M. (2011). Program Committee International Workshop on: Exploring the future of Technology Enhanced Education: visions, practical implementations and impact of localities, July, 6‐8, 2011, Athens, Georgia, USA Specht, M. (2011). Program Committee member for the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), July, 6‐8, 2011, University of Georgia, Athens, GA, USA. Specht, M. (2011). Program Committee Member of 7th IEEE International Workshop on PervasivE Learning, Life, and Leisure (PerEL 2011), March, 21‐25, 2011. Specht, M. (2011). Program Committee Member of International Conference on Mobile Learning, October, 18‐21, 2011, Avila, Spain. Specht, M. (2011). Program Committee Member of the 1st International Conference on Learning Analytics and Knowledge (LAK 2011), February, 27‐March 1, 2011, Banff, Alberta, USA. Specht, M. (2011). Program Committee Member of the 1st international Workshop on Enhancing Learning with Ambient Displays and Visualization Techniques (VIZTELʹ11), September, 20‐23, 2011, Palermo, Italy Specht, M. (2011). Program Committee Member of the Fourth Special Track on Computer‐based Knowledge & Skill Assessment and Feedback in Learning Settings (CAF)ʺ at the ICL 2011, September, 21‐23, 2011, Piešťany, Slovakia Specht, M. (2011). Program Committee Member of the International Conference World Conference on E‐Learning in Corporate, Government, Healthcare & Higher Education, October, 16‐18, 2011, Honolulu, Hawaii Specht, M. (2011). Program Committee Member of the International Workshop on ʺTechnology‐Transformed Learning: Going Beyond the One‐to‐One Model?ʺ of ICCE 2011, November, 28‐December, 2, 2011, Chiang Mai, Thailand Specht, M. (2011). Program Committee Member of the Workshop on Learning activities across physical and virtual spaces (AcrossSpaces) at EC‐TEL 2011. Workshop at EC‐TEL 2011, September, 20‐23, 2011, Palermo, Italy Specht, M. (2011). Program Committee of International Conference on Web‐based Learning (ICWL 2011), December, 8‐10, 2011, Hong Kong, China Specht, M. (2011). Program Committee of the IADIS Web Based Communities and Social Media 2011 (WBC 2011) Conference, July, 22‐24, 2011, Rome, Italy Specht, M. (2011). Program Committee of the International Workshop on Social and Personal Computing for Web‐Supported Learning Communities (SPeL). Workshop at EC‐TEL 2011, September, 20‐23, 2011, Palermo, Italy Specht, M. (2011). Program Committee of the Theme‐based Sub‐conference “Classroom, Ubiquitous and Mobile Technology Enhanced Learning” (CUMTEL) of ICCE 2011, November, 28‐December, 2, 2011 Chiang Mai, Thailand. http://122.155.1.128/icce2011/ Specht, M. (2011). Program Committee of the Workshop on Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design. Workshop at EC‐TEL 2011, September, 20‐23, 2011, Palermo, Italy Stoyanov, S. (2008). 8th IEEE International Conference on Advanced Learning Technologies (ICALT), July 1‐5, 2008, Santander, Spain Stoyanov, S. (2009). 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009). July, 14‐18, 2009, Riga, Latvia Stoyanov, S. (2010). IEEE International Conference on Advance Learning Technologies 2010 (ICALT 2010). July, 5‐
7, 2010, Sousse, Tunisia Stoyanov, S. (2011). IEEE International Conference on Advance Learning Technologies 2011 (ICALT 2011), July, 6‐
8, 2011, University of Georgia Athens, GA, USA Stoyanov, S. (2008). IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA), 2008, October, 13‐15, Freiburg, Germany Stoyanov, S. (2009). IADIS International Conference, Cognition and Exploratory Learning in Digital Age (CELDA 2009). November, 20‐22, 2009, Rome, Italy Stoyanov. S. (2008). IADIS International Conference Web Based Communities. July 24‐26. Amsterdam, The Netherlands Stoyanov, S. (2009). IADIS International Conference Web Based Communities (WEB 2009). June, 21‐23, 2009, Carvoeiro, Algarve, Portugal Stoyanov, S. (2010). IADIS International Conference Web‐ Based Communities 2010 (IADIS WBC 2010). July, 26‐
31, 2010, Freiburg, Germany Stoyanov, S. (2011). IADIS International Conference Web‐ Based Communities and Social media 2011 (IADIS WBC & SM 2010), July, 22‐24, 2011, Rome, italy Stoyanov, S. (2009). American Educational Research Association (AERA). April, 13‐17, 2009, San Diego, CA, USA Stoyanov, S. (2009). Education and Media (EduMedia). May, 4‐5, 2009, Salzburg, Austria. Stoyanov, S. (2009). International Conference on Software, Services & Semantic Technologies (S3T 2009). October, 28‐29, 2009, Sofia, Bulgaria Stoyanov, S. (2010). Computer Supported Cooperative Learning 2011 (CSCL 2011). July, 4‐9, 2010, Hong Kong Stoyanov, S. (2010). European Conference on Technology‐Enhanced Learning 2010 (EC‐TEL, 2010). September, 29 ‐ October, 1, 2010, Barcelona Stoyanov, S. (2010). IEEE Engineering Education 2010 (IEEE EDUCON, 2010). April, 14‐16, 2010, Madrid Stoyanov, S. (2011). IEEE Engineering Education 2011 (IEEE EDUCON, 2011), April, 4‐6, 2011, Amman, Jordan Stoyanov, S. (2010). International Conference on Software, Services & Semantic Technologies (S3T 2010). October, 11‐12, 2010, Varna, Bulgaria Stoyanov, S. (2011). European Conference on Technology‐Enhanced Learning 2011 (EC‐TEL, 2010), September, 20‐23, 2011, Palermo, Italy Stoyanov, S. (2011). International Conference on Software, Services & Semantic Technologies (S3T 2011), September, 1‐3, 2011, Bourgas, Bulgaria Ternier, S. (2010). EC‐TEL 2010. Fifth European Conference on Technology Enhanced Learning. Sustaining TEL: from Innovation to Learning and Practice. September, 28 – October, 1, 2010, Barcelona, Spain Ternier, S. (2011). EC‐TEL 2011. Sixth European Conference on Technology Enhanced Learning. Sustaining TEL: from Innovation to Learning and Practice, September, 20–23, 2011, Palermo, Italy (main programme and doctoral consortium) Ternier, S. (2010). Fourth International Workshop on Search and Exchange of e‐le@rning Materials (SE@M’10). September, 27‐18, 2010, Barcelona, Spain Ternier, S. (2010). IEEE International Conference on Ubi‐media Computing (U‐Media). July, 5‐7, 2010, Jinhua, China Van Bruggen, J. M. (2007). ICALT (IEEE International Conference on Advanced Learning Technologies), Kerkrade, The Netherlands Van Bruggen J. (2010). 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010). July, 5‐7, 2010, Sousse, Tunisia Van Bruggen, J. M. (2011). The 11th IEEE International Conference on Advanced Learning Technologies ICALT 2011, July, 6‐8, 2011, Athens, Georgia, USA. Van Bruggen J. (2010). 5th European Conference on Technology Enhanced Learning (EC‐TEL 2010). September, 28‐October, 1, 2010, Barcelona, Spain Van Bruggen, J. M. (2011). 6th European Conference of Technology Enhanced Learning, EC‐TEL 2011, September, 20‐23, 2011, Palermo, Italy, Van Bruggen, J. M. (2006). The International Conference on Computers in Education (ICCE), The Netherlands Van Bruggen, J. M. (2007). ECTEL (European Conference on Technology Enhanced Learning), Programme Committee Van Bruggen, J. M. (2007). First European Workshop on Applications of Latent Semantic Analysis in Technology Enhanced Learning, Heerlen, The Netherlands Van Bruggen, J. M. (2007). Workshop on Project‐centred learning at the European Conference on Technology Enhanced Learning Van Bruggen, J. M. (2008). 1st Workshop on Technology Support for Self‐Organized Learners (TSSOL08) in conjunction with 4th Edumedia Conference 2008 Self‐organised learning in the interactive Web – Changing learning culture? June, 2‐3, 2008, Salzburg, Austria Van Bruggen, J. M. (2011). ADIS International Conference on Internet Technologies & Society ITS 2011), December, 8‐10, 2011, Shanghai, China Van Bruggen, J. M. (2011). CELDA 2011 ‐ IADIS International Conference Cognition and Exploratory Learning in Digital Age 2011, November, 6‐8, 2011, Rio de Janeiro Van Rosmalen, P. (2009). Program Committee member and co‐chair of Workshop: Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity, AIED 2009: 14th International Conference on Artificial Intelligence in Education, July, 6‐7, 2009, Brighton, United Kingdom Verjans, S. (2008). ICEL 2008 (3rd International Conference on e‐Learning), Conference Committee. June, 26‐27, 2008, Cape Town, South Africa Verjans, S. (2010). 5th International Conference on e‐Learning (ICEL2010) Verjans, S. (2011). 6th International Conference on e‐Learning (ICEL2011), June, 27‐28, 2011, Kelowna (BC), Canada Westera, W. (2011). Programme Committee RED‐conference: Rethinking Education in the Knowledge Society, March, 7‐10, 2011, Ascona, Switzerland Westera, W. (2011). Programme Committee Doctoral Consortium at the 6th European Conference on Technology Enhanced Learning EC‐TEL 2011: Towards Ubiquitous Learning, September, 20‐23, 2011, Palermo, Italy Westera, W. (2011). Programme Committee of the 6th European Conference on Technology Enhanced Learning EC‐TEL 2011: Towards Ubiquitous Learning. September, 20‐23, 2011 Palermo, Italy Westera, W. (2009). Programme Committee Doctoral Consortium at the 4th European Conference on Technology Enhanced Learning EC‐TEL 2009: earning in the Synergy of Multiple Disciplines, September, 29 –October 2, 2009, Nice, France Westera, W. (2011). Programme committee, International Conference on Serious Games Development and Applications 2011. September, 19‐20, 2011, Lissabon, Portugal Membership of Programme Committees, professional conference Burgos, D. (2006). ProLearn Summer School, Bled, Slovenia Burgos, D. (2007). ProLearn Summer School, Fréjus, France De Vries, F. (2008). Member of the Steering Committee of Online Educa Berlin, an annual conference on Technology Supported Learning & Training De Vries, F. (2010‐2011). Steering Committee of Online Educa Berlin, International Conference on Technology Supported Learning & Training Kalz, M. (2010‐2011). Programme Committee Member Interactive Computer Aided Learning 2010 (ICL 2010) and 2011 (ICL 2011) Koper, E. J. R. (2006). ProLearn Summer School, Bled, Slovenia Koper, E. J. R. (2007). TENCompetence Winter School, Innsbruck, Austria Rubens, W. (2011). Member Advisory Board of Online Educa Berlin, International Conference on Technology Supported Learning & Training Rubens, W. (2011). Member Program Counsel of the Dutch National E‐learning Event Specht, M. (2006). Prolearn Summer School, Bled, Slovenia Specht, M. (2007). Prolearn Summer School, Fréjus, France Specht, M. (2007). TENCompetence Winter School, Innsbruck, Austria Verjans, S. (2008). Online Educa Berlin, Advisory Committee. December, 3‐5, 2008, Berlin, Germany Westera (2010). Lift Conference Maastricht. III Editorships of journals or book series Membership of the Editorial Board (journals, books, special issues) Berlanga, A. J. (2011). Member of the Editorial Board, International Journal of Learning Technologies Berlanga, A. J., García Peñalvo, F., Sloep, P. B. (2009). Guest Editors: Interactive Learning Environments. Special issue “Towards eLearning 2.0 University” Drachsler, H. (2010). International Journal on Advances in Information Sciences and Service Sciences Drachsler, H. (2010). Recommender Systems in Technology‐Enhanced Learning [special issue]. Elsevier Procedia Computer Science: Volume 1, Issue 2 Drachsler, H. (2011). Educational Recommender Systems and Technologies: Practices and Challenges, IGI Global, 2011 Drachsler, H. (2011). Guest Editor: Datasets and Data Supported Learning in Technology‐Enhanced Learning [Special issue]. International Journal of Technology‐Enhanced Learning (IJTEL) Joosten‐ten Brinke, D. (2010). Member Editorial Board of Examens, tijdschrift voor de toetspraktijk Kalz, M. (2008). International Journal of Technology Enhanced Learning. Volume 1, Nos. 1 / 2, 2008 Kalz, M. (2009‐2011). Member of the Editorial Board of the International Journal of Technology Enhanced Learning (IJTEL/Inderscience) Kalz, M. (2011). Co‐editor of special issue on Mashup Personal Learning Environments of the International Journal of Technology‐Enhanced Learning Koper, R. (2008‐2011). Member Editorial Board Campus Wide Information Systems Koper, R. (2008‐2011). Member Editorial Board Educational Technology & Society Koper, R. (2008‐2010). International Journal Emerging Technologies in Learning Koper, R. (2008). Member Editorial Board International Journal of Technology Enhanced Learning. Volume 1, Nos. 1 / 2, 2008 Koper, R. (2009‐2011). Member Editorial Board International Journal of Technology Enhanced Learning Koper, R. (2008‐2011). Journal of Knowledge Management & E‐Learning: An International Journal (KM&EL) Koper, R. (2009‐2011). Member Editorial Board Contemporary Educational Technology Koper, R. (2009‐2010). Guest Editor: Stimulating Personal Development and Knowledge Sharing [Special issue]. International Journal of Continuing Engineering Education and Life‐Long Learning (IJCEELL), 19(4/5/6) Koper, R. (2009‐2010). International Journal of Virtual and Personal Learning Environments (IJVPLE), Volume 1, Issue 1 Koper, R. (2011). International Journal of Virtual and Personal Learning Environments (IJVPLE) Koper, R. (2009‐2011). Research in Educational Communications and Technology Koper, R. (2009‐2011). The Open Education Journal Kravcik, M. (2008). International Journal of Technology Enhanced Learning. Volume 1, Nos. 1 / 2, 2008 Kravčik, M. (2008). International Journal of Technology Enhanced Learning, Editorial Board Sloep, P. B. (2008). Member of the Consulting Board of Computers in Human Behaviour Sloep, P. B. (2008). Member of the Editorial Board of the ALT‐J Sloep, P. B. (2009). Association for Learning Technology, ALT‐J Sloep, P. B. (2010‐2011). Editorial Board of the Research in Learning Technology, the Journal of the Association for Learning Technology, previously ALT‐J Sloep, P. B. (2008‐2009). Member of the Editorial Review Board Educational of Technology and Society (ET&S) Sloep, P. B. (2008‐2009). Member of the Editorial Review Board of International Journal of Learning Technologies (IJLT) Sloep, P. B. (2010‐2011). Editorial Review Board of International Journal of Learning Technologies (IJLT) Sloep, P. B. (2008‐2009). Member of the Editorial Review Board of the Journal of Interactive Learning Research (JILR) Sloep, P. B. (2008‐2009). Member of the Editorial Review Board of the Journal of Educational Multimedia and Hypermedia (JEMH) Sloep, P. B. (2010). Editorial Review Board of the Association for the Advancement of Computing in Education (AACE) journals Journal of Interactive Learning Research (JILR), Journal of Educational Multimedia and Hypermedia (JEMH) Sloep, P. B. (2008). Member Scientific Committee Special Issue on Open Knowledge, Online Information Review Sloep, P. B. (2009). Online Information Review. Special Issue on Open Knowledge Sloep, P. B. (2010). Scientific Committee Special Issue on Open Knowledge, Online Information Review Sloep, P. B. (2009). Computers in Human Behavior Sloep, P. B. (2010‐2011). Consulting Board of Computers in Human Behavior Sloep, P. B. (2009). Journal of Computer Assisted Learning (JCAL). Special issue Sloep, P. B. (2010). Co‐editor Special Issue of Interactive Learning Environments Towards eLearning 2.0 University (vol. 18, issue 3, 2010) Sloep, P. B. (2010). Editorial Board (Consejo Científico Editorial) of Revista de Universidad y Sociedad del Conocimiento Sloep, P. B. (2011) Journal of Universal Computer Science, J.UCS Sloep, P. B. (2011). Guest editor Special issue on Virtual Environments for Collaborative Innovation and Learning of Journal of Universal Computer Science (J.UCS) Sloep, P. B. (2011). Computers & Education Sloep, P. B. (2011). Editorial Board (Consejo Científico Editorial) of Revista de Universidad y Sociedad del Conocimiento Sloep, P. B. (2011). First Monday ‐ Peer‐reviewed Journal on the Internet Sloep, P. B. (2011). Journal of Educational Multimedia and Hypermedia Sloep, P. B. (2011). Journal of Interactive Learning Research Sloep, P. B. (2011). Social Networks, Computational Aspects and Data Mining. Volume 3, Computational Social Networks Sloep, P. B. (2011). Special issue on Datasets and Data Supported Learning in Technology‐Enhanced Learning of the International Journal of Technology Enhanced Learning (IJTEL) Specht, M. (2010‐2011). Member Editorial Board IEEE Transactions on Learning Technology Specht, M. (2010‐2011). Member Editorial Board of Journal of Educational Technology and Society Specht, M. (2011‐2014). Editorial Board for the International Journal of Mobile Learning and Organisation (IJMLO) Specht, M. (2011). Editorial Board of Journal of the Research Center for Educational Technology (RJETJ) Specht, M. (2010). International Journal of AI and Education, (IJAIED) Specht, M. (2010‐2011). International Journal of Continuing Engineering Education and Life‐Long Learning Specht, M. (2011). International Journal of Continuing Engineering Education and Life‐Long Learning Specht, M. (2010‐2011). International Journal of Mobile Learning Specht, M. (2010‐2011). International Journal on E‐Learning (IJEL) Specht, M. (2010). Journal on Personal and Ubiquitous Computing Specht, M. (2010). KI ‐ Zeitschrift Künstliche Intelligenz Specht, M. (2010‐2011). User Modelling and User Adapted Interaction (UMUAI) Stoyanov, S. (2008‐2011) Editorial Board of International Journal of Web Based Communities Stoyanov, S. (2010‐2011). Advisory Board of Educational Technology & Society Stoyanov, S. (2010). Editorial Board of Computers in Human Behavior Stoyanov, S. (2011). Computers in Human Behavior Stoyanov, S. (2011). Educational Research Review Van der Klink, M. (2009). Lid of the advisory board of the journal Human Resource Development International Van der Klink, M. (2009). Lid van de redactie van Develop, tijdschrift voor HRD Van der Klink, M. (2009). Lid van de redactie van het Velon Tijdschrift, Tijdschrift voor lerarenopleiders Van der Klink, M. R. (2010). Advisory Board of Develop. Van der Klink, M. R. (2010‐2011). Editorial Board of Human Resource Development International Verjans, S. (2011). Educational Technology Research and Development (ETR&D) – Research section Verjans, S. (2011). European Journal for Information Systems (EJIS) IV Awards Berlanga, A. J. (2011). Awarded as National Researcher by the Mexica Council for Science and Technology (CONACyT) Börner, D. (2010, December). Best Work in Progress Poster of the 18th International Conference on Computers in Education for his poster ‘A conceptual Framework for Ambient Learning Displays’ Nadeem, D. (2010). Best student paper during the IEEE Educion 2010 in Madrid Van den Brink, H., Slootmaker, A., Kurvers, H., Tattersall, C., Hummel, H., Storm, J., Hoefakker, R., & Westera, W. (2008). EMERGO game instance awarded with Comenius EduMedia Award, Berlin V Invitations to address major conferences Burgos, D. (2006, 8‐10 March). Introducción a IMS LD para aprendizaje adaptativo y colaborativo. Keynote at the joint workshop Universidad de Cádiz/ProLearn, Spain Burgos, D. (2006, 19‐21 September). Herramientas y proyectos para el aprendizaje y su evaluación en un entorno virtual: un reto para la investigación educativa. Keynote at the first congress on virtual learning environments and educational technology research, Andalucía, Cádiz, Spain: Retrieved September 25th, 2006 from http://dspace.learningnetworks.org Burgos, D. (2006, 22 September). Quality in eLearning Standards and IMS Learning Design. Keynote at the eQuality Final Seminar, Szczecin, Poland: Retrieved September 25th, 2006. Available: http://dspace.learningnetworks.org Burgos, D., & Corbalan, G. (2006, September). Modelado y uso de escenarios de aprendizaje en entornos b‐
learning desde la práctica educativa. Keynote at III Jornadas Campus Virtual, University Complutense of Madrid, Madrid, Spain: Retrieved June 30th, 2006, from http://dspace.learningnetworks.org Drachsler, H. (2010, 3 September). From Learning Networks to Digital Ecosystems. Invited talk at Tallinn
University, Estonia
Drachsler, H. (2010, 30 November). Data Sets as Facilitator for new Products and Services for Universities.
Invited talk at VOR-ICT Bijeenkomst, Utrecht, The Netherlands: Open University, CELSTEC
Drachsler, H., & Greller, W. (2011, 30-31 August). Turning Learning into Numbers - A Learning Analytics
Framework. Invite talk at SURF Learning Analytics seminar, Utrecht, The Netherlands
Greller, W. (2011, May). OERs and the University - Institutional Aspects of Openness. Keynote presentation at
the OER expert meeting, Graz, Austria
Kalz, M. (2010, 30 November). Structuration of Personal Learning Environments. Invited talk at VOR-ICT
bijeenkomst, Utrecht, The Netherlands: Open University, CELSTEC
Koper, E. J. R. (2006, 14 June). Challenges for the development of an infrastructure to support Lifelong Competence Development. Keynote at the Seminar TEMATICE, Amphithéâtre Durkheim, Sorbonne, Paris Koper, E. J. R. (2006, 25‐27 September). The development of an infrastructure to support lifelong competence development, based on learning design. Keynote at OD@06 conference, Oviedo, Spain: Koper, E. J. R. (2006, 25‐28 October). The Need for an Open‐source Infrastructure for Lifelong Competence Development in Europe. Keynote at the EDEN Research Conference, Castelldefels, Barcelona, Spain Koper, E. J. R. (2006, 8 November). Overview IMS Learning Design work. Keynote at the IMS Learning Design Summit, Heerlen, The Netherlands Koper, R. (2007, 11-12 January). TENCompetence: building the European network for lifelong competence
development. Keynote for the TENCompetence Workshop in Manchester, Manchester, United Kingdom: GMEX and Manchester International Convention Centre –Manchester
Koper, R. (2007, 7-11 May). Personal Competence Management in Learning Networks. Keynote for the Online
Conference for the Masters in Active Learning,, Heerlen, The Netherlands: Open University of the
Netherlands
Koper, R. (2007, 23-24 May). Supporting Lifelong Competence Development. Keynote for the EFODL
conference about Demonstrating Transformation in Learning: Practice, Process and Product, 2007,
Belfast, United Kingdom. Available at: http://efodl.belfastinstitute.ac.uk/
Koper, R. (2007, 30 May). Persoonlijke competentieontwikkeling in leernetwerken. Keynote voor de conferentie
onderwijsinnovatie ("het boek voorbij?"), Heerlen, The Netherlands: Hogeschool Zuyd
Koper, R. (2007, 6 June). Personal Competence Development in Learning Networks. Keynote for the ICDE
SCOP Conference (ICDE=International Council for Open and Distance Education. SCOP=Standing
Conference of Presidents), Heerlen, The Netherlands: Open University of the Netherlands
Koper, R. (2008, 22-26 June). Supporting the Continuing and Lifelong Development of Individuals in Online
Learning Networks. Invited Speech at ED-MEDIA 2008, Vienna, Austria
Koper, R. (2007, 12 July). Integrating Learning, Working and Living. Keynote for the ICICTE 2007 conference,
Heraklion, Crete
Koper, R. (2007, 28 September). Building Learning Networks for Lifelong Learning. Keynote for the 23rd dies
natalis of the Open University of the Netherlands, Heerlen, The Netherlands: Open University of the
Netherlands
Koper, R. (2008, 30-31 October). Building The European Network for Lifelong Competence Development.
Keynote Presentation at the TENCompetence Conference Sofia, Sofia, Bulgarian
Koper, R. (2009, 23 April). Lifelong Competence Development. Keynote at the Workshop "Competence
Development: right now!", Utrecht, The Netherlands: TENCompetence
Koper, R. (2009, 13-17 July). The role of lifelong learning and competence development. Keynote at the
Workshop "Learning and Competence Development in Europe for tomorrow and beyond", Sestri Levante,
Italy: TENCompetence
Koper, E. J. R. (2009, 30 September). IMS Learning Design: State-of-the-Art. Keynote presentation at the ECTEL 2009 Workshop Relating IMS Learning Design to Web 2.0 Technology, Nice, France
Koper, R. (2009, 19-20 November). Rethinking Learning and Employment at a time of economic uncertainty.
Keynote Presentation at the TENCompetence Workshop - Rethinking Learning and Employment at a Time
of Economic Uncertainty-event, Manchester, United Kingdom: TENCompetence
Rubens, W. (2011, 20 juni). Sociale media en leren. Keynote tijdens Sharing the Power of Knowledge van het
ministerie van Defensie, Amsterdam, Nederland
Rubens, W. (2011, 8 december). E-learning implementeren: 10 geleerde lessen. Keynote tijdens het congres Elearning in de Zorg, Nieuwegein, Nederland
Sloep, P. B. (2006, 4 September). Peer‐tutoring for informal learning in ad hoc, transient communities. Keynote at Higher Education Academy, Edinburgh, Scotland Sloep, P. B. (2009, 2-3 July). Does traditional e-learning still fit the knowledge society? Quality issues. Keynote
presentation at the Netherlands National Commission for UNESCO International Conference on Quality,
Social Responsibility and Global Citizenship, The Hague, The Netherlands
Specht, M. (2008, 2 June). New Technologies = New Learning !? Keynote given at the 4th EduMedia
Conference 2008, Salzburg, Austria
Specht, M. (2009, 21 September). From Personal to Contextual Learning Support. Keynote at the Tagung
Lernen, Wissen, Adaptivität of the Deutschen Gesellschaft für Informatik, Darmstadt, Germany
Specht, M. (2010, 16 April). Mobile Media in Context. Keynote given at the Symposium e-ducatio Media and
Learning, Twente, The Netherlands: http://e-ducatio.nl/thema/media
Specht, M. (2010, 15 September). Technology-Enhanced Learning World. Keynote given at the "Gemeinsame
Fachkonferenz Interaktive Kulturen", Duisburg, Germany
Specht, M. (2010, 4 November). Mobile Learning. Keynote given at the Mobile Learning Day 2010, Hagen,
Germany
Specht, M. (2011, 16 February). Mobile and Ubiquitous Technologies for Learning Support. Invited Talk given
at the University of Oviedo, Oviedo. Spain
Specht, M. (2011, 2 June). Linking Sensors, Mobile, Displays, and Learning. Invited Talk given at the e-Madrid
conference on mobile learning, Madrid, Spain
Specht, M. (2011, 9 June). Mobile Learning, Best Practices and Examples. Invited Talk given at the Onderwijs
Research Dagen, Workshop on Mobile Learning Maastricht, The Netherlands
Specht, M. (2011, 14 June). Linking Sensors, Displays, and Learning. Invited Talk presented at Seminar New
Innovations in Learning. University of Helsinki, Finland
Van Bruggen, J. (2010, 19 April). Waar blijft de doent in het afstandsonderwijs? Keynote tijdens de studiedag
afstandsonderwijs Erasmus Hogeschool, Brussel, Belgium
Van Bruggen, J. (2010, 26 November). Global Learning Networks. Keynote at the Global Exploration
Conference, Heerlen, The Netherlands
Van der Klink, M. R. (2009, 12 Februari). De werkplek als krachtige leersituatie voor (in)formeel leren. Keynote
gehouden op de conferentie Leven Lang Leren op een Hoger Plan, Eindhoven, Nederland
Van der Klink, M. (2009, 19 Mei). The boundaries of workplace learning. Keynote gehouden op symposium
Organising Learning and Professional Development at Work, Heerlen, Nederland: Open Universiteit
Nederland, RdMC
Van der Klink, M. (2010, 18 March). Communities for professional development. Keynote gehouden in het
programma behorende bij de lectorale rede van Hans Hummel, Leeuwarden, Nederland: NHL
Westera, W. (2008, 22 April). The Problem of Web Lectures. Keynote presentation at Triple L Nationale
Harvesterdag. Video recording available at
http://mediasite.uva.nl/mediasite/Catalog/Front.aspx?cid=54fc4e96-53bf-4f79-8276-6190388c024e (chapter
3), Amsterdam: Centrum De Roos
Westera, W. (2009, 28 October). History and Future of Technology-Enhanced Learning. Keynote Presentation at
the First International Conference on Software, Services & Semantic Technologies (3ST), Sofia, Bulgaria
Westera, W. (2010, 2 November). Next steps in OER strategies. Keynote presentation at OpenEd, Barcelona,
Spain
Westera, W. (2010, 13 November). Bingo, mijn diploma! Over de paradox van serieuze spellen. Keynote
presentation at TOUW symposium, Amsterdam, The Netherlands: Open University of the Netherlands
Appendix 6a Top Articles Learning Sciences Cluster EDUCATIONAL PSYCHOLOGIST, 41(2), 75–86
Copyright © 2006, Lawrence Erlbaum Associates, Inc.
KIRSCHNER,
MINIMAL
GUIDANCE
SWELLER, CLARK
Why Minimal Guidance During Instruction Does Not
Work: An Analysis of the Failure of Constructivist,
Discovery, Problem-Based, Experiential, and
Inquiry-Based Teaching
Paul A. Kirschner
Educational Technology Expertise Center
Open University of the Netherlands
Research Centre Learning in Interaction
Utrecht University, The Netherlands
John Sweller
School of Education
University of New South Wales
Richard E. Clark
Rossier School of Education
University of Southern California
Evidence for the superiority of guided instruction is explained in the context of our knowledge
of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human
cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high
prior knowledge to provide “internal” guidance. Recent developments in instructional research
and instructional design models that support guidance during instruction are briefly described.
Disputes about the impact of instructional guidance during
teaching have been ongoing for at least the past half-century
(Ausubel, 1964; Craig, 1956; Mayer, 2004; Shulman &
Keisler, 1966). On one side of this argument are those advocating the hypothesis that people learn best in an unguided or
minimally guided environment, generally defined as one in
which learners, rather than being presented with essential information, must discover or construct essential information
for themselves (e.g., Bruner, 1961; Papert, 1980; Steffe &
Gale, 1995). On the other side are those suggesting that novice learners should be provided with direct instructional
guidance on the concepts and procedures required by a particular discipline and should not be left to discover those proCorrespondence should be addressed to Paul A. Kirschner, Research Centre Learning in Interaction, Utrecht University, The Netherlands, P.O. Box
80140, 3508 TC, Utrecht, The Netherlands. E-mail: [email protected]
cedures by themselves (e.g., Cronbach & Snow, 1977; Klahr
& Nigam, 2004; Mayer, 2004; Shulman & Keisler, 1966;
Sweller, 2003). Direct instructional guidance is defined as
providing information that fully explains the concepts and
procedures that students are required to learn as well as learning strategy support that is compatible with human cognitive
architecture. Learning, in turn, is defined as a change in
long-term memory.
The minimally guided approach has been called by various names including discovery learning (Anthony, 1973;
Bruner, 1961); problem-based learning (PBL; Barrows &
Tamblyn, 1980; Schmidt, 1983), inquiry learning (Papert,
1980; Rutherford, 1964), experiential learning (Boud,
Keogh, & Walker, 1985; Kolb & Fry, 1975), and
constructivist learning (Jonassen, 1991; Steffe & Gale,
1995). Examples of applications of these differently named
but essentially pedagogically equivalent approaches include
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KIRSCHNER, SWELLER, CLARK
science instruction in which students are placed in inquiry
learning contexts and asked to discover the fundamental and
well-known principles of science by modeling the investigatory activities of professional researchers (Van Joolingen, de
Jong, Lazonder, Savelsbergh, & Manlove, 2005). Similarly,
medical students in problem-based teaching courses are required to discover medical solutions for common patient
problems using problem-solving techniques (Schmidt, 1998,
2000).
There seem to be two main assumptions underlying instructional programs using minimal guidance. First they challenge students to solve “authentic” problems or acquire complex knowledge in information-rich settings based on the
assumption that having learners construct their own solutions
leads to the most effective learning experience. Second, they
appear to assume that knowledge can best be acquired through
experience based on the procedures of the discipline (i.e., seeing the pedagogic content of the learning experience as identical to the methods and processes or epistemology of the discipline being studied; Kirschner, 1992). Minimal guidance is
offered in the form of process- or task-relevant information
that is available if learners choose to use it. Advocates of this
approach imply that instructional guidance that provides or
embeds learning strategies in instruction interferes with the
natural processes by which learners draw on their unique prior
experience and learning styles to construct new situated
knowledge that will achieve their goals. According to Wickens
(1992, cited in Bernstein, Penner, Clarke-Stewart, Roy, &
Wickens, 2003), for example,
large amounts of guidance may produce very good performance during practice, but too much guidance may impair
later performance. Coaching students about correct responses
in math, for example, may impair their ability later to retrieve
correct responses from memory on their own. (p. 221)
This constructivist argument has attracted a significant following.
The goal of this article is to suggest that based on our
current knowledge of human cognitive architecture, minimally guided instruction is likely to be ineffective. The past
half-century of empirical research on this issue has provided overwhelming and unambiguous evidence that minimal guidance during instruction is significantly less effective and efficient than guidance specifically designed to
support the cognitive processing necessary for learning.
THE CONSEQUENCES OF
HUMAN COGNITIVE ARCHITECTURE FOR
MINIMAL GUIDANCE DURING INSTRUCTION
Any instructional procedure that ignores the structures that
constitute human cognitive architecture is not likely to be effective. Minimally guided instruction appears to proceed
with no reference to the characteristics of working memory,
long-term memory, or the intricate relations between them.
The result is a series of recommendations that most educators
find almost impossible to implement—and many experienced educators are reluctant to implement—because they
require learners to engage in cognitive activities that are
highly unlikely to result in effective learning. As a consequence, the most effective teachers may either ignore the recommendations or, at best, pay lip service to them (e.g., Aulls,
2002). In this section we discuss some of the characteristics
of human cognitive architecture and the consequent instructional implications.
Human Cognitive Architecture
Human cognitive architecture is concerned with the manner in
which our cognitive structures are organized. Most modern
treatments of human cognitive architecture use the Atkinson
and Shiffrin (1968) sensory memory–working memory–long-term memory model as their base. Sensory memory
is not relevant to the discussion here so it is not considered further. The relations between working and long-term memory, in
conjunction with the cognitive processes that support learning, are of critical importance to the argument.
Our understanding of the role of long-term memory in human cognition has altered dramatically over the last few decades. It is no longer seen as a passive repository of discrete,
isolated fragments of information that permit us to repeat
what we have learned. Nor is it seen only as a component of
human cognitive architecture that has merely peripheral influence on complex cognitive processes such as thinking and
problem solving. Rather, long-term memory is now viewed
as the central, dominant structure of human cognition. Everything we see, hear, and think about is critically dependent on
and influenced by our long-term memory.
De Groot’s (1945/1965) work on chess expertise, followed
by Chase and Simon (1973), has served as a major influence on
the field’s reconceptualization of the role of long-term memory. The finding that expert chess players are far better able
than novices to reproduce briefly seen board configurations
taken from real games, but do not differ in reproducing random
board configurations, has been replicated in a variety of other
areas (e.g., Egan & Schwartz, 1979; Jeffries, Turner, Polson, &
Atwood, 1981; Sweller & Cooper, 1985). These results suggest that expert problem solvers derive their skill by drawing
on the extensive experience stored in their long-term memory
and then quickly select and apply the best procedures for solving problems. The fact that these differences can be used to
fully explain problem-solving skill emphasizes the importance of long-term memory to cognition. We are skillful in an
area because our long-term memory contains huge amounts of
information concerning the area. That information permits us
to quickly recognize the characteristics of a situation and indicates to us, often unconsciously, what to do and when to do it.
Without our huge store of information in long-term memory,
MINIMAL GUIDANCE
we would be largely incapable of everything from simple acts
such as crossing a street (information in long-term memory
informs us how to avoid speeding traffic, a skill many other animals are unable to store in their long-term memories) to complex activities such as playing chess or solving mathematical
problems. Thus, our long-term memory incorporates a massive knowledge base that is central to all of our cognitively
based activities.
What are the instructional consequences of long-term
memory? In the first instance and at its most basic, the architecture of long-term memory provides us with the ultimate
justification for instruction. The aim of all instruction is to alter long-term memory. If nothing has changed in long-term
memory, nothing has been learned. Any instructional recommendation that does not or cannot specify what has been
changed in long-term memory, or that does not increase the
efficiency with which relevant information is stored in or retrieved from long-term memory, is likely to be ineffective.
77
working memory when processing familiar as opposed to unfamiliar material induced Ericsson and Kintsch (1995) to
propose a separate structure, long-term working memory, to
deal with well-learned and automated information.
Any instructional theory that ignores the limits of working
memory when dealing with novel information or ignores the
disappearance of those limits when dealing with familiar information is unlikely to be effective. Recommendations advocating minimal guidance during instruction proceed as though
working memory does not exist or, if it does exist, that it has no
relevant limitations when dealing with novel information, the
very information of interest to constructivist teaching procedures. We know that problem solving, which is central to one
instructional procedure advocating minimal guidance, called
inquiry-based instruction, places a huge burden on working
memory (Sweller, 1988). The onus should surely be on those
who support inquiry-based instruction to explain how such a
procedure circumvents the well-known limits of working
memory when dealing with novel information.
Working Memory Characteristics and Functions
Working memory is the cognitive structure in which conscious processing occurs. We are only conscious of the information currently being processed in working memory and
are more or less oblivious to the far larger amount of information stored in long-term memory.
Working memory has two well-known characteristics:
When processing novel information, it is very limited in duration and in capacity. We have known at least since Peterson
and Peterson (1959) that almost all information stored in
working memory and not rehearsed is lost within 30 sec and
have known at least since Miller (1956) that the capacity of
working memory is limited to only a very small number of elements. That number is about seven according to Miller, but
may be as low as four, plus or minus one (see, e.g., Cowan,
2001). Furthermore, when processing rather than merely
storing information, it may be reasonable to conjecture that
the number of items that can be processed may only be two or
three, depending on the nature of the processing required.
The interactions between working memory and long-term
memory may be even more important than the processing
limitations (Sweller, 2003, 2004). The limitations of working
memory only apply to new, yet to be learned information that
has not been stored in long-term memory. New information
such as new combinations of numbers or letters can only be
stored for brief periods with severe limitations on the amount
of such information that can be dealt with. In contrast, when
dealing with previously learned information stored in
long-term memory, these limitations disappear. In the sense
that information can be brought back from long-term memory to working memory over indefinite periods of time, the
temporal limits of working memory become irrelevant. Similarly, there are no known limits to the amount of such information that can be brought into working memory from
long-term memory. Indeed, the altered characteristics of
Implications of Human Cognitive Architecture for
Constructivist Instruction
These memory structures and their relations have direct implications for instructional design (e.g., Sweller, 1999;
Sweller, van Merriënboer & Paas, 1998). Inquiry-based instruction requires the learner to search a problem space for
problem-relevant information. All problem-based searching
makes heavy demands on working memory. Furthermore,
that working memory load does not contribute to the accumulation of knowledge in long-term memory because while
working memory is being used to search for problem solutions, it is not available and cannot be used to learn. Indeed, it
is possible to search for extended periods of time with quite
minimal alterations to long-term memory (e.g., see Sweller,
Mawer, & Howe, 1982). The goal of instruction is rarely simply to search for or discover information. The goal is to give
learners specific guidance about how to cognitively manipulate information in ways that are consistent with a learning
goal, and store the result in long-term memory.
The consequences of requiring novice learners to search
for problem solutions using a limited working memory or the
mechanisms by which unguided or minimally guided instruction might facilitate change in long-term memory appear to be routinely ignored. The result is a set of differently
named but similar instructional approaches requiring minimal guidance that are disconnected from much that we know
of human cognition. Recommending minimal guidance was
understandable when Bruner (1961) proposed discovery
learning as an instructional tool because the structures and
relations that constitute human cognitive architecture had not
yet been mapped. We now are in a quite different environment because we know much more about the structures,
functions, and characteristics of working and long-term
memory; the relations between them; and their consequences
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KIRSCHNER, SWELLER, CLARK
for learning and problem solving. This new understanding
has been the basis for systematic research and development
of instructional theories that reflect our current understanding of cognitive architecture (e.g., Anderson, 1996; Glaser,
1987). This work should be central to the design of effective,
guided instruction.
Of course, suggestions based on theory that minimally
guided instruction should have minimal effectiveness are
worth little without empirical evidence. Empirical work
comparing guided and unguided instruction is discussed after a review of the current arguments for minimal guidance.
THE ORIGINS OF CONSTRUCTIVISM AND
THE CURRENT VIEW OF MINIMALLY GUIDED
INSTRUCTION
Given the incompatibility of minimally guided instruction
with our knowledge of human cognitive architecture, what
has been the justification for these approaches? The most recent version of instruction with minimal guidance comes
from constructivism (e.g., Steffe & Gale, 1995), which appears to have been derived from observations that knowledge
is constructed by learners and so (a) they need to have the opportunity to construct by being presented with goals and minimal information, and (b) learning is idiosyncratic and so a
common instructional format or strategies are ineffective.
The constructivist description of learning is accurate, but the
instructional consequences suggested by constructivists do
not necessarily follow.
Most learners of all ages know how to construct knowledge when given adequate information and there is no evidence that presenting them with partial information enhances
their ability to construct a representation more than giving
them full information. Actually, quite the reverse seems most
often to be true. Learners must construct a mental representation or schema irrespective of whether they are given complete or partial information. Complete information will result
in a more accurate representation that is also more easily acquired. Constructivism is based therefore, on an observation
that, although descriptively accurate, does not lead to a prescriptive instructional design theory or to effective pedagogical techniques (Clark & Estes, 1998, 1999; Estes & Clark,
1999; Kirschner, Martens, & Strijbos, 2004). Yet many educators, educational researchers, instructional designers, and
learning materials developers appear to have embraced minimally guided instruction and tried to implement it.
Another consequence of attempts to implement
constructivist theory is a shift of emphasis away from teaching
a discipline as a body of knowledge toward an exclusive emphasis on learning a discipline by experiencing the processes
and procedures of the discipline (Handelsman et. al., 2004;
Hodson, 1988). This change in focus was accompanied by an
assumption shared by many leading educators and discipline
specialists that knowledge can best be learned or only learned
through experience that is based primarily on the procedures
of the discipline. This point of view led to a commitment by educators to extensive practical or project work, and the rejection
of instruction based on the facts, laws, principles and theories
that make up a discipline’s content accompanied by the use of
discovery and inquiry methods of instruction. The addition of
a more vigorous emphasis on the practical application of inquiry and problem-solving skills seems very positive. Yet it
may be a fundamental error to assume that the pedagogic content of the learning experience is identical to the methods and
processes (i.e., the epistemology) of the discipline being studied and a mistake to assume that instruction should exclusively
focus on methods and processes.
Shulman (1986; Shulman & Hutchings, 1999) contributed
to our understanding of the reason why less guided approaches fail in his discussion of the integration of content
expertise and pedagogical skill. He defined content knowledge as “the amount and organization of the knowledge per
se in the mind of the teacher” (Shulman, 1986, p. 9), and pedagogical content knowledge as knowledge “which goes beyond knowledge of subject matter per se to the dimension of
subject knowledge for teaching” (p. 9). He further defined
curricular knowledge as “the pharmacopoeia from which the
teacher draws those tools of teaching that present or exemplify particular content” (p. 10). Kirschner (1991, 1992) also
argued that the way an expert works in his or her domain
(epistemology) is not equivalent to the way one learns in that
area (pedagogy). A similar line of reasoning was followed by
Dehoney (1995), who posited that the mental models and
strategies of experts have been developed through the slow
process of accumulating experience in their domain areas.
Despite this clear distinction between learning a discipline
and practicing a discipline, many curriculum developers, educational technologists, and educators seem to confuse the
teaching of a discipline as inquiry (i.e., a curricular emphasis
on the research processes within a science) with the teaching
of the discipline by inquiry (i.e., using the research process of
the discipline as a pedagogy or for learning). The basis of this
confusion may lie in what Hurd (1969) called the rationale of
the scientist, which holds that a course of instruction in science
should be a mirror image of a science discipline, with regard
to both its conceptual structure and its patterns of inquiry.
The theories and methods of modern science should be reflected in the classroom. In teaching a science, classroom operations should be in harmony with its investigatory processes and supportive of the conceptual, the intuitive, and the
theoretical structure of its knowledge. (p. 16)
This rationale assumes
that the attainment of certain attitudes, the fostering of interest in science, the acquisition of laboratory skills, the learning of scientific knowledge, and the understanding of the nature of science were all to be approached through the
MINIMAL GUIDANCE
methodology of science, which was, in general, seen in inductive terms. (Hodson, 1988, p. 22)
The major fallacy of this rationale is that it makes no distinction between the behaviors and methods of a researcher who is
an expert practicing a profession and those students who are
new to the discipline and who are, thus, essentially novices.
According to Kyle (1980), scientific inquiry is a systematic and investigative performance ability incorporating unrestrained thinking capabilities after a person has acquired a
broad, critical knowledge of the particular subject matter
through formal teaching processes. It may not be equated
with investigative methods of science teaching, self-instructional teaching techniques, or open-ended teaching techniques. Educators who confuse the two are guilty of the improper use of inquiry as a paradigm on which to base an
instructional strategy.
Finally, Novak (1988), in noting that the major effort to
improve secondary school science education in the 1950s
and 1960s fell short of expectations, went so far as to say that
the major obstacle that stood in the way of “revolutionary improvement of science education … was the obsolete epistemology that was behind the emphasis on ‘inquiry’ oriented
science” (pp. 79–80).
RESEARCH COMPARING GUIDED AND
UNGUIDED INSTRUCTION
None of the preceding arguments and theorizing would be
important if there was a clear body of research using controlled experiments indicating that unguided or minimally
guided instruction was more effective than guided instruction. In fact, precisely as one might expect from our knowledge of human cognition and the distinctions between learning and practicing a discipline, the reverse is true. Controlled
experiments almost uniformly indicate that when dealing
with novel information, learners should be explicitly shown
what to do and how to do it.
A number of reviews of empirical studies have established
a solid research-based case against the use of instruction with
minimal guidance. Although an extensive review of those
studies is outside the scope of this article, Mayer (2004) recently reviewed evidence from studies conducted from 1950
to the late 1980s comparing pure discovery learning, defined
as unguided, problem-based instruction, with guided forms
of instruction. He suggested that in each decade since the
mid-1950s, when empirical studies provided solid evidence
that the then popular unguided approach did not work, a similar approach popped up under a different name with the cycle
then repeating itself. Each new set of advocates for unguided
approaches seemed either unaware of or uninterested in previous evidence that unguided approaches had not been validated. This pattern produced discovery learning, which gave
way to experiential learning, which gave way to prob-
79
lem-based and inquiry learning, which now gives way to
constructivist instructional techniques. Mayer (2004) concluded that the “debate about discovery has been replayed
many times in education but each time, the evidence has favored a guided approach to learning” (p. 18).
Current Research Supporting Direct Guidance
Because students learn so little from a constructivist approach,
most teachers who attempt to implement classroom-based
constructivist instruction end up providing students with considerable guidance. This is a reasonable interpretation, for example, of qualitative case studies conducted by Aulls (2002),
who observed a number of teachers as they implemented
constructivist activities in their classrooms. He described the
“scaffolding” that the most effective teachers introduced when
students failed to make learning progress in a discovery setting. He reported that the teacher whose students achieved all
of their learning goals spent a great deal of time in instructional
interactions with students by
simultaneously teaching content and scaffolding-relevant
procedures … by (a) modeling procedures for identifying
and self-checking important information … (b) showing students how to reduce that information to paraphrases … (c)
having students use notes to construct collaborations and
routines, and (d) promoting collaborative dialogue within
problems. (p. 533)
Stronger evidence from well-designed, controlled experimental studies also supports direct instructional guidance
(e.g., see Moreno, 2004; Tuovinen & Sweller, 1999).
Hardiman, Pollatsek, and Weil (1986) and Brown and
Campione (1994) noted that when students learn science in
classrooms with pure-discovery methods and minimal feedback, they often become lost and frustrated, and their confusion can lead to misconceptions. Others (e.g., Carlson,
Lundy, & Schneider, 1992; Schauble, 1990) found that because false starts are common in such learning situations, unguided discovery is most often inefficient. Moreno (2004)
concluded that there is a growing body of research showing
that students learn more deeply from strongly guided learning than from discovery. Similar conclusions were reported
by Chall (2000), McKeough, Lupart, and Marini (1995),
Schauble (1990), and Singley and Anderson (1989). Klahr
and Nigam (2004), in a very important study, not only tested
whether science learners learned more via a discovery versus
direct instruction route but also, once learning had occurred,
whether the quality of learning differed. Specifically, they
tested whether those who had learned through discovery
were better able to transfer their learning to new contexts.
The findings were unambiguous. Direct instruction involving
considerable guidance, including examples, resulted in
vastly more learning than discovery. Those relatively few
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students who learned via discovery showed no signs of superior quality of learning.
Cognitive load. Sweller and others (Mayer, 2001;
Paas, Renkl, & Sweller, 2003, 2004; Sweller, 1999, 2004;
Winn, 2003) noted that despite the alleged advantages of unguided environments to help students to derive meaning from
learning materials, cognitive load theory suggests that the
free exploration of a highly complex environment may generate a heavy working memory load that is detrimental to
learning. This suggestion is particularly important in the case
of novice learners, who lack proper schemas to integrate the
new information with their prior knowledge. Tuovinen and
Sweller (1999) showed that exploration practice (a discovery
technique) caused a much larger cognitive load and led to
poorer learning than worked-examples practice. The more
knowledgeable learners did not experience a negative effect
and benefited equally from both types of treatments. Mayer
(2001) described an extended series of experiments in multimedia instruction that he and his colleagues have designed
drawing on Sweller’s (1988, 1999) cognitive load theory and
other cognitively based theoretical sources. In all of the many
studies he reported, guided instruction not only produced
more immediate recall of facts than unguided approaches,
but also longer term transfer and problem-solving skills.
Worked examples. A worked example constitutes the
epitome of strongly guided instruction, whereas discovering
the solution to a problem in an information-rich environment
similarly constitutes the epitome of minimally guided discovery learning. The worked-example effect, which is based
on cognitive load theory, occurs when learners required to
solve problems perform worse on subsequent test problems
than learners who study the equivalent worked examples. Accordingly, the worked-example effect, which has been replicated a number of times, provides some of the strongest evidence for the superiority of directly guided instruction over
minimal guidance. The fact that the effect relies on controlled experiments adds to its importance.
The worked-example effect was first demonstrated by
Sweller and Cooper (1985) and Cooper and Sweller (1987),
who found that algebra students learned more studying algebra worked examples than solving the equivalent problems.
Since those early demonstrations of the effect, it has been
replicated on numerous occasions using a large variety of
learners studying an equally large variety of materials
(Carroll, 1994; Miller, Lehman, & Koedinger, 1999; Paas,
1992; Paas & van Merriënboer, 1994; Pillay, 1994; Quilici &
Mayer, 1996; Trafton & Reiser, 1993). For novices, studying
worked examples seems invariably superior to discovering or
constructing a solution to a problem.
Why does the worked-example effect occur? It can be explained by cognitive load theory, which is grounded in the human cognitive architecture discussed earlier. Solving a problem requires problem-solving search and search must occur
using our limited working memory. Problem-solving search is
an inefficient way of altering long-term memory because its
function is to find a problem solution, not alter long-term
memory. Indeed, problem-solving search can function perfectly with no learning whatsoever (Sweller, 1988). Thus,
problem-solving search overburdens limited working memory and requires working memory resources to be used for activities that are unrelated to learning. As a consequence, learners can engage in problem-solving activities for extended
periods and learn almost nothing (Sweller et al., 1982).
In contrast, studying a worked example both reduces
working memory load because search is reduced or eliminated and directs attention (i.e., directs working memory resources) to learning the essential relations between problem-solving moves. Students learn to recognize which moves
are required for particular problems, the basis for the acquisition of problem-solving schemas (Chi, Glaser, & Rees,
1982). When compared to students who have solved problems rather than studied worked examples, the consequence
is the worked-example effect.
There are conditions under which the worked-example effect is not obtainable. First, it is not obtainable when the
worked examples are themselves structured in a manner that
imposes a heavy cognitive load. In other words, it is quite
possible to structure worked examples in a manner that imposes as heavy a cognitive load as attempting to learn by discovering a problem solution (Tarmizi & Sweller, 1988; Ward
& Sweller, 1990). Second, the worked-example effect first
disappears and then reverses as the learners’ expertise increases. Problem solving only becomes relatively effective
when learners are sufficiently experienced so that studying a
worked example is, for them, a redundant activity that increases working memory load compared to generating a
known solution (Kalyuga, Chandler, Tuovinen, & Sweller,
2001). This phenomenon is an example of the expertise reversal effect (Kalyuga, Ayres, Chandler, & Sweller, 2003). It
emphasizes the importance of providing novices in an area
with extensive guidance because they do not have sufficient
knowledge in long-term memory to prevent unproductive
problem-solving search. That guidance can be relaxed only
with increased expertise as knowledge in long-term memory
can take over from external guidance.
Process worksheets. Another way of guiding instruction is the use of process worksheets (Van Merriënboer, 1997).
Such worksheets provide a description of the phases one
should go through when solving the problem as well as hints or
rules of thumb that may help to successfully complete each
phase. Students can consult the process worksheet while they
are working on the learning tasks and they may use it to note intermediate results of the problem-solving process.
Nadolski, Kirschner, and van Merriënboer (2005), for example, studied the effects of process worksheets with law
students and found that the availability of a process
worksheet had positive effects on learning task performance,
MINIMAL GUIDANCE
indicated by a higher coherence and more accurate content of
the legal case being developed. Learners receiving guidance
through process worksheets outperformed learners left to
discover the appropriate procedures themselves.
RESEARCH ON EDUCATIONAL MODELS
FAVORING MINIMAL GUIDANCE DURING
INSTRUCTION IN VARIOUS SETTINGS
Having discussed both the human cognitive architecture responsible for learning and current research supporting direct
instruction through guidance, this section discusses a number
of the alternative educational models that see and use minimal guidance as an approach to learning and instruction.
Experiential Learning at Work
Kolb (1971) and Kolb and Fry (1975) argued that the learning
process often begins with a person carrying out a particular
action and then seeing or discovering the effect of the action
in this situation. The second step is to understand these effects in the particular instance so that if the same action was
taken in the same circumstances it would be possible to anticipate what would follow from the action. Using this pattern,
the third step would be to understand the general principle
under which the particular instance falls. They also suggested a number of learning styles that they hypothesized
would influence the way that students took advantage of experiential situations.
Attempts to validate experiential learning and learning
styles (Kolb, 1971, 1984, 1999) appear not to have been completely successful. Iliff (1994), for example, reported in “a
meta-analysis of 101 quantitative LSI studies culled from
275 dissertations and 624 articles that were qualitative, theoretical, and quantitative studies of ELT and the Kolb
Learning Style Inventory” (Kolb, Boyatzis, & Mainemelis,
2001, p. 20) correlations classified as low (< .5) and effect
sizes that were weak (.2) to medium (.5). He concluded that
the magnitude of these statistics is not sufficient to meet standards of predictive validity to support the use of the measures
or the experiential methods for training at work. Similarly,
Ruble and Stout (1993), citing a number of studies from 1980
through 1991, concluded that the Kolb Learning Style Inventory (KLSI-1976; Kolb, 1976) has low test–retest reliability,
that there is little or no correlation between factors that
should correlate with the classification of learning styles, and
that it does not enjoy a general acceptance of its usefulness,
particularly for research purposes.
Roblyer (1996) and Perkins (1991) examined evidence for
minimally guided pedagogy in instructional design and instructional technology studies. Both researchers concluded
that the available evidence does not support the use of minimal guidance and both suggested that some form of stronger
guidance is necessary for both effective learning and transfer.
81
Individual Differences in Learning From
Instruction
Constructivist approaches to instruction are based, in part, on
a concern that individual differences moderate the impact of
instruction. This concern has been shared by a large body of
aptitude–treatment interaction (ATI) studies that examine
whether the effects of different instructional methods are influenced by student aptitudes and traits (e.g., Cronbach &
Snow, 1977; Kyllonen & Lajoie, 2003; Snow, Corno, & Jackson, 1996). Much of this work provides a clear antecedent to
the expertise reversal effect, discussed earlier, according to
which instructional methods that are effective for novices become less effective as expertise increases.
Cronbach and Snow’s (1977) review of ATI research described a number of replicated ordinal and disordinal interactions between various instructional methods and aptitudes.
One of the most common ATI findings according to Kyllonen
and Lajoie (2003) was “that strong treatments benefited less
able learners and weaker treatments benefited more able
learners” (p. 82). This conclusion anticipated the now recognized scaffolding effect.
In the instructional methods described by Cronbach and
Snow (1977) strong treatments implied highly structured instructional presentations where explicit organization of information and learning support were provided. The weaker
treatments were relatively unstructured and so provided
much less learning support. The aptitude measures used in
the research reviewed by Cronbach and Snow were varied
but usually involved some measure of specific subject matter
knowledge and measures of crystallized and fluid ability.
Snow and Lohman (1984) encouraged research that attempts
to understand the cognitive processes demanded by specific
learning goals. They argued for a concern with describing the
cognitive processes required to learn specific classes of tasks,
how those processes are reflected in learner aptitudes, and
how characteristics of instructional treatments might compensate for students with lower relevant aptitude by providing needed cognitive processes to help them achieve learning
and transfer goals.
Knowing Less After Instruction
A related set of findings in the ATI research paradigm was
described by Clark (1989). He reviewed approximately 70
ATI studies and described a number of experiments in which
lower aptitude students who choose or were assigned to unguided, weaker instructional treatments receive significantly
lower scores on posttests than on pretest measures. He argued that the failure to provide strong learning support for
less experienced or less able students could actually produce
a measurable loss of learning. The educational levels represented in the studies reviewed ranged from elementary classrooms to university and work settings and included a variety
of types of problems and tasks. Even more distressing is the
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evidence Clark (1982) presented that when learners are asked
to select between a more or a less unguided version of the
same course, less able learners who choose less guided approaches tend to like the experience even though they learn
less from it. Higher aptitude students who chose highly structured approaches tended to like them but achieve at a lower
level than with less structured versions but did not suffer by
knowing less after than before instruction. Clark hypothesized that the most effective components of treatments help
less experienced learners by providing task-specific learning
strategies embedded in instructional presentations. These
strategies require explicit, attention-driven effort on the part
of learners and so tend not to be liked, even though they are
helpful to learning. More able learners, he suggested, have
acquired implicit, task-specific learning strategies that are
more effective for them than those embedded in the structured versions of the course. Clark pointed to suggestive evidence that more able students who select the more guided
versions of courses do so because they believe that they will
achieve the required learning with a minimum of effort.
Studies described by Woltz (2003) are a recent and positive
example of ATI research that examines the cognitive processing required for learning tasks. He provided evidence that the
same learner might benefit from stronger and weaker treatments depending on the type of learning and transfer outcome desired.
Empirical Evidence About Science Learning
From Unguided Instruction
The work of Klahr and Nigam (2004), discussed earlier, unambiguously demonstrated the advantages of direct instruction in science. There is a wealth of such evidence. A series
of reviews by the U.S. National Academy of Sciences has recently described the results of experiments that provide evidence for the negative consequences of unguided science instruction at all age levels and across a variety of science and
math content. McCray, DeHaan, and Schuck (2003) reviewed studies and practical experience in the education of
college undergraduates in engineering, technology, science,
and mathematics. Gollub, Berthanthal, Labov, and Curtis
(2003) reviewed studies and experience teaching science and
mathematics in high school. Kilpatrick, Swafford, and
Findell (2001) reported studies and made suggestions for elementary and middle school teaching of mathematics. Each of
these and other publications by the U.S. National Academy
of Sciences amply document the lack of evidence for unguided approaches and the benefits of more strongly guided
instruction. Most provide a set of instructional principles for
educators that are based on solid research. These reports
were prepared, in part, because of the poor state of science
and mathematics education in the United States. Finally, in
accord with the ATI findings and the expertise reversal effect,
Roblyer, Edwards, and Havriluk (1997) reported that teachers have found that discovery learning is successful only
when students have prerequisite knowledge and undergo
some prior structured experiences.
Medical Problem-Based Learning Research
All in all, a lack of clarity about the difference between learning a discipline and research in the discipline coupled with
the priority afforded to unbiased observation in the best
inductivist and empiricist tradition has led many educators to
advocate a problem-based method as the way to teach a discipline (Allen, Barker, & Ramsden, 1986; Anthony, 1973; Barrows & Tamblyn, 1980; Obioma, 1986). Not only did PBL
seem to mesh with ideas in, for example, the philosophy of
science, but it also fit well with progressive learner-centered
views emphasizing direct experience and individual inquiry.
Cawthron and Rowell (1978) stated that it all seemed to fit.
The logic of knowledge and the psychology of knowledge
coalesced under the umbrella term discovery. Why, he asked,
should educators look further than the traditional inductivist
and empiricist explanation of the process?
In an attempt to rescue medical students from lectures
and memory-based recall exams, approximately 60 medical
schools in North America have adopted PBL in the past
two decades. This variant of constructivist instruction with
minimal guidance, introduced at the McMaster University
School of Medicine in 1969, asks medical students to work
in groups to diagnose and suggest treatment for common
patient symptoms. PBL student groups are supervised by a
clinical faculty member who is directed not to solve problems for the students but instead to offer alternatives and
suggest sources of information.
The best known survey of the comparisons of PBL with
conventional medical school instruction was conducted by
Albanese and Mitchell (1993). Their meta-analysis of the
English language literature of the effectiveness of PBL produced a number of negative findings concerning its impact,
including lower basic science exam scores, no differences in
residency selections, and more study hours each day. They
reported that although PBL students receive better scores for
their clinical performance, they also order significantly more
unnecessary tests at a much higher cost per patient with less
benefit. There was an indication in their review that increased
clinical practice evaluation scores may have been due to the
fact the PBL students are required to spend more time in
clinical settings.
Berkson (1993) also reviewed much of the literature on
PBL and arrived at many of the same conclusions as Albanese
and Mitchell (1993). She reviewed studies where the problem-solving ability of PBL students was compared with the
same ability in conventionally trained students and found no
support for any differences, and so failed to replicate the clinical advantage found by Albanese and Mitchell. Colliver
(2000) reviewed existing studies comparing the effectiveness
of PBL in medicine to conventional medical school curricula.
He concluded that PBL studies show no statistical effect on the
MINIMAL GUIDANCE
performance of medical students on standardized tests or on
instructor-designed tests during the first 2 years of medical
school. Also important for medical educators has been the
constant finding in research summaries that PBL is not more
effective but is more costly than traditional instruction. Of
course, some supporters of PBL are aware of its limitations.
Hmelo-Silver (2004) placed strong question marks concerning the general validity of PBL. According to her,
Certain aspects of the PBL model should be tailored to the
developmental level of the learners … there may be a place
for direct instruction on a just-in-time basis. In other words,
as students are grappling with a problem and confronted with
the need for particular kinds of knowledge, a lecture at the
right time may be beneficial. … Some techniques such as
procedural facilitation, scripted cooperation, and structured
journals may prove useful tools in moving PBL to other settings. (pp. 260–261)
Two major components of PBL are the explicit teaching of
problem-solving strategies in the form of the hypothetico-deductive method of reasoning (Barrows & Tamblyn, 1980),
and teaching of basic content in the context of a specific case
or instance. Proponents argue that problem-centered education is superior to conventional education. Students taught
problem-solving skills, in particular through the use of the
hypothetico-deductive method, and given problems to practice those skills learn in a more meaningful way. It is assumed
that because students are exposed to problems from the beginning, they have more opportunity to practice these skills,
and that by explicitly applying the hypothetico-deductive
method they learn to analyze problems and search for explanations, improving their comprehension of clinical problems
(Norman & Schmidt, 1992). Patel and colleagues argued that
the hypothetico-deductive method may not be the most efficient way of solving clinical problems (Patel & Groen, 1986;
Patel, Arocha, & Kaufman, 1994).
In the medical domain, Patel, Groen, and Norman (1993)
showed that teaching basic science within a clinical context
may have the disadvantage that once basic science knowledge is contextualized, it is difficult to separate it from the
particular clinical problems into which it has been integrated.
They showed that students trained in a PBL curriculum failed
to separate basic science knowledge from the specific clinical knowledge associated with particular patients. Although
PBL students generated more elaborate explanations, they
had less coherent explanations and more errors. If students
have difficulty separating the biomedical knowledge they
have learned from the particular clinical cases associated
with that knowledge, it is not surprising that when given a
different problem they bring to bear on the new problem
some irrelevant biomedical knowledge.
This appears to persist after training. In a study of the effect of undergraduate training in PBL—as opposed to a conventional curriculum—on the performance of residents on
83
the organization of clinical and biomedical knowledge and
the use of reasoning strategies, Arocha and Patel (1995)
found that participants trained in PBL retained the backward-directed reasoning pattern, but did not seem to acquire
forward-directed reasoning, which is a hallmark of expertise.
This finding means that something in PBL may hinder the development of the forward reasoning pattern.
Experts use schema-based pattern recognition to determine the cause of a patient’s illness. According to Elstein
(1994) knowledge organization and schema acquisition are
more important for the development of expertise than the
use of particular methods of problem solving. In this regard, cognitive research has shown that to achieve expertise
in a domain, learners must acquire the necessary schemata
that allow them to meaningfully and efficiently interpret information and identify the problem structure. Schemata accomplish this by guiding the selection of relevant information and the screening out of irrelevant information.
Arocha and Patel (1995) concluded that the negative results
can be accounted for by the effect of splitting of attention
resources and the high working memory load on schema
acquisition during problem solving. In solving clinical
problems, subjects must attend to the current diagnostic hypothesis, the data in the problem presented to them, and any
intermediate hypothesis between the diagnosis and the patient data (e.g., a pathophysiological process underlying the
signs and symptoms). If we consider that more than one hypothesis has been generated, the cognitive resources needed
for maintaining this information in working memory must
be such that few cognitive resources are left for acquiring
the problem schema. Although problems can be solved successfully using the hypothetico-deductive method, the scarcity of attentional and memory resources may result in the
students having difficulties learning problem schemata in
an adequate manner. It is possible to hypothesize that one
of the reasons for the failure of PBLC subjects to acquire a
forward-directed reasoning style as found in this study may
be the use of problem solving strategies, such as the
hypothetico-deductive method, as a learning strategy.
This is completely in line with our claim that the epistemology of a discipline should not be confused with a pedagogy
for teaching or learning it. The practice of a profession is not
the same as learning to practice the profession.
CONCLUSIONS
After a half-century of advocacy associated with instruction
using minimal guidance, it appears that there is no body of
research supporting the technique. In so far as there is any
evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather than
constructivist-based minimal guidance during the instruction of novice to intermediate learners. Even for students
84
KIRSCHNER, SWELLER, CLARK
with considerable prior knowledge, strong guidance while
learning is most often found to be equally effective as unguided approaches. Not only is unguided instruction normally less effective; there is also evidence that it may have
negative results when students acquire misconceptions or
incomplete or disorganized knowledge.
Although the reasons for the ongoing popularity of a
failed approach are unclear, the origins of the support for instruction with minimal guidance in science education and
medical education might be found in the post-Sputnik science curriculum reforms such as Biological Sciences Curriculum Study, Chemical Education Material Study, and Physical Science Study Committee. At that time, educators shifted
away from teaching a discipline as a body of knowledge toward the assumption that knowledge can best or only be
learned through experience that is based only on the procedures of the discipline. This point of view appears to have led
to unguided practical or project work and the rejection of instruction based on the facts, laws, principles, and theories
that make up a discipline’s content. The emphasis on the
practical application of what is being learned seems very positive. However, it may be an error to assume that the pedagogic content of the learning experience is identical to the
methods and processes (i.e., the epistemology) of the discipline being studied and a mistake to assume that instruction
should exclusively focus on application. It is regrettable that
current constructivist views have become ideological and often epistemologically opposed to the presentation and explanation of knowledge. As a result, it is easy to share the puzzlement of Handelsman et al. (2004), who, when discussing
science education, asked: “Why do outstanding scientists
who demand rigorous proof for scientific assertions in their
research continue to use and, indeed defend on the bias of intuition alone, teaching methods that are not the most effective?” (p. 521). It is also easy to agree with Mayer’s (2004)
recommendation that we “move educational reform efforts
from the fuzzy and unproductive world of ideology—which
sometimes hides under the various banners of
constructivism—to the sharp and productive world of theory-based research on how people learn” (p. 18).
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Cognition and Instruction, 7, 1–39.
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educational psychology. Educational Psychology Review, 15,
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Educational Psychologist, 38, 95–104.
clinical expertise
Scripts and clinical reasoning
BERNARD CHARLIN,1 HENNY P A BOSHUIZEN,2 EUGENE J CUSTERS3 & PAUL J FELTOVICH4
CONTEXT Each clinical encounter represents an
amazing series of psychological events: perceiving the
features of the situation; quickly accessing relevant
hypotheses; checking for signs and symptoms that
confirm or rule out competing hypotheses, and
using related knowledge to guide appropriate
investigations and treatment.
experience. It also provides a framework to assist
their acquisition.
OBJECTIVE Script theory, issued from cognitive
psychology, provides explanations of how these
events are mentally processed. This essay is aimed
at clinical teachers who are interested in basic
sciences of education. It describes the script
concept and how it applies in medicine via the
concept of the Ôillness scriptÕ.
Medical Education 2007: 41: 1178–1184
METHODS Script theory asserts that, to give meaning to a new situation in our environment, we use
goal-directed knowledge structures adapted to perform tasks efficiently. These integrated networks of
prior knowledge lead to expectations, as well as to
inferences and actions. Expectations and actions
embedded in scripts allow subjects to make predictions about features that may or may not be
encountered in a situation, to check these features in
order to adequately interpret (classify) the situation,
and to act appropriately.
CONCLUSIONS Theory raises questions about how
illness scripts develop and are refined with clinical
1
Department of Surgery, University of Montreal, Montreal, Québec,
Canada
Open University of the Netherlands, Educational Technology
Expertise Centre (OTEC), Heerlen, The Netherlands
3
Center for Research and Development of Education, Utrecht
University, Utrecht, The Netherlands
4
Florida Institute for Human and Machine Cognition, Pensacola,
Florida, USA
2
Correspondence: Bernard Charlin, CPASS: Direction de la Recherche,
Faculté de Médecine-Direction, Université de Montréal, CP 6128,
Succursale Centre-Ville, Montréal, Québec H3C 3J7, Canada.
Tel: 00 1 514 343 6111 (ext 14140); Fax: 00 1 514 343 7650;
E-mail: [email protected]
1178
KEYWORDS knowledge; education, medical, undergraduate ⁄ *methods; teaching ⁄ *methods; *clinical
competence; review [publication type]; *decision
making; *diagnosis.
doi:10.1111/j.1365-2923.2007.02924.x
INTRODUCTION
An adult patient comes into the outpatient office of
a doctor complaining of facial pain and nasal
obstruction for 2 daysÕ duration. Instantly, from these
2 signs, knowledge about acute facial pain pops into
the clinicianÕs mind, with sinusitis being especially
salient because of its frequency of occurrence in this
age group. This specific knowledge then orients the
questions asked and physical examinations administered. A few minutes later, a new patient comes in
with vertigo signs. Instantly, knowledge about sinusitis and facial pain is dismissed from active memory,
and knowledge of vertigo takes over. Each clinical
encounter engages an amazing assortment of psychological events: perceiving the important features
of the situation; quickly accessing relevant hypotheses; checking for signs and symptoms that confirm or
rule out these competing hypotheses, and using
related knowledge to guide appropriate investigations and treatment. All clinicians experience this
mobilisation of organised knowledge relevant to the
situations they encounter. Feltovich and Barrows1
have termed these knowledge structures Ôillness
scriptsÕ, adapting the script concept from cognitive
psychology for application in medicine.2
This essay is aimed at clinical teachers who are
interested in the basic sciences of education. It will
provide an overview of scripts, a concept that well
explains research data accumulated on clinical
Blackwell Publishing Ltd 2007. MEDICAL EDUCATION 2007; 41: 1178–1184
1179
Overview
What is already known on this subject
ÔScriptÕ is a cognitive sciences concept that
aims at explaining how humans understand
real-world events and why this understanding
in most cases occurs almost effortlessly.
What this study adds
Scripts-based clinical reasoning is very efficient
because script activation is automatic and
almost unconscious, activated scripts are used
in a conscious and strategic way to confirm or
refute corresponding hypotheses, and activated scripts serve to guide information
selection, memorisation and interpretation.
Suggestions for further research
The script theory raises questions about how
scripts are acquired, and how their development and refinement can be fostered.
reasoning. For clarity, theories will be summarised
and few details will be given on the experimental
studies that support them. Research data that support
script theory will be cited during the theory
description.
SCRIPT THEORY
Script theory aims at explaining how humans understand real-world events and why this understanding
in most cases occurs almost effortlessly.3 It assumes
that memory functioning involves the use of abstract
cognitive structures. Scripts (schemas) arise from
repeated experiences with real-world events, as a
result of which certain types of information come to
be organised in specific ways.3 For example, activities
such as travelling by plane or visiting a restaurant
consist of a sequence of events. Having experienced
such sequences a number of times, people create
knowledge structures that capture the activities
within such sequences.
The notion of scripts emerged from attempts to
enable computers to understand real events. In
addition, psychologists and linguists2 applied it to the
reading process, proposing that understanding
implies knowledge structures that represent what a
text is about in a general way and provide expectations to enable the reader to quickly interpret
complex events within the text and to make predictions about how these situations will develop. Scripts
are also applicable to understanding and acting in
the real world. A script is about what is normal and
what acceptable variations are, and how these variations hang together. It captures what one can expect
in a frequently encountered setting, such as having a
meal at a restaurant. Once established, the script
then allows one to make sense of different restaurant
visits and differences among them, ranging from a
fast food snack to a banquet in a select restaurant.
Such a structured framework allows the ÔunderstanderÕ to deal expeditiously with a variety of
otherwise difficult-to-understand situations.3
Thus, scripts are goal-directed knowledge structures,
adapted to perform tasks efficiently.4 They contain
attributes, each of which corresponds to some aspect of
the domain modelled by the script. Each attribute can
be symbolically conceived as a slot that can have different values. The restaurant example helps to illustrate the role scripts play in situation interpretation.
When an individual enters a restaurant, a Ôrestaurant
scriptÕ will be activated which loads into working
memory and arouses a number of expectations about
what will happen next. Upon perceiving another
person approach, holding documents, some slots in
the activated restaurant script will be filled: presumably, the person approaching is a waiter or waitress and
the ÔdocumentsÕ are menus. Slots include fixed slots
representing what is common in such a setting and
pertaining to things that are always true (like restaurants always offering food). Other slots correspond to
what has a more incidental nature and pertain to
looser expectations that might be filled with various
particulars (such as any of a number of different types
of service or types of food that might be found across
diverse restaurants). It is assumed that individuals
possess many hundreds of organising and interpretive
scripts, and that combinations of these scripts will be
invoked in any reasonably complex situation.3
SCRIPTS AND CLINICAL TASKS
Diseases have an underlying time-based structure,
from onset to subsequent stages of development in a
host. When confronted with illnesses, doctors take
actions that are related to these sequences (e.g. they
look for signs, order tests or prescribe). Scripts are
knowledge structures associated with time sequences,
that is, with developments, events or actions as they
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clinical expertise
transpire. This makes them particularly well suited to
describing clinical disease knowledge.1,5
When doctors see patients, they perceive features –
symptoms, signs and context from the patientÕs
environment. Perceptions activate illness scripts that
interpret information about the characteristics and
features of the situation and that include knowledge
about the relationships that link those characteristics
and features. Those illness scripts will lead them to
make inferences, some of which are used to rule
hypotheses in or out in the diagnostic process,
whereas others are used for patient management. 6 In
the diagnostic process, every hypothesis is an activated illness script. If only 1 illness script pops up, this
is the – most likely – diagnostic hypothesis. On the
basis of the activated illness script, the diagnostician
will immediately infer – without having to reason
deliberately – which symptoms to expect. Theory
predicts that deeper reasoning only occurs if 2 or
more illness scripts are simultaneously activated for a
single patient, or if there are findings that do not
fully fit any particular illness script. Empirical findings suggest that in the latter case doctors sometimes
ignore these misfits, which may lead to gross
diagnostic errors.7,8
Cognitive psychology has provided insights into how
scripts function in the diagnostic process.9 Illness
scripts have ÔslotsÕ that correspond to attributes
associated with the specific disease they describe, with
expectations about values that can or cannot be
found for each attribute. For each slot, the attribute value that has the greatest probability of
occurrence is the default value. The illness script a
doctor might have about bacterial maxillary sinusitis
would contain slots (e.g. Ôpredisposing conditionsÕ,
Ôpain locationÕ, Ôpain durationÕ, Ônasal obstructionÕ)
for which different values are possible (for the slot
Ôpredisposing conditionsÕ: viral infection, allergic
rhinitis or nasal polyposis; for the slot Ôpain locationÕ:
dull sensation of pressure over the maxilla or
infra-orbital pain).
Four other characteristics of illness scripts are
important. Firstly, the information belonging to a
script is not exclusive. Symptoms and signs (unless
pathognomonic) can belong to several scripts. The
particular script for an illness is characterised by the
set of slots regarding the signs and symptoms
expected in the course of the illness and by the
relationships that link them, along with its predisposing conditions and actions to take in treatment.
Secondly, the activation of one script can automatically lead to the activation of another. This can be the
effect of shared slots, but alarm links are possible as
well, such as between diseases that can be easily
confused, or a possible disease that must be treated as
another until the latter has been positively disconfirmed.10 Thirdly, scripts are generic structures that
can interpret any instance of an illness. Each medical
encounter implies a process of finding the actual
values of the attributes observed in the patient (script
instantiation).5,6 This instantiation process also tests
if the script that has been invoked is in fact the right
script. Fourthly, memory of previous patients is stored
in the form of instantiated scripts.11
Typical and non-typical patients
An important characteristic of the script concept is
default values.9 Among the acceptable values for each
attribute, the most common is assumed to be present
until an actual value has been verified (the actual
value can of course be identical to the default value).
In the sinusitis example it would be viral infection for
the slot Ôpredisposing conditionsÕ and infra-orbital
pain for the slot Ôpain locationÕ. These default
values explain why clinicians do not always look for
all signs and symptoms.6 When they have enough
evidence to establish their diagnosis, they often
assume that other values are present and do not
specifically check them (in the sinusitis example, if
a patient has an acute nasal obstruction and pus
emanating from the middle meatus, the doctor may
not perform percussion over the infra-orbital area, or
ask for sinus X-rays). The specific instance of a case in
which all slots are occupied by default values represents the prototypical version of the illness. Typical
instances are more easily recognised than those
that are atypical.12
Script activation
How scripts are activated is a key issue. Early
hypothesis generation (i.e. quickly finding hypotheses relevant to the situation, with their related
networks of knowledge) is an important feature of
expert behaviour in medicine: if experts take into
consideration the correct diagnosis during the first
5 minutes of a consultation, this hypothesis
becomes definite in 95% of cases; if the proper
diagnosis has not yet been considered by this timepoint, there is a 95% probability that it will be
missed.13 However, the information available in the
earlier part of a clinical encounter is a rather
amorphous mix of clinically relevant and irrelevant
information, which is available rather than actively
collected, and picked up through diverse perceptual
pathways. Hobus and colleagues14 have shown clear
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differences between experts and novices in this
regard. Experienced doctors appeared more able
than inexperienced doctors to extract relevant
information from such data and to generate fruitful
hypotheses. Much of this information pertains to
conditions that may contribute to or protect against
acquisition of a specific disease, rather than its
resulting signs and symptoms. Feltovich and Barrows
called this class of script slots Ôenabling conditionsÕ.1
In many situations, script activation occurs automatically, without conscious awareness. This activation,
called non-analytic,15,16 is based on recognition of
either an instance or a pattern. The former mechanism rests on the vast repertoire of previous cases
stored as instantiated illness scripts, which experienced clinicians possess; the identification of possible
diagnoses occurs by recognition of similar prior
examples.17 In other situations, the configuration of
data elements is so familiar that the solution leaps
into mind almost instantly. This mechanism is named
Ôpattern recognitionÕ.18 Here, instead of prior examples or images, it is a configuration of salient clinical
features that activates an illness script and fills the
relevant slots.19
Non-analytic reasoning probably represents the main
method of script activation.20 For non-routine situations, deliberate script induction occurs.21 Depending on the situation, involved mental mechanisms
may be inductive reasoning, explanation-based reasoning, case-based reasoning, causal biomedical
reasoning, analogy, or access to external resources
(consultation, electronic databases, textbooks).
Illness script processing and assessment of fit
The set of hypotheses considered by a doctor in a
given clinical situation guides the doctorÕs interview
and examination of the patient.22,23 It represents the
initial possibilities that he or she feels need to be
pursued. Whether doctors are aware or not, observation of their reasoning shows that the questions
they ask and the items of physical examination they
perform are, for the most part, specifically chosen
to rule in or rule out, or at least strengthen or
weaken, the likelihood of the hypotheses they are
considering.23
The activation of a script provides access to a set of
attributes and expectations and allows an active
search to find appropriate values for slots.24 There is
no fixed order for checking script attributes. Individual clinicians proceed in different orders. This
accounts for the variability in data collection
observed among clinicians. Different clinicians rarely
use the same set of questions to solve any single
clinical problem.22,25 Experienced doctors ask questions and carry out physical examinations that are
most efficient according to their own activated
scripts. This processing phase of scripts, the search
for evidence, to confirm hypotheses or to rule them
out, is controlled and deliberate.6,24
Stopping the process of diagnosis at the first
hypothesis or script activated, without testing it
(further), would be considered risky practice.
Doctors are systematically educated to test their
hypotheses by an assessment of the fit with collected
data. In routine cases, on the basis of the available
cues, a single relevant illness script is activated; in
non-routine cases, there is a set of competing illness
scripts. In both cases, the doctor tries to find if the
activated script, or any of the activated scripts,
adequately fits the clinical findings.
According to theory, this verification requires that
values be assigned to the different attributes. For
each attribute slot,9 there are acceptable and unacceptable values. If unacceptable values are found,
the script is rejected (e.g. the maxillary sinusitis script
would be rejected if a history of bloody rhinorrhoea
were discovered), and other scripts that accept that
value are activated or reinforced (e.g. maxillary sinus
cancer). Among acceptable values for an attribute,
some bring more weight to a hypothesis than
others. The diagnostic process aims at decreasing
the likelihood of all activated illness scripts except 1.
This then becomes the working diagnosis. If the
doctor cannot adequately fit an activated script to the
findings, he rejects it and begins to verify another.
The assessment of each value in the activated scripts
explains the fluid status of the set of hypotheses in
clinical encounters. Hypotheses can be reinforced, or
be attenuated, or disappear, whereas others are
activated.23 The accumulation of acceptable values
within a script raises the level of activation of that
script, and at a particular moment the clinician
decides that there is enough evidence to bring
closure to the diagnostic process. He or she then
settles on a definitive or working diagnosis, depending on the situation. Research26 suggests that referral
rate is also affected by enabling conditions and
consequences interpretation, not only as an independent effect but also as mediated by age, gender
and practice characteristics. Age and experience also
affect the process of weighing evidence pro and con
a certain script. Less experienced doctors take
counter-evidence more seriously than older doctors.27
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clinical expertise
The place of basic science knowledge, the
acquisition of scripts
Medical diagnosis, in its contemporary conception, is
an explanation of a pattern of symptoms made on the
basis of an underpinning biomedical knowledge.5
Medical curricula devote a great amount of time to
the acquisition of biomedical knowledge. Yet
research data28,29 have shown that experts use less
basic sciences in their explanations than novices.
Schmidt and Boshuizen11 postulate that their
knowledge is encapsulated (i.e. accessible but
remaining quiescent until needed) for reasoning,
teaching, patient communication, etc.
According to theory, illness scripts develop as students are exposed to real patients. In their first
encounters, they apply both biomedical and clinical
knowledge.30 They consciously relate symptoms to
concepts in the relevant knowledge networks they
possess. However, explicit reasoning and thinking
causally to carry out a diagnosis is tenuous, errorprone, elaborate and time-consuming.5 It is more
efficient to use known associations between clinical
features and illnesses (scripts), and each encounter
with a patient with a specific disease will add bits and
pieces to the related illness script. Biomedical
knowledge remains, nevertheless, present and accessible. In its encapsulated form,1 it constitutes the
anatomy of the illness script. It places constraints on
the acceptable values for the different attributes of
scripts and on their relationships.6,10 It also alerts
clinicians when they find abnormal findings or events
that violate physiological expectations that are normally found in that specific type of disease, serving as
a coherence criterion for hypotheses about the
patient.10 Biomedical knowledge can also be used in
situations where no available scripts are adequate. In
such cases, clinicians use their biomedical knowledge
to understand the situation and to find pertinent
hypotheses through a chain of causal reasoning.7,10 If
this process also fails, the clinician may revert to more
general procedures, such as further referral, doing
nothing (recommending the patient to return if
complaints do not diminish or get worse), or treatment of individual symptoms without establishing a
diagnosis.
Script acquisition is of utmost importance at the
beginning of a medical career. Illness scripts require
continuous updating as a result of changes in the
diseases themselves and the population a doctor
deals with. Both explicit and implicit learning
processes can contribute to these changes. This
process will start immediately, as soon as a student
or doctor experiences contact with patients.
The process of incorporating new theoretical
knowledge into illness scripts demands active study.
Analysis of health care indicators31 suggests that for
most doctors the knowledge they gathered in
medical school remains the basis for medication and
treatment.
CONCLUSIONS
Script theory raises educational issues concerning the
instructional methods that foster their construction
and refinement and their implications for the
assessment of clinical competence. Because illness
scripts develop from the application of biomedical
and clinical sciences knowledge to real cases, and are
themselves the key to further development, scripts
should be a focus of attention in education. As
typical cases represent the default values of an illness
script, script building should start from there, taking
care of the deliberate application of biomedical
and clinical knowledge to the case at hand. Having
formed a well established image of the typical
representation of the disease,32 attention should also
be drawn to natural variations and atypical representations. In this way the slots in the illness script will
develop a realistic range of values.
The implications of illness script theory and empirical findings indicate that both problem-based and
experience-based learning33 facilitate the learning
and adapting of enabling conditions and consequences knowledge in early career training. However,
the acquisition of theoretical knowledge deserves
renewed attention, not only because it places constraints on acceptable values within scripts but also
because it is this type of knowledge that should
enable present students to learn new scientific
knowledge and incorporate it into their scripts over
20 years from now. Although the integrating of new
knowledge in old has been well investigated in
medical students,7,34 this learning process at the
later stages of someoneÕs career needs more attention. We also need to rethink continuous medical
education, collaborative work forms, and support
and feedback structures that can help experienced
doctors to stay sharp.
Contributors:
all authors contributed to the conception
and design of this essay, the collection, analysis and
interpretation of data, and the drafting and revision of the
paper. All authors approved the final version of the
manuscript.
Blackwell Publishing Ltd 2007. MEDICAL EDUCATION 2007; 41: 1178–1184
1183
Acknowledgements: none.
Funding: none.
Conflicts of interest: none.
Ethical approval: not applicable.
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Received 2 April 2007; editorial comments to authors
1 August 2007; accepted for publication 25 September 2007
Blackwell Publishing Ltd 2007. MEDICAL EDUCATION 2007; 41: 1178–1184
Journal of Educational Psychology
2008, Vol. 100, No. 3, 535–548
Copyright 2008 by the American Psychological Association
0022-0663/08/$12.00 DOI: 10.1037/0022-0663.100.3.535
Does a New Learning Environment Come Up to Students’ Expectations?
A Longitudinal Study
Karen D. Könings, Saskia Brand-Gruwel, and
Jeroen J. G. van Merriënboer
Nick J. Broers
Maastricht University
Open University of the Netherlands
School transitions and educational innovations confront students with changes in their learning environment. Though expectations are known to influence perceptions and motivation, which, in turn, influence
the effectiveness of any situation, students’ expectations for a new learning environment have received
little attention. This longitudinal survey, conducted with 1,335 high school students (average age, 15
years), studied students’ expectations and subsequent perceptions of 5 characteristics of a new environment (fascinating content, productive learning, student autonomy, interaction, and clarity of goals) and
the students’ (prospective) dissatisfaction. Results showed that expectations were positively related to
later perceptions. Also, high prospective dissatisfaction was related to higher actual dissatisfaction with
the environment later on. Investigating expectations and prospective dissatisfaction in relation to student
characteristics (i.e., motivational orientations; conceptions of learning; strategies for regulation, information processing, and affective processing) show that motivational problems and fear of failure were
risk factors for educational innovations. Furthermore, students’ disappointment with the new environment was related to undesirable changes in student characteristics, such as increased fear of failure. The
findings stress the importance of preparing students for curricular changes.
Keywords: student expectations, student perceptions, educational innovation, disappointment
quent perceptions of this environment. Students’ satisfaction or
dissatisfaction with the expected and perceived environment was
also examined. Additionally, relations between students’ expectations and prospective dissatisfaction and their learning-related
characteristics were explored, as well as relations between the
degree of the mismatch of expectations and later perceptions, and
the development of these student characteristics.
The literature on expectations in educational contexts is broad
and concerns many aspects, which, however, do not specifically
deal with the expectations of a learning environment. Examples
include teachers’ expectations of student performances (Weinstein,
1998); students’ expectations of their own performances (i.e.,
self-efficacy, Bandura, 1977; Lopez, Lent, Brown, & Gore, 1997);
students’ expectations about connections between effort and performance in relation to a positive or negative mood state (Erez &
Isen, 2002); students’ expectations of success in relation to taskavoidance behavior, low achievement, and dissatisfaction (Nurmi,
Aunola, Salmela-Aro, & Lindroos, 2003); and students’ expectations of the utility of what they are learning for their future in
relation to their learning motivation (future-time perspective theory; Kauffman & Hasman, 2004). In each of these studies, clear
relationships have been found between expectations and the other
variables being studied.
Thus, very little research has been conducted on students’ expectations with regard to characteristics of a forthcoming course or
learning environment. Twenty years ago, Rosinski and Hill (1986)
pointed out the importance of investigating students’ expectations
of the content of a course and the degree to which the course met
these expectations because expectations determine the way in
which students enter a course or learning environment. It has also
been found that students’ expectations of the course objectives
Students’ learning environments change several times during
their school career: After kindergarten, they enter primary school,
followed by secondary school and, possibly, higher professional
education or university. Besides this school change, students are
often confronted with educational innovations in school curricula,
which cause changes in school practices. Before entering a learning environment, students form expectations and build ideas about
how it will be, and these expectations are known to influence
subsequent perceptions (e.g., Olson, Roese, & Zanna, 1996). This
is highly relevant for education, because it has been shown that
students’ perceptions of a learning environment are of central
importance for its effects on learning (Entwistle, 1991; Entwistle
& Tait, 1990). However, the role of expectations in this context has
received little attention, and that is a serious omission. Students’
development and their pleasure in school are likely to be disturbed
when their expectations of a learning environment do not match
with their later perceptions.
The current study focused on students’ expectations of a new
learning environment and the longitudinal effects on their subseKaren D. Könings, Department of Psychology, Open University of the
Netherlands, Heerlen, The Netherlands; Saskia Brand-Gruwel, Educational
Technology Expertise Centre, Open University of the Netherlands; Jeroen
J. G. van Merriënboer, Netherlands Laboratory for Lifelong Learning,
Open University of the Netherlands; Nick J. Broers, Department of Psychology, Maastricht University, Maastricht, The Netherlands.
This research was supported by the Netherlands Organization for Scientific Research (NWO) under Project Number 411-01-052.
Correspondence concerning this article should be addressed to Karen
Könings, Department of Psychology, Open University of the Netherlands,
P.O. Box 2960, Heerlen 6401 DL, The Netherlands. E-mail:
[email protected]
535
536
KÖNINGS, BRAND-GRUWEL,
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influence their perceptions of the course, even independent of what
they actually encounter (Kirschner, Meester, Middelbeek, & Hermans, 1993). In spite of these results, research on students’ expectations of a learning environment has lain fallow. More general
psychological literature about expectations, however, indicates
two reasons for taking the role of expectations in education more
seriously: (a) Expectations affect the subsequent perception of a
learning environment and so determine its effectiveness, and (b)
expectations affect students’ motivation, engagement, and investment of effort in learning.
Expectations and Perceptions
The influence of expectations on students’ perceptions of a
learning environment is highly relevant because perceptions determine students’ study behavior and, consequently, their performance and the effectiveness of the environment (Entwistle, 1991).
Expectations can bias perceptions in three different ways. First,
expectations bias information-gathering processes because they
direct the learner’s attention to information that is either consistent
or clearly inconsistent with the expectations themselves. Both
consistent and inconsistent information is more likely to be noticed, which leads to selective perception (Olson et al., 1996).
Second, expectations bias the interpretation of information because information is likely to be interpreted in a way that is
consistent rather than inconsistent with expectations (Olson et al.,
1996). A study on expectations of students’ capabilities (Murray,
1996) has shown that ambiguous, stereotyped information about
race, class, and gender affects the perceiver’s estimates of the
student’s performances. Another example of the expectancy confirmation bias is found in diagnosing learning disabilities (Gnys,
Willis, & Faust, 1995). Diagnostic decisions of school psychologists were found to be partly based on irrelevant information and
false beliefs. Expectations heightened attention for illusory congruent characteristics in students’ test scores and guided the interpretations and diagnoses.
Third, expectations bias subsequent behavior. People are likely
to behave in a manner that is consistent with their expectations
(Olson et al., 1996). A well-documented example of this phenomenon is learned helplessness (Seligman & Mayer, 1967)—the
relinquishing of proactive behaviors when experiencing lack of
control over the environment. Symptoms of learned helplessness
have also been shown in educational contexts in which students
gave up trying to perform when they did not see themselves as
capable of reaching success (Craske, 1988). In addition to this
direct effect on behavior, expectations may even shape the environment. People tend to behave in such a way that their behavior
optimally matches their expectations, and thus, they create what
they expect, a phenomenon known as a self-fulfilling prophecy
(Merton, 1948). Research has shown that teachers, told that a class
was highly intelligent, consequently expected higher performances, which subsequently resulted in higher student performances (the “Pygmalion in the classroom” experiment, Rosenthal
& Jacobson, 1968).
Applied to education, adequate or inadequate expectations may
have far-reaching effects. A student entering a learning environment with high expectations of finding certain characteristics there
(e.g., student autonomy) will look for information consistent with
the expectations, interpret this information in such a way that it
MERRIËNBOER, AND BROERS
supports the expectations, and behave in a way that is consistent
with these expectations. This student is likely to have more positive perceptions than another student entering the same environment with low expectations of autonomy because that student will
mainly attend to stimuli supporting the low expectations and will
interpret stimuli and behave in a way consistent with low expectations. The student with low expectations for student autonomy,
consequently, will display less autonomic behavior and a more
passive attitude. In contrast, the student with higher expectations is
more likely to find stimuli for autonomous behavior and will tend
to be more proactive. In short, students in the same learning
environment are likely to perceive it differently and to behave
differently, depending on their a priori expectations of it.
Our study focused on the effects of students’ expectations of a
new learning environment on their later perceptions by addressing
the following research questions: (a) Do expectations of a learning
environment predict how the future environment is perceived? and
(b) Is students’ prospective dissatisfaction associated with the
extent of actual dissatisfaction they experience in a learning environment?
Expectations, Motivation, and Learning
Investigating students’ expectations is not only relevant because
expectations are related to perceptions but also because research
reveals that expectations affect engagement, motivation, and investment of effort. According to the expectancy-value model
(Eccles & Wigfield, 2002; Wigfield & Eccles, 2000), expectations
and confidence or doubt about the attainability of the personal
values influence different aspects of behavior, such as effort,
persistence, and performance. These findings imply that students
expecting a learning environment that corresponds with their desired environment—which means low prospective dissatisfaction—feel relatively confident and positive, which results in higher
learning motivation in the future environment (see also Carver &
Scheier, 2001). In contrast, students expecting a learning environment that is very different from their desired environment experience doubt and are in a negative mood, which results in low
motivation and disengagement. This finding is in line with cognitive dissonance theory (Festinger, 1957), which states that inconsistencies between cognitions, feelings, and behaviors evoke a
negative internal state that people try to reduce whenever possible.
Cognitive dissonance is a fundamentally motivational state (Elliot
& Devine, 1994), and thus, it is likely that dissonances that
students experience in education will have negative motivational
effects.
Consequently, a relation between expectations of a learning
environment and motivation can be anticipated. More specifically,
literature indicates that expectations of at least some characteristics
of a learning environment can be hypothesized to be related to
motivation. Contextualized and meaningful subject matter results
in gains in motivation and involvement when compared with
outcomes for abstract and decontextualized learning content (Cordova & Lepper, 1996). Recognizing the utility of course content
leads to higher intrinsic motivation and better study habits (Simons, Dewitte, & Lens, 2004). Also, learning goals serving a
directive function lead to greater investment of effort, positively
affect persistence, and motivate the learner (Locke & Latham,
2002).
STUDENTS’ EXPECTATIONS OF A LEARNING ENVIRONMENT
Besides the relation of the learning environment to motivation,
students’ perceptions of a learning environment have also been
shown to be related to several other learning-related student characteristics (e.g., Luyten, Lowyck, & Tuerinckx, 2001; Wierstra &
Beerends, 1996), especially to conceptions of learning (Tsai, 2000)
and affective processing strategies (Könings, Brand-Gruwel, &
van Merriënboer, 2005a). Motivation is only one aspect of a
broader range of student characteristics that might be related to
expectations. Vermunt (1996; Vermunt & Vermetten, 2004) defined five clusters of components of student learning: motivational
orientations, conceptions of learning, affective processing strategies, information processing strategies, and regulation strategies.
The current study explored how students’ expectations relate to all
components of these five clusters of learning-related characteristics. As perceptions have been shown to be related to more student
characteristics than motivation alone, the same may also be true for
expectations. No earlier research has focused on this aspect. Therefore, in addition to the two research questions defined earlier in
Expectations and Perceptions, we investigated the following second set of research questions: (c) Are students’ expectations of a
learning environment associated with their motivational orientation and other student characteristics? and (d) Is students’ prospective dissatisfaction associated with motivational orientation and
other student characteristics?
Expectations, Perceptions, and the Development of
Student Characteristics
In addition to the relation between expectations and student
characteristics, it is important to investigate the relation between
possible differences in expectations and later perceptions (i.e.,
meeting expectations vs. disappointment with the environment)
and the development of student characteristics. Carver and Scheier
(2001) predicted strong declines in engagement in cases in which
disappointment is encountered. For individuals who begin with
high positivism and high engagement and who then experience
situations that temper this positivism, engagement slowly decreases for a while. But at some point, a small decrease in the level
of positivism produces an abrupt drop in the level of engagement.
So there are indications that the degree to which students’
expectations are met influences the development of their learningrelated student characteristics, like engagement or motivation.
Therefore, the third set of research question is as follows: (e) Is the
perceived learning environment in line with students’ expectations? and (f) What is the relation between the mismatch in
students’ expectations and later perceptions and the developments
in their learning-related characteristics?
Powerful Learning Environments
This study investigated student expectations, perceptions, and
learning-related characteristics in the context of powerful learning
environments (PLEs). Such learning environments promote acquiring high-quality knowledge, problem-solving skills, selfdirected learning skills, and transferability of knowledge and skills
(see De Corte, Verschaffel, Entwistle, & van Merriënboer, 2003,
and Könings, Brand-Gruwel, & van Merriënboer, 2005b, for an
overview). Expectations with respect to five characteristics, described in the literature as fundamental to PLEs, were studied in
more detail. First, PLEs should contain complex, realistic, and
challenging learning tasks (van Merriënboer & Paas, 2003). Second, learning in a PLE is not directed toward reproduction of
knowledge but toward an active process of making sense of the
subject matter and creating mental models, which can be reused in
new problem situations (Collis & Winnips, 2002; Moreno &
Mayer, 1999). Third, a self-directed and independent way of
learning and thinking is stimulated by gradually transferring the
responsibility for the learning processes from the instructional
agent to the students themselves (Vermunt, 2003). Fourth, through
the inclusion of small groups, collaborative work, and ample
opportunities for interaction, PLEs give students an active and
constructive role in the learning process (van Merriënboer & Paas,
2003). Fifth, learning goals and task demands are clear as they
direct learning strategies (Broekkamp, van Hout-Wolters, Rijlaarsdam, & van den Bergh, 2002).
The proposed concepts involved in the current study are depicted in Figure 1. At the first assessment time (T1), students’
expectations of a new learning environment and their prospective
Learning-related
student characteristics:
Motivational orientation
Conceptions of learning
Affective processing
strategies
Regulation strategies
Cognitive processing
strategies
LEARNING ENVIRONMENT
Students’
Expectations
Prospective dissatisfaction
Figure 1.
537
Fascinating contents
Productive learning
Student autonomy
Interaction
Clarity of goals
Students’
Perceptions
Actual dissatisfaction
Visualization of the variables involved in the study.
538
KÖNINGS, BRAND-GRUWEL,
VAN
dissatisfaction with it were measured on five characteristics of the
environment. Additionally, their learning-related characteristics,
like motivation, were investigated. Students reported on their
perceptions and actual dissatisfaction with the learning environment after 1 year of experience (T2) and again after 2 years (T3).
Relations among measures at T1, T2, and T3 were investigated as
well as relations between expectations and student characteristics
at T1. Finally, possible discrepancy between expectations at T1
and perceptions at T2 (i.e., disappointment) and the development
of learning-related student characteristics was examined.
Method
Participants
At the first measurement (T1), the sample consisted of 842
students in the 9th grade (mean age ⫽ 15.27 years, SD ⫽ 0.52)
from five secondary schools in the Netherlands who were attending either senior general education (i.e., a 5-year program, preparing for higher professional education) or preuniversity education
(i.e., a 6-year program, preparing for university education) classes.
They were on the eve of participating in an innovative PLE in
Dutch secondary education called the Second Phase. One year later
(T2), the sample consisted of 1,146 student in the 10th grade, 727
of whom already had participated at T1. At T2, all students had
participated in the innovative environment for 1 year. At T3, the
sample consisted of 704 students in the 11th grade from four
schools: 433 students participated at all three measurement moments; 181 at T2 and T3; 16 at T1 and T3, and 74 at T3 only. At
T3, the 11th graders had studied in the learning environment for
about 2 years. In total, 1,335 students participated in the study
(50.6% girls, 49.4% boys).
The increase in the number of participants at T2 was partly due
to one school’s decision to allow only half of the students (i.e.,
classes) to participate at T1 of this study. One year later (T2),
however, all 10th graders of this school participated. Furthermore,
about 200 of the newly included participants at T2 were repeaters
from an earlier cohort (i.e., the first year). About 20 students at T2
had been absent during data collection at T1. The attrition at T2
was likely due to incidental absence of students and nonpromotion
from 9th to 10th grade.
The decrease in the number of participants at T3 was partly due
to nonpromoted students who left the program and partly due to
one school’s decision to refrain from further data collection at T3.
Because at each measurement (both at T2 and at T3), the nonpromoted students of an earlier cohort were added to the sample, a
better representation of the population was created, and unwanted
shifts or biases in the sample were avoided.
The achievement level of the participating schools on the general examination indicates that they are representative of schools in
the Netherlands, with one school at the senior general education
level scoring greatly above the national average and two schools at
the preuniversity level scoring slightly above the average (Onderwijsinspectie [Dutch Inspection of Education], 2006). The percentage of students from cultural minorities at the participating schools
ranged from 0.00% to 1.33% (national average is 2.55%; W.
Wieldraaijer, Centraal Financiele Instellingen [Central Financial
Institution], personal communication, January 8, 2007).
MERRIËNBOER, AND BROERS
Materials
The learning environment. The context of this study is a
nationwide innovation in Dutch secondary education called the
Second Phase (Ministerie van Onderwijs, Cultuur, en Wetenschap
[Dutch Ministry of Education, Culture, and Science], n.d.; Stuurgroep Profiel Tweede Fase Voortgezet Onderwijs [Steering Committee for the Profile for the Second Stage of Secondary Education], 1995; Veugelers, de Jong, & Schellings, 2004). All schools
in the Netherlands had to participate in this innovation. The Second Phase requires students to independently acquire skills and
knowledge to better prepare them for higher professional education and university. Students learn in a self-directed way with
possibilities for collaborative learning. There is more room for
individual differences than in the traditional educational system,
and teachers have to take these differences into account. The
teacher’s role is more like that of a coach and less like that of an
instructor, which creates more possibilities for interaction between
students and the teacher. The learning process is not only directed
to knowledge acquisition but also to the selection and processing
of the vast amounts of information available today. Furthermore,
learning content is actualized and broadened because building a
broad general knowledge base is an important goal of the Second
Phase. Courses are clustered in profiles of closely interconnected
topics (e.g., science and health, economics and society) that are
meant to enable better integration of the subjects and lead to a
better preparation for higher professional education and university.
In addition, the coherence between knowledge and skills and the
application of knowledge in subject-matter domains are emphasized.
The objective characteristics of the implementation of the Second Phase on the schools participating in this study are beyond the
scope of this article. However, research has shown that—in general—its implementation with respect to stimulating student autonomy and differentiation are not convincingly perceived by
teachers (Könings, Brand-Gruwel, & van Merriënboer, 2007).
Teachers also do not perceive much freedom to deviate from
lesson programs and regret this lack of freedom (Veugelers et al.,
2004).
Inventory of Expected Study Environment—Extended (IESEE)
and Inventory of Perceived Study Environment—Extended (IPSEE). The IESEE measures students’ expectations of a forthcoming learning environment and their prospective dissatisfaction
with regard to that environment. It is a parallel version of the
IPSEE, which measures students’ perceptions of a learning environment and their desires and actual dissatisfaction with regard to
the design of the environment. Both IESEE and IPSEE consist of
44 items, partly based on the Inventory of Perceived Study Environment (IPSE; Wierstra, Kanselaar, van der Linden, & Lodewijks, 1999), which was translated into Dutch by the Expertise
Center for Active Learning of Maastricht University (Picarelli,
Slaats, Bouhuijs, & Vermunt, 2006).
The IESEE/IPSEE items are ordered in five scales (see Table 1)
that can be seen as basic characteristics of PLEs. All items contain
a statement about one of the characteristics of a learning environment and two statements, one related to the expectation/perception
of a characteristic and one related to its desirability, as in the
following example:
STUDENTS’ EXPECTATIONS OF A LEARNING ENVIRONMENT
539
Table 1
Internal Consistencies of the Scales of the Inventory of Expected Study Environment—Extended at T1 and the Inventory of Perceived
Study Environment—Extended at T2 and T3
Cronbach’s alpha coefficient
T1
Scale
Description of scale
Fascinating Content
Extent to which learning
contents are interesting,
challenging, and
personally relevant for
students
Little emphasis on sole
reproduction of learning
contents but rather on an
active process of making
sense of the subject matter
and creating mental
models
Self-directedness with regard
to contents and way of
learning and planning
Collaboration with peers and
interaction with teacher
Clarity of instructional goals
and task demands
Productive
Learning
Student Autonomy
Interaction
Clarity of Goals
Note.
T2
T3
Dissatisfaction Perception
Dissatisfaction
No. of
items
Expectation
9
.82
.72
.85
.81
.85
.84
5
.80
.80
.83
.84
.79
.76
15
.81
.82
.85
.88
.84
.88
11
.68
.65
.73
.71
.68
.73
4
.75
.69
.81
.79
.83
.82
Dissatisfaction Perception
T ⫽ time of assessment (1, 2, or 3).
Students can decide for themselves how they wish to learn during the
course.
(A). I expect this to happen (in the 10th grade)/This happens.
(B). I would like this to happen.
The statements are rated on a 6-point scale, ranging from totally
disagree (1) to totally agree (6). Scores on Statement A give a
measure of the student’s expectation/perception of the learning
environment. Scores on Statement B show what the student desires
from the environment. For the IESEE, the difference between the
scores on Statements B and A is defined as a measure of the
prospective dissatisfaction with the forthcoming environment. For
the IPSEE, the difference is a measure of the actual dissatisfaction
with the perceived environment. Increasing differences indicate
increasing dissatisfaction. Small differences indicate low dissatisfaction. It should be noted that low dissatisfaction could be interpreted as high satisfaction, but we used only the term dissatisfaction to interpret and present the results in a univocal way.
Statistics of the IESEE. Internal consistencies of the IESEE are
presented in Table 1 (T1, Columns 1 and 2). The coefficients for
the expectation items ranged from .68 for the Interaction Scale to
.82 for the Fascinating Content Scale. With respect to dissatisfaction scores, the alpha coefficients ranged from .65 for the Interaction Scale to .82 for the Student Autonomy Scale. In total, 3 of 10
Cronbach’s alpha coefficients were above .60; 2 were above .70,
and 5 were above .80. To examine whether the five scales were
sufficiently independent to warrant separate consideration, we
computed pairwise correlations between the scales. Of the 20 correlations (10 over expectation data and 10 over prospective dissatisfaction data), all were below .50; the implication of this finding is that
less than 25% of the variation on one scale can be explained by
variation on the other scale. In addition, the tolerance was computed
as a check for possible collinearity between scales. The tolerance
measure, which has a range from 0 to 1, indicates serious collinearity
if the values are below .10. It was computed separately for each of the
five scales for perception and dissatisfaction data: The lowest value
was .58, with six of the values being above .60. There was no
statistical objection to consider the five IESEE-scales separately.
Statistics of the IPSEE. Internal consistencies were computed
for all five scales for the perception items and the actual dissatisfaction scores separately at T2 and T3 (see Table 1, Columns 3– 6).
For the Fascinating Content Scale, the coefficients ranged between
.81 and .85; for the Productive Learning Scale, between .76 and
.83; for the Student Autonomy Scale, between .84 and .88; for the
Interaction Scale, between .68 and .73; and for the Clarity of Goals
Scale, between .79 and .83. In total, only 1 of 20 Cronbach’s alpha
coefficients was between .60 and .70; 6 were between .70 and .80,
and another 13 were above .80. As for the IESEE-scales, correlations between the scales were computed over perception data and
dissatisfaction data. At T2, 15 of 20 correlations were below .50,
4 were between .50 and .60, and 1 was above .60. The lowest
tolerance value found at T2 was .45. Of the remaining values, 4
were above .50, and another 4 were above .60.
For T3, 15 correlations between the scales were below .50, and
5 were between .50 and .60. The lowest tolerance value was .49; 4
values were above .50, and another 4 were above .60. Thus, there are
no statistical objections to considering the five scales separately.
Inventory of Learning Styles for Secondary Education (ILS–SE).
The ILS questionnaire was originally developed to measure higher
education students’ learning styles (Vermunt, 1992) and was
KÖNINGS, BRAND-GRUWEL,
540
VAN
adapted for students in secondary education by Vermunt, Bouhuijs, and Picarelli (2003). The questionnaire measures learningrelated characteristics of students on the basis of their usual way of
learning. The ILS–SE consists of 100 items. Because of the results
of factor analyses, we decided to exclude a single item because of
a small factor loading (⬍ .40). The remaining 99 items were
divided in five clusters: Processing strategies (cognitive activities
students use to process learning contents), regulation strategies
(the way students regulate their own learning process), motivational orientations (personal goals or motives students have for
learning and going to school), conceptions of learning (mental
models about learning), and affective processing strategies (emotional aspects of learning). Each of the five clusters contains
several scales, which are presented in Table 2.
MERRIËNBOER, AND BROERS
For each item in the ILS–SE, students rate the degree to which
a statement corresponds to their own learning on a 5-point scale.
Information about internal consistencies of the scales at T1 and T2
is included in Table 2. At T1, Cronbach’s alpha ranged from .58
for the Intrinsic Motivation and Certificate-Oriented Motivation
Scales to .87 for the Motivation/Concentration Problems and Fear
of Failure Scales. At T2, the coefficients ranged from .63 for the
Certificate-Oriented Motivation Scale to .87 for the Fear of Failure
Scale. In total, 2 of 32 Cronbach’s alpha coefficients were .58, 7
were above .60, 13 were above .70, and 10 were above .80, all of
which are acceptable. By computing correlations and tolerance
values, we tested the independence of the 16 ILS–SE-scales. Table
3 shows the correlations between the scales. It can be seen that 116
of the correlations were below .50, 3 were between .50 and .60,
Table 2
Descriptions and Internal Consistencies of the Scales of the Inventory of Learning Styles for Secondary Education at T1 and T2
Cronbach’s
alpha coefficient
Scale
Description of scale
No. of
items
T1
T2
12
.84
.84
8
.81
.80
8
.71
.71
6
.68
.66
4
.66
.71
4
.58
.67
5
.58
.63
4
5
.73
.75
.77
.74
8
.82
.81
4
3
5
.64
.70
.78
.64
.76
.79
8
.87
.86
8
.87
.87
8
.72
.71
Processing strategy
Deep processing
Stepwise processing
Relating and structuring knowledge elements and critical processing
of information
Memorizing, rehearsing, studying information in detail
Regulation strategy
Self-regulation
External regulation
Lack of regulation
Regulation of own learning process through activities like planning,
monitoring, reflecting, and taking initiatives with respect to
learning contents
Learning processes to be regulated by external sources (i.e., books,
teacher)
Difficulties with regulating learning and processing contents
effectively
Learning orientation
Intrinsic motivation
Certificate oriented
Vocation oriented
Ambivalent
Learning because of interest in learning content and the desire to
develop oneself
Learning for passing tests, gaining high grades, and obtaining
certificates
Learning for future study and professions
Doubtful, uncertain attitude toward own capacities and chosen
courses
Conception of learning
Construction and use of
knowledge
Intake of knowledge
Cooperative learning
Stimulating education
Learning as constructing one’s own knowledge, making it concrete,
and applying it
Learning as taking in information and memorizing or reproducing it
Preferring to learn in cooperation with fellow students
Learning as a process continuously driven by teachers or textbooks
Affective learning strategy
Motivation/concentration
problems
Fear of failure
Keeping a good state of mind
Note.
Difficulty with concentrating and staying motivated during learning,
being easily distracted, and sometimes postponing-assignments
Experiencing stress during learning, especially in testing situations,
and having a negative self-image
Having a positive opinion of own capacities, being self-confident,
and performing activities to stay motivated and concentrated
T ⫽ time of assessment (1, 2, or 3).
STUDENTS’ EXPECTATIONS OF A LEARNING ENVIRONMENT
541
Table 3
Pearson’s Correlations Between the Scales of Inventory of Learning Styles for Secondary Education at T1
Scale
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
*
1
2
3
4
Deep processing
—
Stepwise processing
.35**
—
Self-regulation
.68** .53**
—
External regulation
.28** .54** .39**
—
Lack of regulation
.14** .16** .16** .16**
**
**
**
Intrinsic motivation
.37
.27
.39
.18**
Certificate oriented
.04
.35** .14** .33**
Vocation oriented
.17** .21** .22** .22**
Ambivalent
.01 ⫺.05
.02 ⫺.08*
Construction and use of
knowledge
.54** .31** .46** .30**
Intake of knowledge
.01
.27** .09** .32**
Cooperative learning
.19** .12** .22** .16**
Stimulating education
.24** .08*
.17** .12**
Motivation/concentration
problems
⫺.10** ⫺.35** ⫺.29** ⫺.19**
Fear of failure
.22** .19** .31** .09*
Keeping a good state of mind .37** .32** .37** .33**
p ⬍ .05.
**
5
6
7
8
—
⫺.06
—
.07*
.05
—
.03
.24** .33**
—
.41** ⫺.19** ⫺.11** ⫺.23**
⫺.03
.41**
.31** ⫺.01
.16** .08*
.31** .08*
.18**
.28**
.07
.04
.42**
.16**
.16**
.10**
.19** ⫺.18** ⫺.17** ⫺.15**
.48** .09** .03 ⫺.01
⫺.09** .30** .20** .20**
9
10
11
12
13
14
15
—
.06
⫺.14**
—
⫺.06
—
⫺.13**
.17**
.13**
.20**
—
.07
—
.29** .25** —
**
.31 .30** .30**
—
.23** ⫺.23** .00 ⫺.05 .12**
.38** .04 .22** .20** .20**
⫺.21** .39** .02
.09* .07
p ⬍ .01.
and only 1 was slightly above .60. The lowest tolerance value was
.40, with 12 values above .60. Thus, there was no statistical
objection to considering the 16 ILS–SE scales separately.
Procedure
At T1, the participants filled out the IESEE and the ILS–SE. At
T2, they filled out the IPSEE and the ILS–SE. At T3, they only
filled out the IPSEE. Preceding the completion of a questionnaire,
students received a short oral instruction about the goal and content of the questionnaire and about the way items had to be scored.
This instruction was repeated on the first page of each questionnaire. The IESEE/IPSEE took between 30 and 40 min to complete;
the ILS–SE took between 20 and 30 min. The participants filled
out the questionnaires during regular school hours.
Data Analysis
A maximum of 25% of missing values was accepted to compute
the mean scores for each scale of the IESEE, IPSEE, and ILS–SE.
If at least 75% of the items of a scale were filled out, these items
were used to compute the mean score of that scale. For each scale,
we could calculate a mean score using at least 95% of the participants. Dissatisfaction scores of the IESEE/IPSEE were computed
as the difference between the desirability score and the expectation/perception score. To answer the research questions, we focused on students who had a positive attitude toward PLEs. This
means that we analyzed only data of students who desired a
particular characteristic of a learning environment to be more
strongly implemented than they expected or perceived (i.e., desire ⫺ expectation/perception ⱖ 0). In fact, there were also students who desired particular aspects of PLEs to be less strongly
implemented, but these were rather small groups ( ⬍ 10% of all
students for three scales, ⬍ 20% for two scales).
Since the longitudinal design had a nested data structure, with
participants nested in classes (i.e., year groups) and classes nested
in schools, we expected both serial correlations due to repeated
measurements and intraclass correlations due to the multilevel
structure. Data were analyzed with a longitudinal mixed model:
Repeated measures were considered to be nested in participants,
and participants were considered to be nested in classes. Because
the number of schools was too small to permit inference to the
population of schools, school was included as a fixed factor in the
model to correct for correlations in the data due to nesting within
schools. Thus, it is assumed that the five schools were representative of the wider population of schools. School and/or class was
only included in the model if the effects was significant at a level
of p ⬍ .10.
Apart from accounting for the multilevel structure of the data,
the longitudinal mixed model analysis has two other advantages
over traditional repeated measures analysis of variance (ANOVA).
First, repeated measures ANOVA assumes that the residual variation can be described by a covariance structure known as sphericity. This is a highly restrictive assumption that is seldom realistic in the case of repeated measures. The longitudinal mixed
model permits the specification of more realistic covariance structures. We opted for an unstructured covariance matrix, posing no
restrictions on the values of residual variances and covariances.
Second, repeated measures ANOVA discards each participant with
a missing value on any of the three measurements. In contrast, the
longitudinal mixed model makes use of maximum likelihood estimation. Under the assumption that cases are missing at random
(MAR), participants with missing data on one or two measurements can still be used for estimation purposes. The MAR assumption is plausible in our case, so that mixed model analysis allowed
for a more efficient use of the available data while still yielding
unbiased estimates of effects.
A specific problem for analyzing data to answer Research
Questions a, b, e, and f was the correction for class effects. Class
composition changed over the time periods so that the same pupil
could belong to three differently composed classes. We circumvented this problem by trying out a maximum of three different
class corrections for each separate model. We first tried class as a
KÖNINGS, BRAND-GRUWEL,
542
VAN
random factor by using the classes as composed at T1, then classes
as composed at T2, and finally classes as composed at T3. In
principle, this procedure could result in more significant class
effects to be reported, but in practice, this did not pose a problem
because the estimates of the fixed effects were unbiased, and the
standard errors only marginally changed under the different class
corrections. The tables that will be discussed in the Results section
only report standard errors corrected for school effects (if relevant). If a significant class effect changed a parameter estimate
from significant to nonsignificant or vice versa, we will explicitly
discuss it in the text. In the following section, only results significant at a level of p ⬍ .01 are reported.
Results
Table 4 presents the means and standard deviations of expectation scores (T1), perception scores (T2 and T3), and dissatisfaction
scores (T1, T2, and T3).
Relationships Between Students’ Reports on Different
Measurement Moments
To investigate how expectations of a learning environment
predict perceptions of the future environment and how prospective
dissatisfaction predicts actual dissatisfaction (i.e., Research Questions a and b), we conducted mixed model regression analyses to
examine mutual relations between expectation scores at T1, perception scores at T2, and perception scores at T3. To investigate
the relation between expectation scores at T1 and perception
scores at T2, we tested a model with only data from T1 and T2: the
perception score at T2 as a dependent variable and the expectation
score at T1 as an independent variable. We examined the relations
between expectation scores (at T1) and perception scores at T2 and
T3 by building a model with perception scores at T3 as dependent
variable and expectation scores at T1 and perception scores at T2
as independent variables. Testing this model provided insight in
the relation between scores at T1 and T3 and between scores at T2
and T3. Because perception scores at both T2 and T3 were included in the model, the regression coefficient of the score at T2
was corrected for the score at T3 and vice versa. The regression
coefficients represent the size of the unique part of the relation
between the dependent and independent variable.
MERRIËNBOER, AND BROERS
Expectation and perception scores. The left side of Table 5
presents the results of analyzing the mutual relations between
expectation scores at T1 and perception scores at T2 and T3. The
expectation scores at T1 had a significant positive effect on perception scores at T2 for all scales. Thus, the higher the expectation
scores, the higher the perception scores at T2. Perception scores at
T2 also had a significant positive effect on perception scores at T3.
But as can be seen from Table 5, the direct effect of expectation
scores (T1) on perception scores at T3 was nonsignificant for two
scales and relatively small for the other scales. This result is likely
due to the mediating role of the perception scores at T2. By
including perception scores at T2 in the analyses, we corrected the
results for this potential mediator and showed the size of the
unique relation between scores at T1 and T3.
Dissatisfaction scores. Results for relations between dissatisfaction scores at T1, T2, and T3 (see the right side of Table 5)
show that, for all scales, prospective dissatisfaction at T1 had a
positive effect on actual dissatisfaction at T2, and dissatisfaction at
T2 had a positive effect on dissatisfaction at T3. Prospective
dissatisfaction at T1 had a direct positive effect on actual dissatisfaction scores at T3 on two of the scales, indicating a unique
relation between the dissatisfaction scores at T1 and T3 for Fascinating Content and Clarity of Goals Scales.
In summary, the results for Research Questions a and b show
robust relations between expectations and later perceptions. The
higher students’ expectations before entering the new learning
environment, the higher their subsequent perceptions later on.
Prospective dissatisfaction scores were positively related to actual
dissatisfaction scores with the perceived learning environment.
Relationships Between Students’ Reports at T1 and
Learning-Related Student Characteristics.
To investigate how expectations of the future learning environment are related to motivation and other learning-related student
characteristics and how prospective dissatisfaction is related to
these student characteristics (i.e., Research Questions c and d), we
conducted mixed model regression analyses to analyze the relations between IESEE scores at T1 and learning-related student
characteristics at T1. The learning-related student characteristics
were included as independent variables in mixed model regression
analyses. A backward procedure was used, in which the less
Table 4
Means and Standard Deviations of Expectation and Perception Scores and Dissatisfaction Scores
Expectation (T1)/perception (T2 & T3) score
T1
T2
Dissatisfaction score
T3
T1
T2
T3
Scale
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
Fascinating Content
Productive Learning
Student Autonomy
Interaction
Clarity of Goals
3.46
2.76
3.88
3.98
4.12
0.82
0.97
0.70
0.64
0.94
3.10
2.89
3.29
3.70
3.82
0.85
1.01
0.71
0.65
0.96
3.12
3.32
3.38
3.74
3.88
0.86
0.93
0.69
0.62
1.00
1.35
1.53
1.11
0.77
1.32
0.80
1.02
0.74
0.57
0.95
1.77
1.29
1.37
0.94
1.56
0.96
1.00
0.88
0.64
1.04
1.82
0.93
1.32
0.92
1.47
0.96
0.81
0.86
0.64
1.10
Note. Scales were from the Inventory of Expected Study Environment—Extended and the Inventory of Perceived Study Environment—Extended. T ⫽
time of assessment (1, 2, or 3).
STUDENTS’ EXPECTATIONS OF A LEARNING ENVIRONMENT
543
Table 5
Mixed Regression Coefficients of Scores for Expectation/Perception and for Prospective Dissatisfaction and Actual Dissatisfaction
with the Perceived Learning Environment
Expectation/perception score
Scale
B
Dissatisfaction score
␤
B
SE B
␤
.44
.34
.36
.38
.42
.57
.47
.40a
.34a
.48a
.06
.06
.06
.06
.05
.40
.40
.38
.36
.41
.48
.37
.45
.55
.54
.54a
.31
.56a
.52a
.55
.05
.05
.05
.05
.05
.54
.38
.59
.53
.54
.05
.04
.20
.24
.06
.15
.05
.12
.18a
ns
ns
ns
.21
.05
.19
SE B
T1–T2
Fascinating Content
Productive Learning
Student Autonomy
Interaction
Clarity of Goals
.46
.36a
.36a
.39a
.43a
.03
.04
.04
.04
.03
T2–T3
Fascinating Content
Productive Learning
Student Autonomy
Interaction
Clarity of Goals
.48
.34a
.45a
.52
.56
.05
.04
.05
.04
.05
T1–T3
Fascinating Content
Productive Learning
Student Autonomy
Interaction
Clarity of Goals
.21
.23a
ns
ns
.13
Note. Coefficients: p ⬍ .01. Scales were from the Inventory of Expected Study Environment—Extended and the Inventory of Perceived Study
Environment—Extended. Standard errors were based on estimation of fixed effects without correction for class effects but with correction for school effects
(if pschool ⬍ .10). Additional correction for class effects did not change the significance of the result, unless stated in text. T ⫽ time of assessment (1, 2,
or 3).
a
Corrected for school effects.
significant variables were removed one by one, until all included
variables were significant ( p ⬍ .01).
Expectation Scores and Learning-Related Student Characteristics. Table 6 presents the results on relations between expectation
scores and learning-related student characteristics. As can be seen
from this table, some student characteristics were related to expectation scores on several scales. These will be described in more
detail. Intrinsic motivation was positively related to students’
expectation scores for the Fascinating Content, Student Autonomy,
Interaction, and Clarity of Goals Scales. The conception of learning as the construction and use of knowledge was also frequently
related to high expectation scores: The stronger this conception,
the higher students’ expectations were with respect to Fascinating
Content and Student Autonomy Scales. Furthermore, the use of
external regulation strategies was positively related to expectation
scores for Interaction and Clarity of Goals Scales. Finally, the
report of fear of failure was negatively related to expectation
scores for Student Autonomy and Clarity of Goals Scales. Thus,
the higher the reported fear of failure was, the lower the expectations on these scales.
With respect to the formulated hypotheses about the relation
between motivation and expectations for the Fascinating Content
and Clarity of Goals Scales, the results show that motivational
orientations were, for those scales, indeed related to expectations.
For both scales, intrinsic motivation was related to holding higher
expectations on how the future learning environment would look.
Expectations for Fascinating Content were negatively related to
problems with motivation and concentration, while the ambivalent
motivational orientation especially was negatively related to expectations about Clarity of Goals. As can be seen from Table 6,
expectation scores for both scales were also related to some other
learning-related student characteristics.
In summary, the results show that learning-related student characteristics were related to expectations of the future environment
and, mostly, in a consistent fashion related to either higher or
lower expectation scores. Especially, students reporting fear of
failure tended to expect a less powerful learning environment,
while students with an intrinsic motivational orientation and students with a constructivist conception of learning tended to expect
the future environment to be a more powerful one.
Prospective Dissatisfaction Scores and Learning-Related Student Characteristics. Table 7 presents results of mixed model
regression analyses on the prospective dissatisfaction data. Some
of the student characteristics were often related to dissatisfaction
scores, either positively or negatively. An intrinsic motivational
orientation was negatively related to prospective dissatisfaction
scores for four scales. The stronger students’ intrinsic motivation
for learning was, the lower their prospective dissatisfaction scores
on the Fascinating Content, Productive Learning, Student Autonomy, and Clarity of Goals Scales. Also, the conception of learning
as construction and use of knowledge was related to low prospec-
544
KÖNINGS, BRAND-GRUWEL,
VAN
MERRIËNBOER, AND BROERS
Table 6
Significant Results of Mixed Model Analyses, Showing Relations Between Expectations and Learning-Related Student Characteristics
Dependent variable/scale
Independent variable
B
SE B
␤
Intrinsic motivation
Construction and use of knowledge
Motivation/concentration problems
.39
.31
⫺.12
.04
.04
.03
.31
.27
⫺.14
Intake of knowledge
Motivation/concentration problems
Stepwise processing
Deep processing
⫺.22
⫺.12
⫺.16
.15
.04
.04
.05
.06
⫺.16
⫺.12
⫺.13
.10
Construction and use of knowledge
Fear of failure
Intrinsic motivation
.18
⫺.11
.11
.04
.03
.04
.20
⫺.11
.10
External regulation
Intrinsic motivation
.16
.14
.03
.03
.18
.15
Ambivalent
External regulation
Intrinsic motivation
Fear of failure
⫺.19
.18
.18
⫺.13
.05
.05
.05
.05
⫺.17
.14
.12
⫺.09
Fascinating Content
Productive Learninga
Student Autonomya
Interactiona
Clarity of Goalsa
Note. Significant results: p ⬍ .01. Scales were from the Inventory of Expected Study Environment—Extended and the Inventory of Perceived Study
Environment—Extended. Standard errors were based on estimation of fixed effects without correction for class effects, but with correction for school effects
(if pschool ⬍ .10). Additional correction for class effects did not change the significance of the result, unless stated in text.
a
Corrected for school effects.
tive dissatisfaction, especially for Productive Learning and Interaction Scales.
Positively related to prospective dissatisfaction was an ambivalent motivational orientation: The stronger students’ ambivalent motivation, the higher their prospective dissatisfaction
scores for the Fascinating Content, Interaction, and Clarity of
Goals Scales. Problems with motivation and concentration were
related to higher prospective dissatisfaction scores for Fascinating Content, Productive Learning, and Student Autonomy
Scales. Another three student characteristics were also related
to higher prospective dissatisfaction scores: the conception of
learning as intake of knowledge, the certificate-learning orientation, and the affective strategy keeping good state of mind
(each for two IESEE scales).
The analyses of prospective dissatisfaction scores and learningrelated student characteristics reveal that some student characteristics, and particularly intrinsic motivation, are related to low
prospective dissatisfaction scores. Other student characteristics,
such as an ambivalent motivational orientation and problems with
motivation and concentration, are related to high prospective dissatisfaction scores.
Summarizing, results for Research Questions c and d show that
learning-related student characteristics are related to expectations.
Fear of failure was frequently related to lower expectations,
whereas intrinsic motivation and a conception of learning as the
construction and use of knowledge were related to higher expectations. Prospective dissatisfaction was often related to an ambivalent motivational orientation and problems with motivation and
concentration. Intrinsic motivation was frequently related to low
prospective dissatisfaction.
Mismatch Between Expectations and Perceptions and
Development of Student Characteristics
To examine whether students’ perceptions of an environment
are in line with their expectations of it (i.e., Research Question e),
we used a longitudinal mixed model analysis. For testing longitudinal effects over time, F values were computed, and for identifying the exact differences among the three times of measurement,
pairwise comparisons with Bonferroni correction were conducted,
and Cohen’s d effect size was computed. Only differences with
d ⬎ .20 are described in the text.
For investigating the relation between the size of the mismatch
between expectations and later perceptions and the development of
learning-related student characteristics in the same period (i.e.,
Research Question f), we conducted mixed model regression analyses in the same way as the analyses for Research Questions c and
d. The mismatch between expectation scores at T1 and perception
scores at T2 (T2 ⫺ T1) ranged from –5, indicating a large decrease
in scores from T1 to T2 and strong disappointment, to ⫹5, indicating a large increase in scores from T1 to T2 and thus much
higher perceptions than previously expected. Changes in each
learning-related student characteristic (T2 ⫺ T1) were included as
independent variables in the model. By using a backward procedure, we built a model that only contained variables that were
significant at p ⬍ .01 ( pschool/class ⬍ .10).
Expectation and Perception Scores. Table 8 shows the results
of the mixed model longitudinal analyses on expectation and
perception scores. The results of the F tests show that significant
longitudinal effects existed on all scales of the IPSEE ( p ⬍ .01).
The differences between expectation scores (T1) and perception
scores (T2) show that the scores decreased on four of the five
STUDENTS’ EXPECTATIONS OF A LEARNING ENVIRONMENT
545
Table 7
Significant Results of Mixed Model Analyses, Showing Relations Between Prospective Dissatisfaction and Learning-Related Student
Characteristics
Dependent variable/scale
Independent variable
B
SE B
␤
Intrinsic motivation
Certificate oriented
Motivation/concentration problems
Ambivalent
⫺.28
.23
.15
.14
.04
.05
.03
.04
⫺.23
.16
.16
.13
Motivation/concentration problems
Intrinsic motivation
Construction and use of knowledge
Intake of knowledge
Keeping good state of mind
.21
⫺.21
⫺.22
.13
.15
.04
.06
.06
.05
.06
.15
⫺.12
⫺.12
.08
.09
Motivation/concentration problems
Certificate oriented
Intrinsic motivation
.12
.15
⫺.11
.03
.05
.04
.13
.10
⫺.09
Cooperative learning
Construction and use of knowledge
Deep processing
Ambivalent
Keeping good state of mind
.13
⫺.19
.14
.09
.10
.03
.04
.04
.03
.03
.16
⫺.19
.13
.10
.10
Intrinsic motivation
Fear of failure
Ambivalent
Intake of knowledge
⫺.20
.15
.14
.12
.05
.05
.05
.04
⫺.14
.13
.12
.09
Fascinating Contenta
Productive Learning
Student Autonomy
Interactiona
Clarity of Goals
Note. Significant results: p ⬍ .01. Scales were from the Inventory of Expected Study Environment—Extended and the Inventory of Perceived Study
Environment—Extended. Standard errors were based on estimation of fixed effects without correction for class effects, but with correction for school effects
(if pschool ⬍ .10). Additional correction for class effects did not change the significance of the result, unless stated in text.
a
Corrected for school effects.
the perceived learning environment did not meet students’ expectations.
Relations Between Disappointment and Development of Student
Characteristics. Results revealed that a decrease from expectation scores (T1) to perception scores (T2) on the Fascinating
Content Scale was related to a decrease in intrinsic motivation
(B ⫽ .24; SE B ⫽ .05; ␤ ⫽ .20), a decrease in reported use of deep
processing strategies (B ⫽ .20; SE B ⫽ .05; ␤ ⫽ .13), and an
increase in fear of failure (B ⫽ ⫺.21; SE B ⫽ .04; ␤ ⫽ ⫺.18) from
T1 to T2. Thus, the larger the disappointment, the more intrinsic
motivation and use of deep processing strategies decreased, and
scales, indicating disappointing perceptions compared with the
expectations. The effect size was large for the Student Autonomy
Scale (.84). For most scales, the differences between perception
scores at T2 and T3 showed no significance. An increase of
perception scores from T2 to T3 was found only for the Productive
Learning Scale. Apparently, students perceived this element of the
environment as being present more strongly at T3 than at T2.
Scores on the Productive Learning Scale, notably, increased year
after year (from T1 to T2, and from T2 to T3). However, the most
striking result is the large decline of expectation scores at T1 and
perception scores at T2 on the majority of the scales. Apparently,
Table 8
Results of Mixed Model Analyses on Longitudinal Data of Expectations (T1) and Perceptions (T2 and T3)
T2–T1
Scale
Fascinating Content
Productive Learning
Student Autonomy
Interaction
Clarity of Goals
F
*
76.38
98.72*
243.21*
65.90*
45.80*
df
⌬
2, 368.59
2, 618.65
2, 582.42
2, 501.33
2, 428.35
⫺.36
.13*
⫺.59*
⫺.28*
⫺.33*
*
T3–T2
SE
d
⌬
SE
d
.03
.04
.03
.03
.04
.43
.13
.84
.44
.35
⫺.02
.41*
.07
.05
.02
.03
.04
.03
.02
.04
.02
.42
.10
.08
.02
Note. Scales were from the Inventory of Expected Study Environment—Extended and the Inventory of Perceived Study Environment—Extended.
Standard errors were based on estimation of fixed effects without correction for class effects, but with correction for school effects (if pschool ⬍ .10).
Additional correction for class effects did not change the significance of the result, unless stated in text. T ⫽ time of assessment (1, 2, or 3).
*
p ⬍ .01.
546
KÖNINGS, BRAND-GRUWEL,
VAN
the more fear of failure increased. For the Student Autonomy
Scale, disappointment was related to an increase in fear of failure
(B ⫽ ⫺.15; SE B ⫽ .04; ␤ ⫽ ⫺.14) and a decrease in deep
processing (B ⫽ .16; SE B ⫽ .05; ␤ ⫽ .11). For the Interaction
Scale, disappointment was related to a decrease in deep processing
strategies (B ⫽ .16; SE B ⫽ .05; ␤ ⫽ .13), a decrease in considering learning as a cooperative activity (B ⫽ .08; SE B ⫽ .03; ␤ ⫽
⫺.11), and an increase in the ambivalent motivational orientation
(B ⫽ ⫺.10; SE B ⫽ .04; ␤ ⫽ .10). For the Clarity of Goals Scale,
disappointment was related to a decrease in intrinsic motivation
(B ⫽ .18; SE B ⫽ .05; ␤ ⫽ .13) and in keeping a good state of
mind (B ⫽ .20; SE B ⫽ .06; ␤ ⫽ .13). Productive Learning was the
only scale showing an increase in scores from T1 to T2. Exceeding
the expectations for the Productive Learning Scale was related to
a decrease in the conception of learning as intake of knowledge
(B ⫽ ⫺.15; SE B ⫽ .05; ␤ ⫽ ⫺.10) and a decrease in fear of
failure (B ⫽ ⫺.15; SE B ⫽ .06; ␤ ⫽ ⫺.10).
Summarizing, results for Research Questions e and f showed
that students’ perceptions of the new learning environment on
most scales did not meet their expectations and that disappointment was related to undesirable changes in learning-related student
characteristics, especially to an increase in fear of failure, a decrease in deep processing, and a decrease in intrinsic motivation.
Discussion
The current study aimed to shed light on the role of expectations
in education, especially expectations students have of a future
learning environment. Because students move to new learning
environments several times during their school career, it is relevant
to gain insight in their expectations and subsequent perceptions of
these new environments and to investigate how learning-related
student characteristics relate to those expectations.
Research Questions a and b focused on the relations between
expectations of how the future learning environment would look
and later perceptions and relations between prospective dissatisfaction and actual dissatisfaction while perceiving the environment. Expectations were positively related to subsequent perceptions of the environment for all measured aspects of the
environment. Thus, the higher the expectations beforehand, the
higher the perceptions later on, and the lower the expectations
beforehand, the lower the perceptions later on. Perceptions measured at the second and third time were also clearly positively
related. Additionally, prospective dissatisfaction with the new environment was related to actual dissatisfaction after 1 year, and
dissatisfaction after 1 year of participating in the environment was
related to dissatisfaction after 2 years.
The relations between expectations/perceptions and dissatisfaction over time may well be explained by the cognitive biases
described in the introduction of this article (see, e.g., Olson et al.,
1996). People selectively pay attention to information consistent
with their expectations and also interpret this information in such
a way that their expectations are confirmed. Additionally, people
create self-fulfilling prophecies because they behave in agreement
with their expectations.
For Research Questions c and d, relations between expectations
and learning-related student characteristics were investigated, as
well as the way prospective dissatisfaction was related to those
characteristics. Having an intrinsic motivational orientation and
MERRIËNBOER, AND BROERS
conceiving of learning as the construction and use of knowledge
are both related to higher expectations of the new environment.
Reporting fear of failure frequently relates to low expectations;
thus, students who report a strong fear of failure are more reserved
in their expectations of the future environment. These findings
confirm the assumed relation between motivation and expectations
but also show that expectations are influenced by conceptions of
learning and affective processing strategies.
Prospective dissatisfaction with the new learning environment is
negatively related to intrinsic motivation for learning; that is,
intrinsically motivated students think they will be satisfied with the
new environment. On the contrary, motivation/concentration problems and an ambivalent motivation are strongly related with high
prospective dissatisfaction; students with these characteristics
think they will be unhappy with the new environment.
The finding that high expectations are related to high intrinsic
motivation and an active view on learning is in agreement with the
relation between positivism and “engagement,” proposed by
Carver and Scheier (2001). Low expectations are especially related
to fear of failure. It would be an oversimplification to consider this
as a form of “low engagement.” Students with fear of failure prefer
a high degree of structure, clearness, stability, and continuity in
their learning environment (Hermans, 1975). They are averse to
unexpected and unfamiliar situations. Low expectations of the new
and thus unfamiliar learning environment are better understandable in this context.
The finding that high prospective dissatisfaction with the new
environment is, among other things, related to problems with
motivation and concentration and to an ambivalent motivational
orientation fits in the expectancy-value model (Carver & Scheier,
2001; Eccles & Wigfield, 2002). That model holds that discrepancies between expectations and personal values influence persistence and the amount of effort invested in learning and may induce
a sense of doubt or negative thinking. Ambivalent motivation and
problems with motivation and concentration are clear signals of
doubt and negativism, and they thus may indicate a lack of
persistence and unwillingness to invest effort in learning. The
finding that intrinsic motivation for learning relates to low prospective dissatisfaction is in agreement with results on positive
thinking and feeling confident, as described in the literature. Literature about expectations and motivation proposes causality between expectations and motivation, but it is well imaginable that
the effect is bidirectional. A well-motivated student may recognize
the utility of course contents more than a less-motivated student.
Since the main focus of our study was trying to understand student
expectations, we have focused on expectations as dependent variables and investigated whether there are more (or other) student
characteristics than motivation that relate to students’ expectations
and prospective dissatisfaction. We could only test this by including student characteristics as independent variables, to be related to
expectations/prospective dissatisfaction on a particular characteristic of the learning environment. In this way, it became clear that,
besides motivation, fear of failure and certain conceptions of
learning also relate to expectations.
Research Questions e and f concerned possible discrepancies
between expectations of the new environment and later perceptions of it. We sought to determine whether students’ expectations of an innovative learning environment in Dutch secondary
education were met (i.e., Research Question e). Results clearly
STUDENTS’ EXPECTATIONS OF A LEARNING ENVIRONMENT
show that students’ perceptions of the new environment fell
short of their expectations. Expectations were higher than the
perceptions after 1 year with respect to Fascinating Content,
Student Autonomy, Interaction, and Clarity of Goals Scales.
The Productive Learning Scale was the only aspect for which
perceptions exceeded the expectations after 1 year and for
which perceptions increased even further in the second year.
This is a positive finding, because the innovative environment
indeed aimed to stimulate active processing and application of
knowledge, rather than reproductive learning. However, the
disappointing perceptions of the other aspects of the environment are worrying. Apparently, the Second Phase is implemented in such a way that students do not perceive its valuable
aspects as much as they had expected beforehand. This is
problematic because perceptions direct students’ learning behavior (Entwistle, 1991), which eventually determine whether
educational goals of the environment will be reached.
Results on relations concerning the mismatch between expectations and perceptions and the developments in student characteristics (i.e., Research Question f) indicate that a mismatch is related
to negative changes in student characteristics. Disappointment is
related to increasing fear of failure, lower intrinsic motivation, and
less use of deep processing strategies. Negative effects of disappointment were proposed by Carver and Scheier (2001) and by the
expectancy-value model (Eccles & Wigfield, 2002), but our results
further refine the nature of these effects.
A first theoretical implication of our findings is that principles
from general psychological research on expectations are also applicable to an educational setting, in particular, a setting in which
students are confronted with the implementation of a new learning
environment. A second implication is that the concept of expectations deserves a much more prominent place in educational
research than it has today. As shown in our study, students’
expectations of a new learning environment are not automatically
in line with later perceptions, and, even more important, expectations strongly influence the way they perceive the environment
after it has been implemented. Perceptions are likely to determine
students’ learning behaviors and, consequently, the effectiveness
of the learning environment. Gaining more insight into the role of
student expectations is thus of utmost importance in developing
guidelines for the design of PLEs, preferably in such a way that
students’ expectations are taken into account.
A practical implication of our findings is that schools and
teachers should carefully prepare their students for curricular
changes or innovations. The quality and quantity of information
that students receive on the characteristics of a new learning
environment before they start to work in it should be carefully
determined to help them build proper expectations. If at all possible, disappointing perceptions should be prevented. Students
with a high fear of failure are particularly vulnerable in situations
of change: They should be given extra support and structure before
and during the implementation of a new environment.
A limitation of the current study is that students were always
forced to report their expectations of the environment in the
questionnaire, regardless of the clearness of their expectations, and
it is unknown how students formed their expectations and which
sources of information they used to form them. Future research
should focus on the origin of the expectations, including the
sources that students use to form them (e.g., press, siblings, peers,
547
parents), in order to gain more insight into the processes yielding
the expectations that students reported in this study. This can
provide more insight into the nature of expectations in an educational setting and might help researchers to develop a theory of
how expectations can best be dealt with in educational design.
Furthermore, knowledge about the origin of expectations would
provide schools with valuable information that they could use to
optimize their preparation of students for curricular changes and
innovations. In line with this, future research should also address
the question of how the process of forming expectations could be
influenced to result in more accurate expectations, that is, expectations that match later perceptions.
To conclude, this study showed that expectations of a learning
environment deserve a prominent role in educational research and
praxis. Students do not automatically form proper expectations of
a new environment such as the Second Phase in Dutch secondary
education. Nevertheless, these expectations influence their perceptions of the new environment. Disappointing perceptions are likely
to decrease the effectiveness of the environment and are also
related to undesirable changes in learning-related student characteristics. More effective approaches are needed to prepare students
for large educational changes; such approaches should also take
into account differences in individual learning characteristics and
related prospective ideas. It would be highly beneficial for educational design if guidelines were developed that took into account
students’ expectations of curricular changes or innovations.
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Revision received December 18, 2007
Accepted January 18, 2008 䡲
Learning and Instruction 19 (2009) 455e465
www.elsevier.com/locate/learninstruc
Dynamic task selection: Effects of feedback and learner control on
efficiency and motivation
Gemma Corbalan a,*, Liesbeth Kester a, Jeroen J.G. van Merriënboer b
b
a
Educational Technology Expertise Center, Open University of the Netherlands, P.O. Box 2960, DL 6401 Heerlen, The Netherlands
Netherlands Laboratory for Lifelong Learning, Open University of the Netherlands, P.O. Box 2960, DL 6401, Heerlen, The Netherlands
Received 26 January 2008; revised 30 May 2008; accepted 18 July 2008
Abstract
Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge
of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over
the selection of learning tasks. A 2 2 factorial experiment (N ¼ 118) was conducted to study the effects of the KCR feedback (present and
absent) and control over the selection of learning tasks (learner control and program control). The presence of the KCR feedback yielded higher
efficiency on a near-transfer test as well as higher learner motivation. An interaction between feedback and control, indicating extra beneficial
effects of feedback when learners control the selection of learning tasks, was not found. Theoretical and practical implications are discussed.
Ó 2008 Elsevier Ltd. All rights reserved.
Keywords: Feedback; Learner control; Structural features; Transfer efficiency
1. Introduction
Recent instructional theories advocate on-demand methods
of education which give learners freedom to choose their own
learning path (Williams, 1996). Optimal learner control allows
learners to make selections according to their current knowledge, interests, and preferences (Merrill, 1980; van Merriënboer, Schuurman, de Croock, & Paas, 2002). This is believed
to positively influence learning and motivation (Flowerday &
Schraw, 2000; Schnackenberg & Sullivan, 2000). Studies
report both positive and negative effects of learner control on
learning (Katz & Assor, 2007; Williams, 1996). It seems that
the effectiveness of learner control depends on what (e.g.,
which elements of instruction, such as pace, display or task
features) is controlled by whom (e.g., novice or more experienced learners) and, moreover, is only realized if learners
recognize the control that is given to them (Scheiter & Gerjets,
2007).
* Corresponding author. Tel.: þ31 45 5762909; fax: þ31 45 5762907.
E-mail address: [email protected] (G. Corbalan).
0959-4752/$ - see front matter Ó 2008 Elsevier Ltd. All rights reserved.
doi:10.1016/j.learninstruc.2008.07.002
This study investigated how learner control over the
selection of learning tasks with different structural features
(i.e., what) can be optimized for novice learners (i.e., whom).
More specifically, the study aimed at determining if feedback
helps learners to recognize structural task features and thus
enables them to select personally relevant tasks with beneficial
effects on learning and motivation. In what follows we
describe what structural task features are, how providing
feedback on structural task features may facilitate learning and
motivation, and how feedback might interact with different
types of control over task selection.
1.1. Structural task features
Structural task features refer to task aspects that are
necessary to reach a solution for a particular problem (e.g.,
solution steps in inheritance tasks or the underlying mathematical procedure in statistical problems; Chen & Mo, 2004;
Vosniadou & Ortony, 1989). These task features are generally
not salient for, especially, novice learners in a domain.
Therefore, novice learners are not able to spontaneously
456
G. Corbalan et al. / Learning and Instruction 19 (2009) 455e465
distinguish between tasks that differ in structural features
(Cummins, 1992; Quilici & Mayer, 1996, 2002) and are also
not able to strategically select learning tasks that differ from
each other in their structural features. In this study, we define
structural task features as the solution steps learners must
complete in order to solve inheritance tasks. In such cases, for
example, it is difficult for novices to distinguish tasks for
which the solution step they must solve is to ‘‘determine the
genotype of a parent’’ from tasks for which the solution step
they must solve is to ‘‘determine the phenotype of a parent’’.
Obviously, the lack of saliency of structural features may
cause problems to learners if they are required to select their
own learning tasks: they might unknowingly select equivalent
tasks over and over again and not select structurally different
tasks that also need to be practiced.
If learners do not recognize non-salient structural task
features this may have negative effects on both learning and
motivation. With regard to learning, learners may not develop
motives for choosing between tasks that differ in their structural features and thus be unable to distinguish between tasks
that are necessary for learning and tasks that could just as well
be omitted (Ross & Morrison, 1989). This negatively influences the learning process (Kopcha & Sullivan, 2008; Tennyson & Buttrey, 1980; Williams, 1996) and even enlarges
individual differences between low and high ability learners
(Merrill, 2002; Snow, 1980). With regard to motivation,
learners who are not aware of structural differences between
tasks will probably not see the reason for choosing between
these tasks. For them, all tasks look the same, and this
presumably negatively influences their motivation. Furthermore, these learners will not be able to choose personally
relevant tasks. Personally relevant instruction facilitates
learners to connect new information to their prior knowledge
(Hannafin, 1984; Ross & Morrison, 1989; Wouters, Tabbers, &
Paas, 2007), with positive effects on transfer of learning (van
Merriënboer, Kirschner, & Kester, 2003). Personally relevant
instruction is also prerequisite for enhancing and maintaining
learners’ motivation (Katz & Assor, 2007).
1.2. Feedback and structural task features
In the present study, feedback during practice was used as
a means to counteract the negative effects of the lack of
saliency of structural task features. The form of feedback used
is Knowledge of Correct Response (KCR). The KCR feedback
provides learners with worked-out correct solution steps,
regardless of the correctness of the solution steps generated by
the learner. Studies comparing different types of feedback
have yielded inconsistent results. The KCR feedback usually
leads to better learning than feedback that only states whether
a response is correct or incorrect (Ross & Morrison, 1993). In
addition, some studies have shown positive effects of more
elaborate feedback (which usually combines the KCR feedback with additional information), whereas many other studies
on the contrary support simpler forms of feedback because
they contain sufficient information and considerable less distracting information, thus minimizing the associated cognitive
load to process the information (for a review see Mory, 2003).
When elaborate feedback also contains KCR, learners may
focus on KCR only and ignore the elaborate feedback
elements, or, in contrast, be cognitively overloaded (Narciss &
Huth, 2006). In a meta-analysis of the effects of feedback in
computer-based instruction, Azevedo and Bernard (1995)
concluded that feedback to be effective should stimulate the
cognitive processes necessary to gain deep understanding, for
example, by means of techniques that invite learners to evaluate their own actions before submitting their answers.
Inviting learners to evaluate their own actions seems more
effective than frame-by-frame immediate feedback (Moreno &
Valdez, 2005).
The KCR feedback emphasizes structural features in the
form of correct solution steps, and thus enables learners to
focus their attention on those features and better recognize
necessary solution steps for future tasks (Cummins, 1992;
Mory, 2003; Quilici & Mayer, 1996). Structural task features
that are recognized as shared aspects throughout a series of
tasks promote generalization and abstraction of a common
relational structure that can be stored in cognitive schemas
(Loewenstein, Thompson, & Gentner, 1999). Hence, if a major
difficulty in reaching transfer is recognizing structural
commonalities between problems (Bassok, 1990), inducing
these comparisons by making structural features more explicit
during training will promote transfer. In addition, since feedback informs learners about their achievement, it gives them
the opportunity to adjust and improve their cognitive strategies
and to rectify misconceptions while progressing through the
training (Azevedo & Bernard, 1995). Being aware of aspects
of one’s own knowledge is prerequisite for such forms of selfregulated learning (Mory, 2003).
1.3. Feedback and motivation
Furthermore, many authors have recognized the motivational effects of feedback (Azevedo & Bernard, 1995; Chai,
2003; Hyland, 2001; Keller, 1983b; Mory, 2003; Ross &
Morrison, 1993; Vollmeyer & Rheinberg, 2005). Since feedback in the form of KCR helps learners to focus on structural
task features or solution steps, it will eventually promote the
perceived relevance of the learning material because it enables
learners to see the connection between what they need to learn
and the learning opportunities presented to them (Keller,
1983b, 1987; Margueratt, 2007). In line with this assumption,
Spinath and Spinath (2005) argue that only learners who are
given the opportunity to evaluate their abilities realistically
(for instance, based on accurate feedback) will be able to
perceive their own learning progress and to choose adequate
tasks. This will in turn not only enhance their abilities but also
their positive self-evaluation. Accordingly, learner’s feeling of
achievement is enhanced when there is feedback attesting his
or her success (Keller, 1983b). In addition, the cognitive
effects of motivation result primarily from the relevance of
what is being learned since relevance increases the use of
cognitive strategies which will eventually improve learning
(Means, Jonassen, & Dwyer, 1997). That is, transfer will be
G. Corbalan et al. / Learning and Instruction 19 (2009) 455e465
enhanced not so much by what is being taught, but by what
learners are motivated to learn themselves (Berge & Collins,
1995). To sum up, the provision of the KCR feedback
emphasizing structural task features fosters learning and
motivation because it enables learners to recognize the structural features in future tasks and to relate those tasks to what
they already know.
1.4. Learner control and feedback
It has been argued that the effectiveness of learner control
depends in part on whether learners recognize the control
given to them. In this study, learners are given control over the
selection of tasks that differ in their structural features, that is,
in the solution steps learners must complete. However, since
these task features are generally not salient for, especially,
novice learners in a domain, learner control over the structural
task features may even hamper learning and motivation if
learners are not aware of reasons for choosing between tasks
that differ in these features, and are thus not able to strategically select learning tasks. If learners do not recognize the
relevant aspects of a task and misclassify it (e.g., as easy while
it is actually too difficult for them), this will affect both
learners’ self-assessment and their strategies to close the gap
between actual and desired performance (Butler & Winne,
1995). Since the KCR feedback helps learners to recognize the
structural task features, it makes these features more salient to
the learners and, thus, helps them to profit from learner control
over the selection of learning tasks. To sum up, if learners who
have control over the selection of tasks with different structural features are also given the KCR feedback on structural
aspects, then they will be better able to perceive the importance of the control given to them, and thus to choose
personally relevant tasks. Consequently, the beneficial effects
of providing the KCR feedback on learning and motivation
may be higher in combination with learner-controlled selection of learning tasks than with program-controlled selection
of learning tasks.
1.5. Cognitive load
Learning outcomes are commonly measured in terms of test
performance. Cognitive load theorists (Paas, Tuovinen, Tabbers, & van Gerven, 2003; Sweller, van Merriënboer, & Paas,
1998; van Gog, Paas, & van Merriënboer, 2008) have
proposed that performance measures alone say very little
about the quality of the learning outcomes, and that the
imposed cognitive load to attain this performance should be
considered as well. Cognitive load is commonly measured as
the mental effort invested in task performance. Invested mental
effort thus refers to the cognitive capacity that is allocated by
the learners to the task in order to accommodate the demands
imposed by the task. Self-ratings of invested mental effort
which are given after task performance have been widely used
and quickly accepted amongst cognitive load researchers
because they are unobtrusive, reliable, relatively easy to use
and analyze, and provide a good indication of the overall
457
cognitive load a task imposed (Paas & van Merriënboer,
1993).
However, whereas mental effort only indicates how much
mental effort is invested, the combination of performance and
mental effort provides a more subtle indicator of the quality of
the learning outcomes and, hence, it also provides a better
indication of the effectiveness of different types of instruction
(van Gog & Paas, 2008). The combination of performance and
mental effort has been proposed by Paas and van Merriënboer
(1993) as a reliable estimate of the relative efficiency of
instructional conditions. According to this approach, efficiency is high if performance is higher than might be expected
on the basis of the invested mental effort to perform the task.
Conversely, efficiency is low if performance is lower than
might be expected on the basis of the invested mental effort to
perform the task. Whereas many studies report efficiency
measures (for an overview, see Paas et al., 2003), there seems
to be only one study (Halabi, 2006) which applied efficiency
measures with instructional conditions that included feedback.
1.6. The present study
The present study investigated the effects of the KCR
feedback on efficiency and motivation in the case of learners
working on a series of learning tasks with different structural
features (i.e., to-be-completed solution steps). The KCR
feedback helps the learners to recognize the structural features
of the tasks and to build generalized and abstract cognitive
schemas that facilitate cognitive processing and decrease
cognitive load (Sweller et al., 1998). Therefore, it was
hypothesized that learners who are provided with the KCR
feedback will show higher efficiency, namely higher performance on transfer test combined with less mental effort to
reach it (Hypothesis 1). Also, learners who are provided with
the KCR feedback will report higher motivation because they
are better able to see the connection between what they
personally need to know and the presented tasks (Hypothesis
2). In addition, if feedback makes the structural task features
more salient for learners and helps them to select personally
relevant learning tasks, the beneficial effects of providing the
KCR feedback on learning and motivation may be higher in
combination with learner-controlled selection of learning tasks
than with program-controlled selection of learning tasks
(Hypothesis 3).
2. Method
2.1. Designeparticipants
A 2 2 factorial design was used to study the effects of
control over the selection of learning tasks on the basis of their
structural features (program control and learner control) and
feedback in the form of KCR (present and absent).
First-year students (N ¼ 118; 93 females and 25 males;
mean age ¼ 18.73 years; SD ¼ 4.67) enrolled in the Health
Science Program of a Dutch school for secondary vocational
education participated in this study. Students were randomly
G. Corbalan et al. / Learning and Instruction 19 (2009) 455e465
458
assigned to one of the four experimental groups: programcontrol/KCR (n ¼ 30); program-control/no-KCR (n ¼ 29);
learner-control/KCR (n ¼ 30), and learner-control/no-KCR
(n ¼ 29). The number of male and female participants was
evenly distributed over the conditions, c2(3, N ¼ 118) ¼ .84,
p ¼ .84. To make participation attractive, they took part in
a lottery making them eligible to win one of 20 cinema tickets.
2.2. Materials
2.2.1. Electronic learning environment
The learning environment especially developed for this
study was a web application written in the web scripting
language Hypertext Preprocessor (PHP). A database1 connected to the learning environment contained a basic introduction to the domain of genetics, a factual knowledge test,
the learning tasks, a transfer test, mental effort measures,
a perceived relevance item, and a motivational questionnaire.
2.2.2. Basic introduction
The basic introduction contained the main concepts in the
domain of genetics included in the training (i.e., dominant and
recessive genes, homozygous and heterozygous gene pairs,
genotype and phenotype) and a worked-out example containing the five solution steps of an inheritance task reproducing the same solution steps identified in the learning tasks.
2.2.3. Factual Knowledge test
This test contained eight multiple-choice questions and
assessed participants’ prior factual knowledge about the
domain of inheritance. The maximum test score was 8 points.
2.2.4. Learning tasks
The learning environment was connected to a database
which contained 54 completion tasks in the genetics domain,
dealing with the inheritance of particular features (e.g.,
inheritance of the color of hair, fur, or leaves). Completion
tasks are learning tasks that present a given state, a goal state,
and a partial solution (i.e., a number of solution steps) that
learners have to complete by adding the missing steps (van
Merriënboer, 1997; van Merriënboer & Kirschner, 2007). Each
learning task could be solved following the same basic
structure that comprised five solution steps, in order to: (1)
determine the genotype of the male parent based on the given
information, that is, whether it is a homozygous or a heterozygous organism; (2) determine the genotype of the female
parent based on the given probabilities in her generation; (3)
draw a Punnett’s square (i.e., a diagram that is used to predict
all possible gene combinations in a cross of parents) by
combining the genotypes of the two parents; (4) determine the
genotype (i.e., a particular set of genes) of the offspring and
calculate the proportion; and (5) determine the phenotype (i.e.,
the actually observed properties of an organism, such as the
eye color, type of skin, etc.) of the offspring and calculate the
1
For more information visit the URL http://www.mysql.com/
proportion. In each completion task, three solution steps were
given by the program and the remaining two solution steps had
to be completed by the learner. For instance, if solution Steps
2, 4, and 5 were given by the program, Steps 1 and 3 had to be
completed by the learner. Each participant completed 12
learning tasks. Each correctly completed solution step scored 1
point, leading to a maximum score of 2 points per learning
task and 24 points for the whole training phase. The reliability
of the learning tasks was Cronbach’s alpha ¼ .85.
Participants in the learner-control conditions were given
three tasks, which were pre-selected by the program, to choose
from. This limited amount of control avoids overloading
learners as a result of a (too) great amount of choice (Corbalan, Kester, & van Merriënboer, 2006, in press; Iyengar &
Lepper, 2000; Scheiter & Gerjets, 2007; Schwartz, 2004;
Tennyson & Buttrey, 1980). The first learning task in the
program-control conditions, as well as the first set of three
tasks in the learner-control conditions, was randomly selected
by the program. In the program-control conditions, the
program pre-selected three tasks containing 0, 1, or 2 solution
steps not completed by the learner in the preceding task, and
then randomly selected and presented one task from this subset
to the learners. In the learner-control conditions, the program
also pre-selected and presented three tasks containing 0, 1, or
2 solution steps not completed by the learner in the preceding
task. Each of the three tasks presented to the learners contained the question ‘‘Which steps would you like to solve
yourself?’’ The learner made the final task selection. To
illustrate a possible range of tasks to choose from in the
learner-control conditions, take, for example, a learner who
had previously performed a task in which the female genotype
(Step 2) and the Punnett square (Step 3) were completed by
the learner. This learner could be given a choice of three tasks
with as steps to be completed: (a) Steps 2 and 3; (b) Steps 3
and 5; and (c) Steps 1 and 4.
In the no-KCR conditions no KCR feedback was provided
after participants completed each task. Subsequently, the
program presented the next task or set of tasks. In the KCR
conditions, the correct solution of the steps completed by the
learner was presented together with the given responses by the
program immediately after the learning task was finished (i.e.,
after the last step was completed either by the learner or by the
program).
Fig. 1 illustrates the five solution steps of an inheritance
task performed by all the participants plus the KCR feedback
provided in the KCR conditions. The solution steps represent
the structural features of the task because each step is crucial
to reach the solution to the task. In all the experimental
conditions, the description of each step appeared in the first
column, while the computer’s and the participant’s answers to
each step appeared in the second column. In our example,
Steps 1 and 4 were completed by the learner, whereas Steps 2,
3, and 5 were completed by the program. After reading the
givens of the task, the learner first filled in the solution of Step
1 (the first step to be completed). Second, the program presented Step 2 together with its correct solution followed by
Step 3 and its corresponding solution. Next, the learner filled
G. Corbalan et al. / Learning and Instruction 19 (2009) 455e465
459
Fig. 1. Partial screendump illustrating the completed solution steps of a training task in the KCR conditions.
in the solution of Step 4 (the second step to be completed).
Finally, Step 5 together with its correct solution was presented
by the program. Once all the steps were completed either by
the learner or by the program, participants’ answers to the two
to-be-completed solution steps (in our example, Steps 1 and 4)
were placed to a third column labelled ‘‘your answer’’, and the
second column then showed the ‘‘correct answer’’ to that
solution step which was given by the program. Participants
were then prompted to compare their own answers with the
correct answers given. In this way, the KCR feedback further
supported participants to focus their attention on the solution
steps (i.e., the structural task features) they completed in order
to compare both answers and detect possible differences. If
there was a mismatch, participants were advised to restudy the
basic information, which also contained a worked-out example
showing how the solution steps should be applied.
2.2.5. Transfer test
The transfer test consisted of 10 transfer tasks, divided in
four near-transfer tasks and six far-transfer tasks. The neartransfer tasks were structurally similar to the learning tasks but
contained different surface feature, for example, other
members within the species (e.g., fruit flies) and other traits
(e.g., position of the wings). They determined if participants
were able to apply the learned procedures in the same way as
in the learning tasks. The far-transfer tasks required participants to flexibly apply the learned solution procedures to
structurally different tasks. More specifically, the following
far-transfer tasks were used: (a) determine if the baby of two
parents with the same disease will also have this disease; (b)
infer the genotype and phenotype of the offspring of two
parents from information given of one parent and about the
father of the other parent; (c) infer the genotype of several
family members based on the information given in a family
tree; (d) determine the genotype and phenotype of the
offspring of two individuals with co-dominant genes, that is,
genes that are equally strong and both expressed; (e) use the
information of the phenotype of the offspring (i.e., bottom-up)
and of one of the parents to find out the genotype of the other
parent and of the offspring, and (f) determine the genotype and
phenotype of the offspring of two individuals in a dihybrid
crossing task which requires the separate treatment of two
different traits. The maximum score was 4 points for the neartransfer test and 6 points for the far-transfer test. The reliability
was Cronbach’s alpha ¼ .90 and .80, for the near-transfer test
and for the far-transfer test, respectively.
2.2.6. Mental effort
Mental effort reflects the amount of cognitive capacity
allocated to problem solving and was used as an index for
460
G. Corbalan et al. / Learning and Instruction 19 (2009) 455e465
cognitive load. Mental effort was measured as the ‘‘effort
required to solve the task’’ (Paas et al., 2003) after each learning
task and after each transfer task with a one-item 7-point Likerttype scale ranging from 1 (very low effort) to 7 (very high
effort). Reliability of the reported mental effort measures was
Cronbach’s alpha ¼ .96 and .94, for the near-transfer test and
for the far-transfer test, respectively.
2.2.7. Efficiency
Participants’ transfer test performance and associated
mental effort were combined using the procedure of Paas and
van Merriënboer (1993) to calculate instructional efficiency
(E ). Performance and mental effort scores are first standardized, and then the z-scores are entered into the formula:
zperformance zmental effort
pffiffiffi
2
In a two-dimensional space defined by the standardized test
performance and mental effort scores, efficiency is computed
for each condition as the perpendicular distance between
a point representing the condition (i.e., the z-score for transfer
test performance and the z-score for mental effort) and the
diagonal, E ¼ 0, where performance and mental effort are
proportionally related to each other. When performance is
higher than might be expected on the basis of perceived
mental effort, the instructional condition is relatively more
efficient. Conversely, when performance is lower than might
be expected on the basis of perceived mental effort, the
instructional condition is relatively less efficient.
E¼
2.2.8. Instructional Materials Motivation Survey
The Instructional Materials Motivation Survey (IMMS;
Keller, 1983a; see also Margueratt, 2007) assesses the motivational effects of instructional situations. Specifically, it asks
students to rate 36 statements tapping attention (i.e., need for
stimulation and variety), relevance (i.e., desire to satisfy basic
motives), confidence (i.e., desire to feel competent and in
control), and satisfaction (i.e., desire to feel good about
oneself), about the learning materials according to the ARCS
model (Keller, 1983a) with four respective subscales, namely
Attention (e.g., ‘‘There was something interesting at the
beginning of each task that got my attention’’), Relevance
(e.g., ‘‘It was clear to me how the content of the tasks was
related to things I already know’’), Confidence (e.g., ‘‘As I
worked on the tasks, I was confident that I could learn the
content’’), and Satisfaction (e.g., ‘‘Completing the tasks gave
me a satisfying feeling of accomplishment’’). The scales
contained, in order, 12, nine, nine, and six items and were
measured with a 5-point rating scale ranging from 1
(completely not true) to 5 (completely true). Reliabilities of
the measures were Cronbach’s alpha ¼ .86, .71, .91, and .89
for the attention, relevance, confidence, and satisfaction
subscales, respectively. The ARCS model has been successfully tested for its validity and reliability in numerous contexts
(see for a review Gabrielle, 2003).
To examine the underlying factor structure in our sample,
a factor analysis with Varimax rotation conducted on each
scale showed that the subscales confidence and satisfaction
were uni-dimensional. Attention and relevance showed three
factors, accounting for 65.19% and 69.32% of the variance,
respectively, and possessing eigenvalues of 1.0 or more. Keller
(1992) identified different elements within each subscale.
These elements are used to explain the multidimensionality of
the subscales attention and relevance. With regard to attention,
Factor 3 regarded perceptual arousal. Factors 1 and 2 were
more difficult to interpret since both factors contained items
regarding variability and perceptual arousal. With regard to
relevance, Factor 1 contained four items regarding goal
orientation, Factor 2 contained three items regarding familiarity, and Factor 3 contained two items about the examples
provided.
2.2.9. Perceived relevance measure
In addition to the measure of the relevance of the learning
material included in the ARCS model, the perceived relevance
of each of the three choices provided in the two learner-control
conditions was measured with a 5-point Likert-type scale (i.e.,
‘‘The three inheritance tasks I could choose from were relevant to my interests’’). Answers ranged from 1 (not true) to 5
(completely true). Reliability of the measure was Cronbach’s
alpha ¼ .95.
2.2.10. Time logging
The learning environment kept track of the time (in
seconds) participants needed to complete the learning tasks
and the transfer tasks.
2.3. Procedure
In the pre-training phase, participants received the basic
introduction and completed the prior factual knowledge test.
Subsequently, participants started the training phase. Participants were not informed on how the tasks were selected or preselected (for the program-control and learner-control conditions,
respectively). While working on a learning task, participants
could press a ‘‘continue’’ button after each step, so that the
next given or to-be-completed step would appear on the
computer screen. After each learning task, mental effort and
perceived relevance were measured. Participants could always
access the basic information by pressing a button that was at
all times visible on the left-hand side of the screen. It was
emphasized that they were not allowed to skip solution steps
during training or self-rating questions: the program would
prompt them to provide an answer before they were allowed to
continue. After the training phase was completed, participants
completed the IMMS questionnaire and subsequently started
the transfer phase. During the transfer phase, the ‘‘basic
information’’ button disappeared from the screen and participants were not provided with the KCR feedback. After each
transfer task, mental effort was measured with the 7-point
rating scale. Participants were allowed to work at their own
pace. The times spent during the training phase and transfer
phase were logged automatically.
G. Corbalan et al. / Learning and Instruction 19 (2009) 455e465
3. Results
Table 1 presents the means and standard deviations of the
Factual Knowledge test, the time spent on the learning tasks,
and the dependent variables measured during the training
phase and the transfer phase.
An ANOVA on the Factual Knowledge test filled out by the
participants prior to the training revealed no differences
between conditions, F(1, 114) < 1, ns. A significant main
effect of control (computer vs. learner) was found on time on
the learning tasks, F(1, 114) ¼ 4.05, p < .05, partial h2 ¼ .03,
although very weak2. Specifically, participants in the programcontrol conditions needed more time to perform the learning
tasks (M ¼ 1819.07, SD ¼ 521.04) than participants in the
learner-control conditions (M ¼ 1624.78, SD ¼ 517.54). No
effects on time on the learning tasks were found for the KCR
feedback and the interaction between control and the KCR
feedback. Following the above findings, the transfer-task
scores (time, performance, and mental effort) and the training
scores (performance and mental effort) were analyzed with
ANCOVAs with control (program control and learner control)
and the KCR feedback (present and absent) as betweensubjects factors and covariate the time on learning tasks. For
all statistical tests a significance level of .05 was maintained.
3.1. Training phase
3.1.1. Training performance
The ANCOVA revealed no main effect of control on
training performance, F(1, 113) < 1, ns, nor of the KCR
feedback, F(1, 113) < 1, ns; also, there was no interaction
effect, F(1, 113) < 1, ns.
3.1.2. Mental effort
The ANCOVA revealed a significant main effect of the
KCR feedback on mental effort during training, F(1,
113) ¼ 5.69, p < .05, partial h2 ¼ .05. Participants in the KCR
conditions reported lower mental effort during training
(M ¼ 2.71, SD ¼ 1.37) than participants in the no-KCR
conditions (M ¼ 3.24, SD ¼ 1.68). There was no main effect of
control on mental effort during training, F(1, 113) < 1, ns;
also, there was no interaction effect, F(1, 113) ¼ .164, ns.
461
3.2.2. Efficiency
The ANCOVA showed a significant main effect of the KCR
feedback on the efficiency score in the near-transfer tasks, F(1,
113) ¼ 4.70, p < .05, partial h2 ¼ .04. Efficiency in the neartransfer tasks was higher in the KCR conditions (M ¼ .20,
SD ¼ 1.20) than in the no-KCR conditions (M ¼ .20,
SD ¼ 1.31). No main effect of control on efficiency in the
near-transfer tasks was found, F(1, 113) ¼ 1.93, ns; also, there
was no interaction effect of the KCR feedback and control,
F(1, 113) ¼ 1.24, ns.
Similarly, no main effect of control on the efficiency score
in the far-transfer tasks was found, F(1, 113) ¼ 1.12, ns, nor of
the KCR feedback, F(1, 113) ¼ 2.42, ns; also, there was no
interaction effect, F(1, 113) < 1, ns.
3.3. Motivation
Table 2 provides an overview of the mean scores and
standard deviations for the perceived relevance item and the
four IMMS subscales.
3.3.1. The IMMS subscales
A series of ANOVAs showed significant main effect of the
KCR feedback on attention, F(1, 114) ¼ 12.31, p < .001,
partial h2 ¼ .10, on relevance, F(1, 114) ¼ 4.51, p < .05,
partial h2 ¼ .04, on confidence, F(1, 114) ¼ 4.72, p < .05,
partial h2 ¼ .04, and on satisfaction, F(1, 114) ¼ 9.65, p < .01,
partial h2 ¼ .08. Participants in the KCR conditions reported
higher attention (M ¼ 3.29, SD ¼ .73), higher relevance
(M ¼ 3.54, SD ¼ .60), higher confidence (M ¼ 3.73,
SD ¼ .97), and higher satisfaction (M ¼ 3.27, SD ¼ .94) than
participants in the no-KCR conditions (M ¼ 2.83, SD ¼ .68;
M ¼ 3.28, SD ¼ .60; M ¼ 3.33, SD ¼ .99, and M ¼ 2.77,
SD ¼ .83 for attention, relevance, confidence, and satisfaction,
respectively).
Post hoc tests using Tukey’s HSD revealed that participants
in the learner-control/KCR condition reported significantly
higher attention (M ¼ 3.42, SD ¼ .59) than participants in both
the program-control/no-KCR condition (M ¼ 2.89, SD ¼ .66,
p < .05) and the learner-control/no-KCR condition (M ¼ 2.78,
SD ¼ .71, p < .01). In addition, participants in the learnercontrol/KCR condition reported significantly higher satisfaction (M ¼ 3.45, SD ¼ .82) than participants in both the
program-control/no-KCR condition (M ¼ 2.72, SD ¼ .89,
p < .05) and the learner-control/no-KCR condition (M ¼ 2.82,
SD ¼ .78, p < .05).
3.2. Transfer phase
3.2.1. Transfer time
The ANCOVA revealed no main effect of control on test time,
F(1, 113) < 1, ns, nor of the KCR feedback, F(1, 113) < 1, ns;
also, there was no interaction effect, F(1, 113) < 1, ns.
2
Effect size was measured via partial h2 (a measure of the portion of
variance attributable to a factor), in which small, medium, and large effects
were operationalized as .01, .06, and .14, respectively.
3.3.2. Perceived relevance
A t-test showed a significant difference between participants’ perceived relevance of the three choices provided in the
two learner-control conditions, t(57) ¼ 2.95, p < .01,
Cohen’s d ¼ .77, indicating a medium to large effect size3.
3
Cohen’s d is provided as an estimate of effect size, with d ¼ .20 corresponding to a small effect, d ¼ .50 to a medium, and d ¼ .80 to a large effect
(Cohen, 1988).
G. Corbalan et al. / Learning and Instruction 19 (2009) 455e465
462
Table 1
Overview of the results from the Factual Knowledge test, the training phase, and the transfer phase.
Program-control conditions
No-KCR
Learner-control conditions
KCR
No-KCR
KCR
M
SE/SD
M
SE/SD
M
SE/SD
M
SE/SD
Factual Knowledge test
4.23
1.77
4.51
1.88
4.83
1.82
4.62
1.86
Training phase
Time on training (s)
Performance
Mental effort
1823
16.16
3.19
585.19
.94
.26
1815
16.95
2.77
455.68
.95
.27
1541
16.52
3.40
553.34
.95
.26
1711
17.41
2.56
471.71
.95
.26
Transfer phase
Test time (s)
Performance on near-transfer tasks
Performance on far-transfer tasks
Mental effort on near-transfer tasks
Mental effort on far-transfer tasks
Efficiency on near-transfer tasks
Efficiency on far-transfer tasks
2141
2.57
3.37
3.66
4.28
.04
.02
114.98
.22
.29
.30
.30
.22
.22
2217
2.89
3.72
3.53
4.12
.27
.23
116.83
.22
.29
.31
.30
.22
.22
2234
2.03
2.97
4.25
4.74
.51
.35
116.21
.22
.29
.30
.30
.22
.22
2223
2.61
3.45
3.30
4.11
.21
.12
116.37
.22
.29
.30
.30
.22
.22
Estimated marginal means and Standard Errors (SE) are presented with total training time as covariate (except for the Factual Knowledge test and Time on
Training, for which means and standard deviations (SD) are presented).
Perceived relevance was significantly higher in the learnercontrol/KCR condition (n ¼ 29; M ¼ 3.16, SD ¼ .66) than in
the learner-control/no-KCR condition (n ¼ 30; M ¼ 2.61,
SD ¼ .77).
4. Discussion
This study investigated the effects of feedback in the form
of KCR, which emphasizes structural features of learning
tasks (i.e., to-be-completed solution steps), on efficiency and
motivation. Moreover, it examined if potential beneficial
effects of providing the KCR feedback are higher in combination with learner-controlled selection of learning tasks,
which gives learners the opportunity to select personally
relevant learning tasks, than with program-controlled selection
of learning tasks.
We had hypothesized (Hypothesis 1 and 2) that providing
learners with the KCR feedback would lead to higher efficiency and motivation. These hypotheses were largely supported by the findings of the present study. Learners provided
with the KCR feedback showed higher efficiency on neartransfer tasks, indicating that the near-transfer performance of
participants provided with the KCR feedback was higher than
Table 2
Overview of the results from the perceived relevance item and the Instructional
Materials Motivation Survey (IMMS).
IMMS subscales
Attention
Relevance
Confidence
Satisfaction
Perceived relevance
Program-control conditions Learner-control conditions
No-KCR
KCR
No-KCR
KCR
M
SD
M
SD
M
SD
M
SD
2.89
3.30
3.28
2.72
e
.66
.63
1.03
.89
e
3.16
3.38
3.52
3.10
e
.83
.77
1.09
1.03
e
2.78
3.28
3.39
2.82
2.61
.71
.59
.96
.78
.77
3.42
3.70
3.93
3.45
3.16
.59
.56
.80
.82
.66
could be expected on the basis of their invested mental effort.
In addition, participants provided with the KCR feedback
scored significantly higher on all four subscales of the IMMS
questionnaire (attention, relevance, confidence, and satisfaction) than participants who were not provided with the KCR
feedback. This seems to indicate that the KCR feedback helps
learners to recognize structural features, which enables them
to connect what is presented to them (i.e., learning tasks) to
what they already know. In addition, results support Keller’s
(1983a, 1983b) theory of motivation, which argues that the
motivation of a learner can be manipulated by the instructional
design of the materials. They are also in line with Bassok
(1990), who stated that it is possible to foster transfer of
learning by increasing the relative weight of structural aspects,
for example, by giving learners information about the relevance of structural features.
In contrast to the results on efficiency in the near-transfer
tasks, no differences between the experimental conditions
were found on efficiency in the far-transfer tasks. This may
have been caused by the fact that the KCR feedback was
focused where the error exactly was and what the learner
could do to solve that problem (i.e., consult the basic information). This yielded ‘‘restricted’’ cognitive schemas that
allowed learners to perform the steps of the near-transfer tasks
as ‘‘routines’’, as indicated by their higher efficiency for neartransfer tasks (van Merriënboer, 1997). However, far transfer
does not require learners to merely apply a routine; deep
understanding of the rationale behind the solution steps is also
crucial. Providing learners not only with the correct solution
steps, but also with the rationale behind and/or the aim of the
solution steps could have enabled them to more flexibly use
those steps which is essential for far transfer (van Gog, Paas,
& van Merriënboer, 2004, 2006, 2008).
Second, we studied if the beneficial effects of providing the
KCR feedback would be higher in combination with learner
control than in combination with program control, because the
G. Corbalan et al. / Learning and Instruction 19 (2009) 455e465
given feedback has the potential to make the structural task
features more salient for learners, and enabling them to select
personally relevant tasks that further enhances learning and
motivation (Hypothesis 3). The findings of the present study
do not support the superiority of combining the KCR feedback
with learner control for efficiency, but the effects on motivation
were in the expected direction. Participants in the learnercontrol/KCR condition reported higher attention and satisfaction than participants in the learner-control/no-KCR
condition. Moreover, participants in the learner-control/KCR
condition reported perceiving the choices provided as more
relevant than participants in the learner-control/no-KCR
condition.
Nevertheless, with regard to efficiency the learner-control
conditions did not profit more from the KCR feedback than the
program-control conditions. To make effective task selections
learners must be capable to accurately self-assess their
performance. However, most students are not very accurate
self-assessors (Bjork, 1999). Apparently, the KCR feedback
did not sufficiently support learners in self-assessing their own
performance which seems to be a prerequisite for making
more effective task selections. This seems to support the idea
that less experienced learners are not able to make effective
selections regarding structural features and must thus be
explicitly guided in how to achieve learning objectives (Butler
& Winne, 1995). More powerful feedback strategies, for
instance, in the form of advice on task selection might better
help learners to engage in appropriate actions (i.e., selfselecting optimal learning tasks) to close the gap between
actual and desired performance (Butler & Winne, 1995).
Alternatively, the small number of tasks to choose from (only
three) and the small variety between the three tasks to choose
from may also have limited the learners’ opportunities to
select a range of personally relevant tasks with a genuine
effect on learning, although it positively influenced
motivation.
A final unexpected result that needs to be discussed is that
participants in the learner-control conditions invested less time
in performing the learning tasks than participants in the
program-control conditions. The descriptives revealed that in
the learner-control/no-KCR condition, the time invested was
lower (M ¼ 1541, SD ¼ 553.34) than in the learner-control/
KCR condition (M ¼ 1711, SD ¼ 471.71). This lower time
invested in the learner-control/no-KCR condition seems to
account for the largest part of the lower time invested in both
learner-control conditions together compared with the
program-control conditions. Participants in the learner-control/
no-KCR condition were not supported in recognizing the
structural features, perceived the choices provided as being
significantly less relevant, and scored relatively low on all
motivational measures. Their lack of motivation may well
explain the lower time invested in training.
The findings of the present study yielded some important
implications for future research. First, more sophisticated
process-tracking methods, such as eye-tracking or thinkingaloud protocols, may uncover whether learners who are
provided with feedback indeed focus their attention to more
463
relevant task aspects than learners who are not provided with
feedback. Second, the issue of near and far transfer should be
addressed in forthcoming studies. Possibly, richer types of
feedback than the KCR feedback yield not only effects on
efficiency in the near-transfer tasks, but also in the far-transfer
tasks. Similarly, the effects on efficiency in the transfer tasks
should be examined over a more extended period of time
because transfer may not be apparent immediately after
practice, but may only be present at a later time if the same or
additional transfer tasks are repeated (Gick & Holyoak, 1987).
Likewise, a measure of students’ motivation after the transfer
test may reveal other motivational effects than a measure right
after the training phase only. Third, Bell and Kozlowski (2002)
found that adaptive guidance which provided learners with
diagnostic and interpretive information (i.e., a sort of guidance), supported learners in making more effective learning
decisions. Future studies may examine the effects of adaptive
feedback on learners’ selection of learning tasks on the basis
of their structural features.
To conclude, this study clearly shows the beneficial effects
of the KCR feedback on efficiency in the near-transfer tasks,
as well as its added value for motivating learners when they
are given the freedom to select tasks that differ with regard to
their structural features. These results are particularly important because more and more educational approaches stress the
importance of providing learners with control over the
learning tasks they perform. This could easily hamper
learners’ motivation if they are brought into a position in
which they cannot see valid motives for choosing between
different tasks.
Acknowledgments
This research was funded by the Netherlands Organization
for Scientific Research (NWO, The Hague; Project No. 41102-107-V).
The authors thank Monito, especially Bas Jansen, for
programming the learning environment, and the students and
the coordinator of the Arcus College, Marlene Smeets, for
their cooperation. Special thanks goes to Sandra Wetzels,
Femke Kirschner, Wendy Kicken, Fleurie Nievelstein, Greet
Fastré, and Ludo van Meeuwen for their assistance during the
experimental sessions.
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Learning and Instruction 20 (2010) 146e154
www.elsevier.com/locate/learninstruc
In the eyes of the beholder:
How experts and novices interpret dynamic stimuli
Halszka Jarodzka a,*, Katharina Scheiter b, Peter Gerjets a, Tamara van Gog c
a
Knowledge Media Research Center, Konrad-Adenauer-Strasse 40, 72072 Tuebingen, Germany
Applied Cognitive Psychology and Media Psychology, University of Tuebingen, Konrad-Adenauer-Strasse 40, 72072 Tuebingen, Germany
c
Centre for Learning Sciences and Technologies, Open University of The Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands
b
Abstract
Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional
skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on
a process level, including perceptual and conceptual strategies. Performance, eye movement, and verbal report data were obtained from seven
experts and 14 novices. Results show that experts compared to novices attend more to relevant aspects of the stimulus, use more heterogeneous
task approaches, and use knowledge-based shortcuts. Implications for instructional design for the acquisition of perceptual skills are discussed.
Ó 2009 Elsevier Ltd. All rights reserved.
Keywords: Expertise; Eye tracking; Verbal reports; Instructional design
1. Introduction
Many instructional materials directly or indirectly convey
expert knowledge to learners (Feldon, 2007). For instance,
a very effective instructional technique is the use of worked
examples, in which novices are shown a worked-out expert
solution procedure (Sweller, Van Merriënboer, & Paas, 1998).
However, worked examples have so far mainly been used to
convey conceptual and procedural aspects of expertise. In
many domains, expert performance also comprises perceptual/
attentional skills, that is, the ability to perceive the relevant out
of irrelevant information in complex, highly visual stimuli and
to draw inferences based upon the perceived information (e.g.,
X-rays in medical diagnosis see Lesgold et al., 1988; weather
maps in meteorology see Canham & Hegarty, 2010).
An important question is, if these perceptual/attentional
aspects of expertise, that is top-down processing of perceptual
stimuli, could also be conveyed to novices to facilitate skill
acquisition. Since providing information at a conceptual level
has been shown to be effective for the acquisition of
* Corresponding author. Tel.: þ49 7071 979 334; fax: þ49 7071 979 126.
E-mail address: [email protected] (H. Jarodzka).
0959-4752/$ - see front matter Ó 2009 Elsevier Ltd. All rights reserved.
doi:10.1016/j.learninstruc.2009.02.019
conceptual/procedural skills, it might be necessary to grant
novices more direct access to the perceptual/attentional
processes underlying experts’ performance; for example, by
guiding the novices’ attention to critical perceptual information during the study of worked examples based on evidence
regarding experts’ perceptual processes, such as eye movements (Van Gog, Jarodzka, Scheiter, Gerjets, & Paas, 2009; for
process-oriented worked examples see Van Gog, Paas, & Van
Merriënboer, 2008). However, as will be discussed in the next
section, not much is known about how experts allocate their
attention during task performance, and how their attention
allocation differs from novices, especially in domains that
involve complex, dynamic visual stimuli. Therefore, the
present study examined expertise in the perceptual/attentional
and conceptual processes involved in the interpretation of
complex dynamic visual stimuli in the domain of fish
locomotion.
1.1. Expertise differences in perceiving and interpreting
complex visual stimuli
Many studies have addressed the issue of how experts
perceive and interpret visual stimuli by using eye tracking
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H. Jarodzka et al. / Learning and Instruction 20 (2010) 146e154
methodology. In particular, these studies provide information
on attention allocation through eye movement analyses. Gazes
on relevant information have higher densities than on irrelevant information. Haider and Frensch (1999) stated in their
information-reduction hypothesis that with increasing expertise people learn to distinguish between relevant and irrelevant
information and therefore concentrate on processing mostly
relevant information (see also Canham & Hegarty, 2010).
Using a letter string task in which the location of relevant
information was varied, Haider and Frensch (1999) corroborated this hypothesis with eye movement data. In the domain
of art, Antes and Kristjanson (1991) found that experts (i.e.,
artists) compared to novices (i.e., non-artists) had higher
fixation densities on important aspects of the paintings.
Charness, Reingold, Pomplun, and Stampe (2001) also found
in their studies of expertise effects in chess performance that
experts had a greater proportion of fixations on relevant rather
than on irrelevant areas.1
The above studies, however, used static visual stimuli; few
eye tracking studies have taken place using dynamic visual
stimuli (e.g., for air traffic control see Ellis, 1986) to identify
differences in visual attention in general, and none has yet
investigated attention to visually complex and dynamic stimuli
that contain relevant and irrelevant information. One exception
to the use of dynamic material is the study by Moreno, Reina,
Luis, and Sabido (2002), in which novice and expert
gymnastic coaches inspected videos of gymnastic techniques
and indicated errors in performance. They found that experts
had longer and fewer fixations than novices, and attributed this
to the fact that experts attended more to informative (i.e.,
relevant) areas and ignored uninformative (i.e., irrelevant)
ones. However, this assumption was not directly tested in the
study. Another exception is the study by Lowe (1999) on the
interpretation of weather maps, where novices mentioned
more often irrelevant but perceptually salient features after the
inspection of the dynamic weather maps, suggesting that they
attended more to these features. However, this assumption was
not directly tested with eye tracking.
So far, eye tracking has provided interesting insights into
how experts differ from novices using single basic eye tracking
indicators (e.g., number or duration of fixations) when processing tasks with a high visual component. Little research has
been done to identify expertise effects in perceptual strategies
used, that is, complex patterns of eye movements when processing dynamic visual stimuli. There are at least two open
questions associated with this issue.
First, one may ask whether experts’ perceptual strategies
are characterized by an optimization of the strategies that
a novice would use or whether experts act within their
domains in a qualitatively different way than novices do. In
the case of conceptual processing it has been shown that
experts’ highly integrated knowledge structures enable them to
1
In both studies (i.e., Antes & Kristjanson, 1991; Charness et al., 2001)
relevant areas were determined a priori by an independent expert in the field of
study.
147
use shortcuts during task processing (e.g., medical diagnosis
based on textual descriptions of cases: Boshuizen & Schmidt,
1992), which results in very different strategies for different
expertise levels. In contrast, in case of perceptual processing it
has been found that experts process and report visual case
information more elaborately than novices (e.g., for diagnosing X-ray pictures see Lesgold, 1984), which rather seems
to favor the idea that experts optimize strategies that are used
imperfectly by novices.
Second, it is unclear whether experts’ perceptual strategies
are the same for all experts or differ among experts (cf. Medin
et al., 2006). For example, Medin, Lynch, Coley, and Atran
(1997) showed that, while some experts were very similar in
their approaches to the task (namely, parks maintenance
personnel vs. scientific taxonomists in categorizing trees)
other experts differed in their approach to the same task
(namely, landscapers vs. scientific taxonomists). Moreover,
Medin et al. (2006) showed in another study that even in wellstructured domains, like the categorization of freshwater fish,
expertise did not lead to common conceptualizations. The
authors concluded that even if the outcome of a categorization
process is similar across experts the underlying processes are
not necessarily so.
The above conclusion, however, might be due to the characteristics of biological taxonomies in which one has to deal
with a diversity of the features of the various species. These
taxonomies are often invented, that is, they are conceptual
schemas not inherent to a domain; hence, there may be
multiple categories for the same species depending on the
focus of the taxonomy (e.g., morphology, genetics, etc.).
Furthermore, categorizing species is based on multiple
features, which do not need to be considered in a hierarchical
order. Experts may differ in the features that they emphasize in
order to achieve a categorization depending on their prior
experiences, that is, on their learning history. For instance, an
expert with lots of outdoor experience will potentially focus on
other features (e.g., those easily observable in a natural
setting) than an expert who mostly deals with formalin preparations and textbooks (e.g., features requiring a close
inspection). Hence, these differences in learning history, which
will be reflected in the organization and accessibility of
knowledge, may affect how experts attend to features (for
endogenous attentional control see Corbetta & Shulman, 2002;
Posner, 1980) yielding diverse perceptual strategies for
experts. On the other hand, novices’ attention may be mainly
guided by exogenous features, for instance, by salience (Lowe,
1999). Consequently, their perceptual strategies might be
rather homogeneous compared to those of experts.
Therefore, two issues are very important when studying
expertise differences: (a) namely the specialization of the
experts under investigation; and (b) the nature of the task
(Medin et al., 1997, 2006). When investigating perceptual
strategies, the task to-be-performed is even more important
because eye movements strongly depend on it (Yarbus, 1967).
In sum, many tasks require the use of perceptual skills.
However, instructional materials seldom teach these skills
directly. To design instructional material that is suited to
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H. Jarodzka et al. / Learning and Instruction 20 (2010) 146e154
convey perceptual skills, knowledge on expertise differences
in the analysis of complex, dynamic visual stimuli is necessary. Although some studies dealing with complex, static
visual stimuli exist, research on interpreting complex, dynamic
visual stimuli is still rare. The aim of the present study was to
investigate expertise differences as a prerequisite for designing
effective instructional material in the domain of fish
locomotion.
1.2. Describing fish locomotion patterns
In the present study expertise differences were investigated
for the description of locomotion patterns of fish swimming
forward. This task was chosen for two reasons. First, this task
is dynamic and has a highly visual component, thus, perceptual strategies are very likely to play a crucial role in task
processing. Second, it is a good example of the topic of
biodiversity, which is a core topic in biology and part of the
curriculum at school and university, because fishes are the
most diverse vertebrates; besides a large diversity of forms,
colors, and habitats, they are also very diverse in terms of their
locomotion patterns (Videler, 1993).
To describe a locomotion pattern, the following guidelines
should be applied (Lindsey, 1978). First, it has to be decided
which part of the body is used to produce propulsion. This can
be either the body itself or the fins. Second, it has to be
decided how this part moves. This can be either in an undulating (i.e., wavelike) or an oscillating (i.e., paddlelike) way.
These decisions form the basis of what will be called a locomotion description strategy here, which is taught to university
students of biology when they receive training in marine
zoology. Application of this strategy, would lead the observer
to attend only to those parts of the fish body that might be
crucial for the fish’s locomotion (i.e., the fins and the body)
and ignore the parts that are irrelevant to the locomotion (i.e.,
eyes or colorful patches).
Both novices and experts have to rely on the locomotion
description strategy when classifying locomotion of unfamiliar
fish. However, with familiar fish, experts may be able to
automatically retrieve knowledge on the specific locomotion
pattern associated with this particular fish species from
memory. In such a case a species classification strategy will be
used, and other features of the fish are potentially relevant.
Specifically, some species can be easily recognized due to
salient static features (e.g., a specific colorful pattern on the
fish’s body is a characteristic of a particular fish species).
Experts can use these features to classify a fish, and upon
activating that particular schema, the knowledge on its locomotion pattern is automatically activated. For novices, this
type of knowledge-based shortcut is not available, so they
need to rely on the locomotion description strategy.
different strategies. These differences were investigated by
means of eye tracking and cued retrospective verbal reports
(cf. Van Gog, Paas, Van Merriënboer, & Witte, 2005). Using
these methods in conjunction was expected, first, to provide
insights into the perceptual and conceptual processing of
complex visual dynamic stimuli and, second, to provide an
example of how eye tracking data on dynamic stimulus
material can be analyzed in detail. In addition, findings
obtained from this study were intended to inform the
instructional design of process-oriented worked examples
that teach perceptual skills by guiding students’ attention
(Van Gog, 2009).
It was hypothesized (Hypothesis 1) that experts would
perform more accurately and faster than novices on a locomotion description task (reflected in higher correctness rates
and shorter mean viewing times of the stimulus). The
respective test, however, mostly served as a manipulation
check concerning our assignment of individuals to different
levels of expertise.
More important, based on prior findings with static,
complex visual stimuli (Antes & Kristjanson, 1991; Charness
et al., 2001; Haider & Frensch, 1999) it was hypothesized
(Hypothesis 2) that also in this dynamic domain the process
data of experts would show that they attend more to relevant
information than novices, who would rather attend to
perceptually salient, but potentially conceptually irrelevant
information (cf. Lowe, 1999). Whether experts attend to
features that are relevant for either locomotion description or
species classification was explored by means of analyzing the
gaze duration on these features. It was predicted that experts
would attend more features relevant to the species than
novices (Hypothesis 3).
Moreover, whether expertise yields either more diversity or
more homogeneity in terms of the perceptual strategies used
was investigated by analyzing experts’ and novices’ gaze
sequences. It was assumed that novices’ perceptual strategies
will be guided by the salience of single features and, thus,
possibly leading to a more homogeneous gaze pattern. On the
other hand, experts’ perceptual strategies were assumed to be
controlled in an endogenous way. Hence, experts were
expected to be characterized by rather heterogeneous gaze
patterns depending on their individual learning history that
would lead to different processing strategies (Hypothesis 4).
Finally, it was expected that experts would verbalize less
information than novices due to schema automation and thus
use fewer words in their description of how they accomplished
that task (Ericsson & Simon, 1980). In line with Boshuizen
and Schmidt (1992) their verbalizations were expected to
contain more encapsulating technical terms (Hypothesis 5).
2. Method
1.3. Research questions e hypotheses
2.1. Participants and design
This study investigated how different levels of expertise in
biology would be reflected in differences in task performance
(i.e., correct description of the locomotion) as well as in
Participants in the study were 21 individuals
(M ¼ 26.57 years, SD ¼ 5.98; 10 females and 11 males) with
two different levels of expertise. Of them seven were experts,
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H. Jarodzka et al. / Learning and Instruction 20 (2010) 146e154
that is, professors, PhDs, or advanced PhD students, with
a mean age of 31.43 years (SD ¼ 8.54). The novices were 14
biology students of the University of Tuebingen, Germany,
with a mean age of 24.14 years (SD ¼ 1.51), who had basic
knowledge of fish anatomy, terminology and locomotion
pattern, but had very little if any experience with classifying
different locomotion patterns. We determined via a questionnaire that experts were more interested in fish and had more
relevant practical experience with fish locomotion (i.e., they
engaged more frequently in snorkeling and diving than
novices), because not only years of experience in a domain,
but also the nature of this experience is important (Ericsson &
Lehmann, 1996).
2.2. Material and apparatus
2.2.1. Stimulus materials
The materials consisted of four digital videos (for screen
shots see Fig. 1) in an audio video interleave format (.avi),
sized 360 * 480 pxl (corresponding to 3.74 * 4.98 inches).
Each video depicted a single fish swimming, whereby each
fish deployed a different locomotion pattern (i.e., tetraodonti-,
subcarangi-, labri-, and balistiform) that had to be described
by the participants. The videos were rather short (8.79 s on
average), but looped automatically until participants stopped
them. This was done in order to avoid an artificial situation for
both groups. On the one hand, novices might not be able to
describe the locomotion pattern at all after a too short
presentation. On the other hand, if experts were forced to look
at a stimulus that they had interpreted already, they might start
to look at completely irrelevant features just out of boredom.
2.2.2. Eye tracking equipment
Eye movements were recorded with a Tobii 1750 remote
eye tracking system with temporal resolution of 50 Hz, and
analyzed with ClearView 2.7.0 software (http://www.tobii.
149
com). The verbal data were recorded by Camtasia 3.0 software using a standard microphone attached to the stimulus PC.
2.2.3. Cued retrospective reporting
Cued retrospective reporting is a verbal reporting procedure
in which participants verbalize their thought processes during
task performance after completing the task, based on a cue of
their performance. The cue used here consisted of the videos
with the recordings of participants’ own eye movements
superimposed onto the video (Van Gog et al., 2005). This socalled ‘‘gaze replay’’ showed fixations with a definition of
maximum 50 pxl and at least 200 ms including a gaze trail of
500 ms (for an example screenshot of the gaze replay see
Fig. 2). The gaze replay was at full speed and although
participants were not allowed to pause it, they could watch it
again.
2.3. Procedure
The experiment was run in individual sessions of approximately 20 min. At the beginning, the eye tracking system was
adjusted to the individual features of the participant based on
a nine-point calibration. Before watching the videos, participants received the following instruction: ‘‘While watching the
video, please take a look at the way the fish swims. Subsequent
to watching the video, you will have to describe the fish’s
locomotion pattern. You will be allowed to watch the video as
often as you like.’’ Then, participants watched the looped
video while their eye movements were recorded until they
stopped it themselves. After having watched the video,
participants were asked to describe the locomotion pattern of
the depicted fish verbally. Subsequently, they were asked to
provide the cued retrospective reports (Van Gog et al., 2005),
for which participants received the following instruction: ‘‘In
the following you will see a red spot moving over the screen.
This is the recording of your eye movements. The lines that
Fig. 1. Screenshots from the four videos used in the study.
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Table 1
Coding system for the locomotion pattern description.
Technical term? Which part moves?
How does it move?
1 point
1point
0.5 point
1 point
0.5 point
Anal and
dorsal fin
e.g., upper
and lower fin
Oscillating
e.g., moving
like a paddle
Video 2
Subcarangi
Caudal fin
e.g., back part
Undulating e.g., wavelike
Video 3
Labri
Pectoral fins e.g., frontal fin Oscillating
Video 1
Tetraodonti
Fig. 2. Screenshot of an exemplary gaze replay (gaze plot on 100 ms segment).
In the replay, only one dot indicating the fixation was visible at a time and
moved across the screen (suggested here by the different dots).
are drawn by the spot represent the path of your eye movement. The size of the spot corresponds to your fixation duration, that is, the bigger the spot is the longer you have looked
at this point. Please watch the replay and tell me what you
were thinking during your first viewing’’. This procedure was
repeated for all four videos.
2.4. Data analysis
2.4.1. Correctness of description
Based upon Lindsey’s (1978) description of fish locomotion
patterns the following coding system for the correctness of
description was applied. The first dependent variable was the
correctness of the technical terms used for describing the
locomotion pattern after watching each video. The naming of
the correct technical term for describing the locomotion
pattern yielded 1 point, whereas the naming of a wrong
technical term or none yielded 0 points. Two other dependent
variables were obtained from the descriptions of the locomotion pattern. First, it was coded whether participants described
correctly which part of the fish body had been moving.
Second, it was coded whether participants described correctly
how the part of the fish body had been moving. With regard to
the latter two aspects, the technically correct and complete
answers yielded 1 point each, a correct but colloquial or only
partially complete description yielded 0.5 point, and everything else yielded 0 points. Thus, participants could receive
a maximum of 4 points for each of the three dependent variables for all videos, because there were four fish that were
presented in four respective videos. The coding system is
summarized in Table 1. Two raters conducted the coding of the
verbal data independently, and showed complete agreement.
2.4.2. Gaze data
To analyze participants’ eye movements, we created
‘‘dynamic’’ areas of interest (AOIs), which are precisely
specified areas of an object (e.g., a fin, a patch of colorful
stripes, the mouth) and for which it can be determined whether
and for which amount of time a participant is looking at this
area. Each part of the fish body was an AOI (all fins, the body,
Video 4
Balisti
Anal and
dorsal fin
e.g., upper
and lower fin
e.g., moving
like a paddle
Undulating e.g., wavelike
and salient features, like eyes, colorful stripes, or taints). Each
video was divided into segments of 100 ms each. For each
segment AOIs were defined manually. The length of the
segments was determined based on the maximum amount of
time for which AOIs did not change within each segment (i.e.,
because the stimuli were dynamic, the positions of AOIs could
change). In a first step, the data for each AOI were aggregated
per video (i.e., across all 100 ms segments). In a second step,
the data for the AOIs were aggregated across all four videos
according to whether the body part represented by an AOI
was: (a) relevant for the locomotion description strategy only;
(b) relevant for the species classification strategy only; (c)
relevant for both strategies at the same time; or (d) irrelevant
for both classification strategies (see Table 2). The assignment
of AOIs to these four categories was determined a priori by
a domain expert (cf. Antes & Kristjanson, 1991; Charness
et al., 2001). We refer to these aggregated AOIs as AAOIs in
the remainder of the present article. The AAOIs were not all
equal in size; however, this is not problematic as comparisons
were made only between groups, instead of between AAOIs
within each group.
The first dependent variable was the mean viewing duration per video. The second dependent variable was the
distribution of gazes across the four different AAOIs for the
first 4 s. This was done to make total gaze durations
comparable, because participants could watch each video as
long as they wanted. Every participant had watched each
video for at least this amount of time (i.e., minimum viewing
time was 4.15 s). Third, sequence analyses for the different
AAOIs were conducted to compare series of gazes to each
other based on the so-called Levenshtein distance. The Levenshtein distance is a measure used in computer science to
assess the edit distance between two strings. This edit
distance is the minimal number of edit operations needed to
transfer one string into another. Edit operations are insertions,
deletions, or substitutions of single characters. The edit
distance can be converted into a percentage value. In the
present study the Levenshtein distance was used to compare
the sequences of the gaze locations across participants (cf.
Feusner & Lukoff, 2008).
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H. Jarodzka et al. / Learning and Instruction 20 (2010) 146e154
Table 2
Overview of relevant and irrelevant parts of the presented fish according to the
locomotion description strategy and the species classification strategy for all
four videos.
Relevant
Irrelevant
Technical term
Locomotion description strategy
Video 1 Dorsal and anal fin Pectoral, caudal
Tetraodonti
fin, and eye
Video 2 Caudal fin
Dorsal, anal,
Subcarangi
pectoral fin, and stripes
Video 3 Pectoral fin
Dorsal, anal,
Labri
caudal, pectoral
fin, and eye
Video 4 Dorsal and anal fin Caudal, pectoral
Balisti
fin, eye,
and taint
Species classification strategy
Video 1 Dorsal, anal,
Caudal fin
pectoral fin, and eye
Video 2 Stripes
Caudal, dorsal,
anal, and pectoral fin
Video 3 Pectoral fin
Dorsal, anal,
caudal, pectoral
fin, and eye
Video 4 Taint
Dorsal, anal,
pectoral, caudal
fin, and eye
Arothron hispidus
Anisotremus
virginicus
Thalassoma lunare
(female)
Cantherines
macrocercus
To determine the Levenshtein distance, a string of AAOIs
that a participant had looked at in a given order (e.g., AAOI 1,
AAOI 3, AAOI 1, AAOI 4, .) was the input data. The number
of edit operations (i.e., insertions or deletions of AAOIs)
needed to transform the AAOI sequence of this participant into
that of another participant describes the similarity between the
two sequences of AAOIs. The Levenshtein distance was
determined for the gaze sequences of experts as well as for
novices to analyze the similarity of the strategies used within
groups. In particular, Levenshtein distances were computed for
pairs of AAOI strings, whereby each person provided one
AAOI string. This procedure resulted in a similarity score for
each possible pair of experts and for each possible pair of
novices. The calculation of the distribution of gazes and
sequence analysis required self-programmed tools, which are
described in the Appendix A.
2.4.3. Cued retrospective reporting
The cued retrospective reports obtained during the gaze
replay were analyzed with regard to different aspects. First, the
contents of the participants’ initial utterances (i.e., the first
term mentioned) of each gaze replay were analyzed to determine whether they referred to either relevant or irrelevant
features for both classification strategies (see Table 2) in order
to investigate participants’ initial response to the task. The
remaining analyses referred to the complete gaze replay. As
a second variable, it was analyzed whether the cued retrospective reporting referred to features that were either relevant
according to one or both classification strategies, or irrelevant
according to both strategies (see Table 2). Third, the total
number of words used during retrospection was counted.
151
Fourth, the number of different technical terms, which were
used during retrospection, was determined.
3. Results
An alpha level of .05 was used for the statistical tests
reported.
3.1. Correctness of description
Results of a 2 (expertise) 3 (performance) MANOVA, in
which the three performance measures were naming locomotion pattern correctly, describing which body part had been
moving, and describing how each body part had been moving,
showed a main effect of expertise, Pillai’s trace ¼ .58, F(1,
18) ¼ 7.32, p ¼ .003, partial h2 ¼ .58, meaning that expertise
positively affected the overall correctness of the description of
the locomotion pattern. The univariate analyses showed that
experts mentioned some technical terms for locomotion
pattern (M ¼ 1.57, SD ¼ 1.27), whereas none of the novices
did (M ¼ .00, SD ¼ .00), F(1, 18) ¼ 20.82, p < .001, partial
h2 ¼ .54. All experts were able to identify the body part
relevant to the locomotion pattern (M ¼ 4.00, SD ¼ .00), and
although the novices’ performance was also quite good in this
respect (M ¼ 3.08, SD ¼ 1.22), it did not reach that of experts,
F(1, 18) ¼ 3.89, p ¼ .06, partial h2 ¼ .18. Experts and novices
did not differ in the way they described how the relevant parts
of the fish body moved (for experts M ¼ 1.14, SD ¼ 1.03; for
novices M ¼ .92, SD ¼ .86), F < 1, ns.
3.2. Gaze data
Novices (M ¼ 24.69 s, SD ¼ 12.15) had significantly
longer mean viewing times for the four videos than experts
(M ¼ 10.93 s, SD ¼ 4.06), F(1, 19) ¼ 8.32, p ¼ .009, partial
h2 ¼ .31.
Regarding the distribution of gaze durations for the four
different AAOI types for the first 4 s of each video, an
ANOVA with expertise as independent variable and the gaze
duration for each of the four AAOI types as dependent variable
was conducted. The ANOVA revealed that experts had
significantly longer gaze durations than novices on the AAOI
relevant for the species classification strategy, F(1, 19) ¼ 7.69,
p ¼ .01, partial h2 ¼ .29, and marginally longer gaze durations
on the AAOI relevant for both strategies, F(1, 19) ¼ 3.10,
p ¼ .095, partial h2 ¼ .14. Gaze durations on the AAOI relevant for locomotion pattern description did not differ between
groups, F < 1, ns. Finally, novices had longer gaze durations
on the AAOI irrelevant for each strategy compared to experts,
F(1, 19) ¼ 6.53, p ¼ .02, partial h2 ¼ .26. Means and standard
deviations are displayed in Table 3.
3.2.1. Sequence analysis
An ANOVA was conducted with the similarity scores as
dependent variable and the type of comparison (comparisons
among experts vs. comparisons among novices) as the independent variable. A significant main effect of type of
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H. Jarodzka et al. / Learning and Instruction 20 (2010) 146e154
152
Table 3
Means (and SD) in milliseconds for the four AAOIs as a function of expertise
level per video.
AAOI
Distribution of gazes
for the first 4 s of each video
Relevant for species classification
Relevant for locomotion
pattern description
Relevant for both strategies
Irrelevant for both strategies
Experts
Novices
375.00 (234.33)
85.71 (93.02)
160.36 (124.60)
122.50 (143.56)
268.57 (47.85)
2054.30 (280.53)
204.27 (89.72)
2336.80 (216.85)
comparison was found on Levenshtein distance, F(1,
107) ¼ 9.28, p ¼ .003, partial h2 ¼ .08. The group of experts
(M ¼ 67.41%; SD ¼ 5.62%) was less similar than the novices
group (M ¼ 72.09%; SD ¼ 6.49%), that is, the gaze behavior
of experts was more heterogeneous than that of novices.
3.3. Cued retrospective reporting
First, the initial utterances during watching the gaze replay
were analyzed by conducting ANOVAs with expertise as
independent variable. Experts mentioned contents relevant for
classifying the fish species more often (M ¼ 1.57, SD ¼ 1.27)
than novices (M ¼ .21, SD ¼ .43), F(1, 19) ¼ 13.53, p ¼ .002,
partial h2 ¼ .42. However, the experts did not differ from
novices in the case of mentioning content relevant for classifying the locomotion pattern, F < 1, ns, of contents relevant
for both classification strategies, F(1,19) ¼ 3.07, p ¼ .10, or of
irrelevant content, F < 1, ns. Means and standard deviations
are displayed in Table 4.
Second, ANOVAs, with expertise as independent variable,
were conducted in order to investigate utterances of the
participants that occurred during the whole task performance.
Experts mentioned features that were relevant to the locomotion description strategy significantly more often than novices,
F(1, 19) ¼ 23.84, p < .001, partial h2 ¼ .56, as well as
features that were relevant according to the species
Table 4
Means (and SD) in percent for the four content types as a function of expertise
per video in the two time slots.
Content type
Initial utterance
Relevant for species classification
Relevant for locomotion
pattern description
Relevant for both strategies
Irrelevant for both strategies
Utterances for entire
task performance
Relevant for species classification
Relevant for locomotion
pattern description
Relevant for both strategies
Irrelevant for both strategies
Experts
Novices
39.00 (31.75)
21.50 (22.50)
5.25 (10.75)
28.50 (23.75)
14.25 (19.75)
7.25 (12.25)
28.50 (16.50)
12.50 (16.25)
57.25 (23.75)
78.50 (17.25)
26.75 (20.75)
50.00 (9.75)
50.00 (0.00)
60.75 (43.00)
42.75 (15.25)
75.00 (26.00)
Values do not add up to 100%, because off-topic utterances were not taken into
account.
classification strategy, F(1, 19) ¼ 9.11, p ¼ .007, partial
h2 ¼ .32. However, there were no significant differences for
features relevant to both strategies, F(1, 19) ¼ 1.49, p ¼ .24,
and irrelevant statements, F < 1, ns. Means and standard
deviations are displayed in Table 4.
Third, an ANOVA for the overall number of words used
during retrospection, with expertise as independent variable,
revealed no differences between experts (M ¼ 242.14,
SD ¼ 110.54) and novices (M ¼ 247.36, SD ¼ 151.44),
F < 1, ns. Finally, a similar ANOVA for the complete gaze
replay showed that experts tended to use more technical terms
during retrospection (M ¼ 16.29, SD ¼ 4.75) than novices
(M ¼ 11.14, SD ¼ 5.78), F(1, 19) ¼ 4.12, p ¼ .06, partial
h2 ¼ .18.
4. Discussion
The present study aimed at identifying expertise effects in
perceiving and interpreting complex, dynamic visual stimuli,
both at an outcome and a process level. It was hypothesized
that experts would perform more accurately and faster than
novices (Hypothesis 1) and that the process data of experts
would show that they attended more to relevant information
than novices, who would attend more to irrelevant information
(Hypothesis 2). Furthermore, Hypothesis 3 addressed the issue
of which relevant features the experts would use (i.e., for
locomotion description strategy or species classification
strategy, or both). Hypothesis 4 addressed the issue of whether
expertise would yield either more diversity or more homogeneity in terms of the perceptual strategies used. Finally,
Hypothesis 5 predicted that experts would verbalize less
information than novices and thus use fewer words, because
they use more encapsulating technical terms during
retrospection.
In line with Hypothesis 1, performance differences in favor
of experts were verified. Experts were able to perform the task
faster, as indicated by shorter mean viewing times of the
stimulus, and more accurately, as indicated by their better
description of locomotion patterns and their higher use of
correct technical terms. As expected, novices were not able to
do so. Not only did they not use technical terms, but they also
were not able to identify the parts of the fish body relevant for
the locomotion pattern displayed. While both experts and
novices refrained from appropriately describing how the
crucial body parts moved, experts named the correct technical
term for the locomotion pattern, which by definition encapsulates this information.
The main focus of this study, however, was to investigate
process differences between experts and novices both at
a conceptual level, by means of cued retrospective reporting,
and at a perceptual level, by means of eye tracking. These
processes were analyzed with regard to whether experts would
attend more to relevant rather than irrelevant features
compared to novices during the task as indicated by Hypothesis 2. The comparison of initial utterances of the cued
retrospective reports between experts and novices showed that
experts considered more of the relevant information in the
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H. Jarodzka et al. / Learning and Instruction 20 (2010) 146e154
beginning of their task processing. Furthermore, analyzing the
distribution of gaze durations on AAOIs revealed that experts
also attended more to relevant areas compared to novices.
Finally, the cued retrospective reports for the entire duration of
task accomplishment showed that the experts’ attention
remained focused on relevant areas. Thus, the findings of the
present study show, in line with results from studies on static
stimuli (Antes & Kristjanson, 1991; Charness et al., 2001;
Haider & Frensch, 1999), that experts attend more relevant
features of a complex dynamic stimulus than novices. Therefore Hypothesis 2 was confirmed.
Moreover, the results showed that experts did not primarily
focus on features that were crucial for identifying a locomotion pattern. Instead they mainly concentrated on features that
allowed identifying the fish species; these features were not
related to a locomotion pattern at all. In line with Boshuizen
and Schmidt (1992) this finding indicates that experts use
knowledge-based shortcuts, like using the features associated
with a fish species, activating the appropriate schema, which
also contains the knowledge on the locomotion pattern.
Evidence that experts used this strategy can be found at both
the conceptual and the perceptual level. For instance, experts
often began their cued retrospective reports with mentioning
the fish species and had longer gaze durations on AAOI
relevant for species classification compared to novices. These
findings confirmed Hypothesis 3.
Furthermore, the results from cued retrospective reporting
revealed that although experts used indeed more technical
terms, which encapsulate their knowledge (cf. Boshuizen &
Schmidt, 1992), they did not use less words than novices,
contrary to the assumptions of Ericsson and Simon (1980) and
Hypothesis 5. This finding may be due to the fact that novices
also verbalize little because they lack knowledge. However, it
might also be due to the use of cues for retrospective reports.
Cued retrospective reports seem to be a suitable method to
enable experts to inspect their cognitive processes during task
performance (Van Gog et al., 2005). Hence, cueing reports by
means of gaze replays may be suited to overcome the potential
drawbacks of retrospective compared to concurrent data on
strategy use that have been noted by other researchers
(Brinkman, 1993).
Finally, the similarity of sequences of gaze allocations was
investigated at a perceptual level. The results showed that
experts had a more diverse gaze pattern compared to novices.
This finding is in line with Hypothesis 4 and with the results of
Medin et al. (2006) on experts classifying fish species. There
are several possible explanations for this finding: It might
either be that experts act upon their individual case-based
knowledge rather than upon a more generic knowledge base
that many experts share. Or it might be that experts use diverse
strategies, while novices use no strategies at all and thus their
gazes converge around a more neutral pattern that might be,
for instance, influenced by salience. Indeed, it has to be noted
that the group of experts was rather diverse (i.e., advanced
PhD students as well as professors), which might have led to
a diversity in strategies resulting in a high variability of the
perceptual patterns.
153
4.1. Limitations and implications of the study
The present study has at least two potential limitations. The
first is the small number of participants, which is, however, not
uncommon in expertise research as experts are scarce. There is
a relatively small number of specialists in marine zoology.
Still, because of the small sample size, care has to be taken in
interpreting the results from this study. The second potential
limitation concerns the stimulus material itself. The videos
were chosen with the help of a domain expert in such a way
that all features needed in order to classify the particular
locomotion pattern were clearly visible. However, because the
fish moved, the relevant areas of a fish were not always
entirely visible as they were sometimes partly concealed for
a short time due to the fact that the fish had changed its relative
position to the camera. These facts might lead to generalization problems.
Nonetheless, the present study suggests some interesting
implications for teaching novices perceptual and conceptual
strategies of experts. Novices need to acquire factual knowledge that enables them to express their observations correctly.
However, to gain this factual knowledge, they need to know
what to observe. Therefore, since experts pay more attention to
relevant features of the locomotion pattern at a conceptual
level as well as at a perceptual level, novices may benefit from
instruction that contains attentional guidance in order to
recognize relevant body parts involved in the locomotion
patterns. It has been shown that thought processes (conceptual
strategies) of experts can be taught directly (Van Gog, Paas,
et al., 2008). Thus, a form of cueing (see Boucheix & Lowe,
2010; De Koning, Tabbers, Rikers, & Paas, 2010) by guiding
novices’ attention based on experts’ eye movements (cf. Van
Gog, 2009) might also be effective, especially for highly
visual tasks dealing with complex dynamic stimuli.
The results from the present study provide first hints on
how such attentional guidance could be designed in order to be
useful for novices. First, expertenovice differences in cued
retrospective reporting show that experts do not have difficulties in verbalizing their reasoning with this reporting
technique (a drawback that concurrent reporting might have).
Thus, it is possible to acquire experts’ eye movements as well
as cued retrospective verbalizations for instructional purposes,
that is, the experts can act as a model for a successful strategy
for novices, in particular when experts would be instructed to
explain all technical terms used.
Second, the findings indicate that each expert might have
her or his own understanding of what is relevant. For instance,
most experts focused on features that were relevant for the
species classification strategy rather than on features that were
relevant for the locomotion description strategy. Thus, findings
from the present study lead to the assumption that it might be
more meaningful to use the perceptual processes from one
carefully chosen expert for instructional purposes instead of
averaging across several experts. They also suggest that
a direct use of experts’ process data for instructional purposes
might not always be useful for novices. Rather, to be useful for
novices, experts’ should model the locomotion description
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H. Jarodzka et al. / Learning and Instruction 20 (2010) 146e154
strategy as it is taught. Thus, additional instructions for experts
to ‘‘behave in a more didactic manner’’ are probably needed.
In sum, the present study has provided some insight into
expertise differences concerning the perception and interpretation of complex, dynamic visual stimuli, also in terms of
the underlying processes of task performance, and seems to
hold promising implications for instructional design in this
area.
Acknowledgements
This work is part of a larger research project on ‘‘Resourceadaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences’’ funded
by the LeibnizeGemeinschaft.
During the realization of this work Tamara Van Gog
was supported by a Rubicon grant from the Netherlands
Organization for Scientific Research (NWO; Grant nr. 44607-001).
Appendix A. Additional tools programmed for the analysis
of the eye tracking data
Defining ‘‘dynamic’’ AAOIs
The computer tool that enables the transformation of AOIs to
‘‘dynamic’’ AAOIs was programmed in Java (http://java.sun.
com). The input files are ClearView 2.7.0 output. TXT files.
The tool first calculates the dwell time for each AOI across all
100 ms segments per video. It then aggregates the AOIs into
AAOIs (relevant for locomotion, species, both, or irrelevant)
across all four videos. In addition, the tool generates a sequence
of the AAOIs for each video, which serves as input for the
sequence analysis tool. All output of the tool is given in.txt files.
Sequence analysis
The computer tool that was used for the sequence analysis
was programmed in Ruby (http://www.ruby-lang.org). The
input data files are in TXT file types, which were converted in
CSV file types. The output data files are in TXT file types. The
program calculates the edit distance and the similarity
percentage between two strings according to Levenshtein. The
program can be assessed at the URL code.google.com/p/eyetracker-tools.
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Published by Oxford University Press on behalf of the International Epidemiological Association
! The Author 2011; all rights reserved. Advance Access publication 18 January 2011
International Journal of Epidemiology 2011;40:327–337
doi:10.1093/ije/dyq261
LIFE COURSE EPIDEMIOLOGY
Prenatal famine exposure and cognition
at age 59 years
Renate HM de Groot,1,2,3 Aryeh D Stein,4 Jelle Jolles,2 Martin PJ van Boxtel,3 Gerard-Jan Blauw,5
Margot van de Bor6 and LH Lumey7*
1
Centre for Learning Sciences and Technologies, Open University, Heerlen, The Netherlands, 2Centre Brain & Learning, AZIRE
Research Institute, Faculty of Psychology and Education, VU University Amsterdam, The Netherlands, 3School for Mental Health
and Neuroscience; Division of Cognitive Disorders and Department of Psychiatry & Neuropsychology, Maastricht University,
The Netherlands, 4Hubert Department of Global Health, Rollins School of Public Health, Emory University, Atlanta GA, USA,
5
Department of Gerontology & Geriatrics, Leiden University Medical Center, The Netherlands, 6Department of Health and Life
Sciences, VU University Amsterdam, The Netherlands and 7Department of Epidemiology, Mailman School of Public Health,
Columbia University, NY, USA
Accepted
9 December 2010
Background Despite the perceived importance of early life nutrition for mental
development, few studies have related gestational undernutrition to
later-life cognitive functioning. We investigated the consequences of
gestational exposure to the Dutch famine of 1944–45 for cognitive
functioning at the age of 59 years.
Methods
We recruited men and women who were (i) born in birth clinics in
Amsterdam, Rotterdam and Leiden, between January 1945 and
March 1946, whose mothers experienced famine during or immediately preceding pregnancy (n ¼ 354); (ii) born in the same three
institutions during 1943 and 1947, whose mothers did not experience famine during this pregnancy (n ¼ 292); or (iii) same-sex siblings of those in the first two categories (n ¼ 311). We assessed
cognitive performance at the age of 59 years by means of a comprehensive test battery.
Results
All cognitive functioning test scores were within normal ranges for
this age group. There were no differences in cognitive performance
at the age of 59 years between individuals exposed to gestational
undernutrition and those without this exposure. For the general
cognitive index, a summary measure across six functional domains
(mean 100, standard deviation (SD) 15 points), famine exposure
was associated with a decrease of 0.57 points [95% confidence
interval (95% CI) "2.41 to 1.28] points. Individuals exposed to
famine in gestational weeks 1–10 had a cognitive functioning
index 4.36 (95% CI 8.04–0.67) points lower than those without
this exposure. Within-sibling-pair analyses gave consistent results.
Conclusion We found no overall association between maternal exposure to
acute famine in pregnancy and cognitive performance of the offspring at the age of 59 years, but cannot rule out an association
specific to early pregnancy exposure.
327
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*Corresponding author. Columbia University, 722 West 168 Street, Suite 1617A, New York, NY 10032, USA. E-mail: lumey@
columbia.edu
328
INTERNATIONAL JOURNAL OF EPIDEMIOLOGY
Keywords
Prenatal exposures, nutrition, mental development, developmental
origins, Dutch famine
Introduction
Materials and Methods
Setting
During the Dutch Hunger Winter of 1944–45, the per
capita food availability was reduced dramatically as a
result of a German embargo on rail transport and a
relatively extreme winter, which led to frozen
canals.21 The availability of food before, during and
after the famine has been reported widely elsewhere.22–24 Prior to this period, the Dutch population
had access to adequate food supplies. By November
26, 1944, official rations in the western Netherlands
had fallen below 900 kcal/day. They were as low as
500 kcal/day by April 1945. The famine ended immediately after the liberation on May 5, 1945.
Selection of participants
We identified 3307 live-born singleton births at three
institutions in famine-exposed cities: the midwifery
training schools in Amsterdam and Rotterdam and
the university hospital in Leiden. We selected (i) all
2417 births between February 1, 1945 and March 31,
1946 (infants whose mothers were already #2 months
pregnant when the famine started, or who conceived
during the famine or in the month following its end)
and hence were exposed to a ration of <1000 kcal/day
for at least 3 months of pregnancy and (ii) a sample
of 890 births from 1943 and 1947 (infants whose
mothers did not experience famine during this pregnancy) as time controls (Figure 1). The sample of
controls included an equal number of births for
each month, allocated across the three institutions
according to their size. At that time, the large majority
of deliveries (570%) were scheduled to occur at
home. The client mix at the two midwifery schools
consisted of low-risk pregnancies to women of lower
socio-economic status whose home environment was
unsuitable for delivery. The client mix in Leiden also
included higher-risk pregnancies identified during
pre-natal care and emergency admissions following
complications of labour or delivery.
Recruitment and examination
We provided the names and addresses at birth of all
3307 persons to the population register in the municipality of birth. According to the registry records, 308
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During the first half of pregnancy, when neurogenesis
(6–18 weeks of gestation) and cell migration (until 26
weeks of gestation) take place,1 the brain is particularly sensitive to ionizing irradiation,2 alcohol use,3
smoking,4 drug abuse,5 maternal influenza6 and
stress.7 In addition, nutrient availability may affect
the timing or quality of neural development and/or
alter neuronal membrane function and, thus, potentially affect brain functioning and cognitive development.8 Well-controlled studies have shown that
periconceptional folic acid supplementation can prevent neural tube defects,9 that the risk of schizophrenia is elevated among individuals whose mothers
were exposed to severe famine in both The
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