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Articles on this Page
- 11/17/13--16:00: _Adult Learning Open...
- 11/17/13--16:00: _Optimizing the 3R s...
- 11/25/13--16:00: _Physical activity, ...
- 12/09/13--16:00: _Towards App-based F...
- 01/13/14--16:00: _Cognitief hoogbegaa...
- 01/13/14--16:00: _Experiential learni...
- 01/13/14--16:00: _The roles of electr...
- 01/13/14--16:00: _Towards a knowledge...
- 01/13/14--16:00: _Teachers conversati...
- 01/13/14--16:00: _Designing and resea...
- 01/13/14--16:00: _The teacher as re-d...
- 01/13/14--16:00: _Educational design ...
- 01/13/14--16:00: _Electronic performa...
- 01/13/14--16:00: _Hersengymnastiek
- 06/15/14--17:00: _Extended teams in h...
- 12/31/05--16:00: _Design, development...
- 12/31/05--16:00: _Theoretical and met...
- 12/31/06--16:00: _Contextual learning...
- 12/31/06--16:00: _Design of education...
- 11/17/13--16:00: Optimizing the 3R study strategy to learn from text
- 12/09/13--16:00: Towards App-based Formative Feedback to Support Summarizing Skills
- 01/13/14--16:00: Cognitief hoogbegaafde leerlingen en ‘Optimaliserend Onderwijs’
- 01/13/14--16:00: Educational design research
- 01/13/14--16:00: Hersengymnastiek
- 06/15/14--17:00: Extended teams in het beroepsonderwijs: Samenwerken op de grens
- 12/31/05--16:00: Design, development and implementation of inclusive education.
Title: Adult Learning Open University Determinants study: psychological determinants of study success
Authors: Neroni, Joyce; De Groot, Renate; Kirschner, Paul A.
Abstract: As our current knowledge society is changing very rapidly, aging of knowledge and skills is going faster. To keep up with these developments, it is important being able to learn on a higher age. Factors playing a significant role in being a successful learner can have psychological origins. The association between psychological factors and academic performance is well established for children, adolescents, and college students in traditional education. However, evidence of associations between these factors and study success for adult students in distance education is lacking. In the present study, the association between several psychological factors (e.g. affect, test anxiety, goal orientation, learning strategies) and study success for adult students in distance education are investigated. Approximately 2000 students of the Open University will participate in this large longitudinal study, by filling out an online questionnaire and three online neuropsychological tests at baseline. There will be a follow up after six and twelve months. Data collection of baseline takes place September 2012 till September 2013. During EARLI 2013 preliminary results will be shown. The results of this study may provide insight into factors associated with study success in adult students. Based on these results effective learning strategies can be developed in order to optimize the current curriculum.
Description: Neroni, J., De Groot, R. H. M., & Kirschner, P. A. (2013, 30 August). Adult Learning Open University Determinants study: psychological determinants of study success. Poster presentation at the 15th Biennial EARLI conference 2013, Munich, Germany.
Title: Optimizing the 3R study strategy to learn from text
Authors: Reijners, Pauline; Kester, Liesbeth; Wetzels, Sandra; Kirschner, Paul A.
Abstract: Learning from text is often very difficult for students. Based on a study on the 3R study strategy possible mechanisms which stimulate successful text learning are presented.
Description: Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2013, 7 November). Optimizing the 3R study strategy to learn from text. Paper presented at the ICO National Fall School, Maastricht, The Netherlands.
Title: Physical activity, cognitive performance, and academic achievement: an observational study in Dutch adolescents using accelerometers
Authors: Van Dijk, Martin; De Groot, Renate; Savelberg, Hans; Van Acker, Frederik; Kirschner, Paul A.
Abstract: Presentation of the associations between physical activity and cognitive performance, and academic achievement in adolescents. Physical activity levels were measured in 440 secondary school students during one full week using accelerometers.
Description: Van Dijk, M. L., De Groot, R. H. M., Savelberg, H. C. M., Van Acker, F. H. M., & Kirschner, P. A. (2013, 7 November). Physical activity, cognitive performance, and academic achievement: an observational study in Dutch adolescents using accelerometers. Paper presentation at ICO National Fall School 2013, Maastricht, The Netherlands.
Title: Towards App-based Formative Feedback to Support Summarizing Skills
Authors: Van Rosmalen, Peter; Kester, Liesbeth; Boshuizen, Els
Abstract: Secondary education students have difficulty to comprehend text, let alone, hypertext. Summarizing is an effective strategy to improve text comprehension. It enables students to link the text content to existing prior knowledge, promotes self-testing which helps them to identify their comprehension gaps and fix them and directs students' attention to important content parts. However, summarizing takes skill that secondary education students often lack. This paper discusses the design of an app which aims to enhance summarizing skill acquisition and, hence, text comprehension of secondary education students by providing just-in-time, formative feedback as part of summarization activities. The app discussed will offer a formative assessment of a student’s summary through visualization of salient aspects of it as compared to a peer’s or teacher’s work with additional guidance. Visualisation and guidance will be highly automated thus easing access and use in real practice. It builds on prior, recent research, showing that automatically created visualisations can be used to support writing.
Description: Van Rosmalen, P., Kester, L., & Boshuizen, H. P. A. (2013). Towards App‐based Formative Feedback to Support Summarizing Skills. ECTEL 2013: Workshop on Technology-Enhanced Formative Assessment (TEFA). September, 17-18, 2013, Paphos, Cyprus. Available online at: http://www.kbs.uni-hannover.de/tefa2013.html
Title: Cognitief hoogbegaafde leerlingen en ‘Optimaliserend Onderwijs’
Authors: Mooij, Ton
Abstract: Cognitief hoogbegaafde leerlingen onderscheiden zich in diverse opzichten van overige leerlingen met een vergelijkbare leeftijd. Deze stelling wordt theoretisch en praktisch onderbouwd. Pedagogisch recht doen aan jonge, cognitief hoogbegaafde leerlingen vereist dan, mede gezien de pedagogiek van Janusz Korczak, dat onderwijsprogramma's recht doen aan elke cognitief hoogbegaafde leerling. Het gebruikelijke reguliere onderwijs voldoet niet aan die eis. De benodigde schoolveranderingen dienen te gebeuren in nauw overleg met leerkrachten, de interne begeleiders en de directie. Kernpunten zijn screening van beginkenmerken van leerlingen, directe plaatsing op juiste niveaus, dubbele diagnostiek bij de evaluatie van vorderingen, en een flexibele schoolorganisatie. Ook het schoolbeleid dient te worden bijgesteld.
Title: Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education
Authors: Reeves, Thomas; Reeves, Patricia; McKenney, Susan
Abstract: Conceptual change involves the acquisition of new cognitive resources (e.g., mental models) for thinking, problem solving, and decision making. Conceptual change, especially the development of robust mental models related to complex phenomena, is essential in continuing healthcare education (including medicine, nursing, public health, and social work). Jonassen’s work related to mindtools (also known as cognitive tools) and conceptual change has been influential in the development of interactive simulations designed to foster experiential learning opportunities for healthcare professionals. Experiential learning results when people engage in purposeful reflection about their experiences. The experiences that foster the kind of reflection and meaning making necessary for new conceptual change can occur in the real world (e.g., stitching a wound) or in a virtual world (managing a cancer patient within an interactive multimedia simulation). Cognitive tools are ‘‘technologies that enhance the cognitive powers of human beings during thinking, problem solving, and learning’’ (Jonassen & Reeves, 1996, p. 693). This chapter reviews the literature on simulations as cognitive tools that enable experiential learning in support of conceptual change in continuing healthcare education. In addition, the chapter prescribes an educational design research agenda to advance the state-of-the-art of simulation development and theory in this area.
Description: Reeves, T. C., Reeves, P. M., & McKenney, S. (2013). Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (eds.), Learning, problem solving, and mindtools: Essays in honor of D. H. Jonassen, pp.55-65. New York: Routledge.
Title: The roles of electronic books in the transformation of learning and instruction
Authors: Huang, R; Chen, N; Kang, M; McKenney, S; Churchill, D
Abstract: As students become increasingly more reliant and absorbed in technology, the new technology roles in their lives have affected many aspects of their learning traits. Some researchers have confirmed that the learning habits of today’s youngsters are very different from that of their parents and teachers. The educational demands of this new century require new ways of thinking, teaching and learning for digital generation. So it is widely appealed that teaching and learning is more challenging than ever to help improve the digital generation students’ learning experience, and to help them participate learning activities more engagement.
Description: Huang, R., Chen, N., Kang, M. McKenney, S. & Churchill, D. (2013). The roles of electronic books in the transformation of learning and instruction. In N. Chen, R. Huang, Kinshuk, Y. Li, D. G. Sampson (Eds.) Proceedings of the IEEE 13th International Conference on Advanced Learning Technologies (ICALT), pp. 516-518.
Title: Towards a knowledge base for using ICT to foster early literacy development: A review study
Authors: Belo, Nelleke; McKenney, Susan; Voogt, Joke
Abstract: A review study was conducted to describe the knowledge and skills teachers need for designing, organizing, and adapting technology-rich learning environments for fostering early literacy development in the kindergarten classroom. The sample consisted of 46 articles that reported on the affordances of technology in relation to kindergartners’ early literacy development. The review included studies on electronic books, computer-based training programs, technology-based curriculum supplements, technology-rich literacy curricula, assistive technology, and other educational media and sources for technology-rich literacy education. The findings report on the effects of technology and ict-applications on (aspects of) children’s early literacy development including emergent reading and writing skills. The conclusions and discussion section focuses on the kind of evidence these studies provide in light of teachers’ knowledge base for using technology and ict in early literacy education.
Description: Belo, N., McKenney, S. & Voogt, J. (2013). Towards a knowledge base for using ICT to foster early literacy development: A review study. Paper presentation at the annual meeting of the European Association for Research on Learning and Instruction. August 27-31, Munich.and Instruction. August 27-31, Munich.
Title: Teachers conversations during design of technology rich curriculum activities for early literacy
Authors: Boschman, Ferry; McKenney, Susan; Voogt, Joke
Abstract: Technology is steadily gaining more foothold in kindergarten practice and classrooms. As such, kindergarten teachers are challenged with how to integrate computers in such a way that they aid kindergartners in developing skills in various areas of development. Especially, technology may be used in a rich learning environment targeting the attainment of early literacy skills by kindergartners (Lankshear and Knobel, 2005; Van Scoter, 2008)
TPACK has been conceptualized as the knowledge and skills related to technology integration in the classroom, which teachers develop when they collaborate on the design of learning material and instruction with technology (TPACK, Mishra and Koehler, 2005, 2008; Niess, 2011). Several studies found that teachers increased and gained TPACK by designing and implementing learning material (Mishra, Koehler and Yahya, 2007).
TPACK represents a useful way of conceptualizing explicated reasoning during design of such beforementioned material, because it highlights how during such a task a teacher integrates knowledge and beliefs from pedagogy (p), early literacy (c) and technology (t) to shape knowledge and beliefs in any of the four compound domains (tp, tc, pc and tpck).
Especially higher order inquiry processes such as analysis and planning are considered to aid a team in developing new knowledge and understanding, and thus might foster the development of TPACK in design teams.
Description: Boschman, F., McKenney, S. & Voogt (2013). Teachers conversations during design of technology rich curriculum activities for early literacy. Paper presentation at the European Association for Practitioner Research on Improving Learning (EAPRIL) Annual Conference. November 27-29, Biel/Bienne, Switzerland.
Title: Designing and researching technology-enhanced learning for the zone of proximal implementation
Authors: McKenney, Susan
Abstract: Internationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is technologically possible -- exploring innovative uses of new and emerging technologies. There is no disputing that such work is greatly needed to seek out new ways to potentially enhance the quality of teaching and learning. However, in the excitement of exploring what is possible, tomorrow, insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be effective TEL in theory, and what can be effective TEL in practice. This paper calls for designers/researchers of TEL to devote attention to not only fine-grained issues of pupil learning and instruction, but also to broader factors that determine if and how innovations are understood, adopted and used by teachers and schools, by designing innovations to align with their zone of proximal implementation. Methodological considerations are given for designing and studying interventions that are prone to implementation by being: value-added, clear, harmonious and tolerant.
Description: McKenney, S. (2013). Designing and researching technology-enhanced learning for the zone of proximal implementation. Research in Learning Technology Supplement 2013, 21: 17374 - http://dx.doi.org/10.3402/rlt.v21i0.17374
Title: The teacher as re-designer of technology integrated activities for an early literacy curriculum
Authors: Cviko, Amina; McKenney, Susan; Voogt, Joke
Abstract: Though popular among children outside of school, Dutch teachers often struggle to offer technology integrated activities in the kindergarten classroom. Because involving teachers in development of technology integrated activities can support their implementation, this study examines teachers in the role of re-designing such activities. Two case studies (Year 1 and Year 2) were undertaken in two consecutive years involving six teachers in re-design. Interviews were held to examine teacher team perceptions about their role as re-designers. Implementation of the re-designed activities was observed in five classes. A non-equivalent control quasi experimental design was used to investigate pupil learning outcomes (Year 1: N = 102; Year 2: N = 119). Pupils in experimental groups outperformed pupils in control groups on early literacy. While the extent of integration increased as implementation continued, this could not explain the differences found in learning gains.
Description: Cviko, A,, McKenney, S., Voogt, J. (2013). The teacher as re-designer of technology integrated activities for an early literacy curriculum. Journal of Educational Computing Research, 48, 447-468.
Title: Educational design research
Authors: McKenney, Susan; Reeves, Thomas
Abstract: Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs or policies. Educational design research not only targets solving significant problems facing educational practitioners, but at the same time it seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.
Description: McKenney, S. & Reeves, T. (2013). Educational design research. In M. Spector, M. Merrill, J. Elen & M. Bischop (Eds.) Handbook of Research on Educational Communications & Technology, pp. 131-140. London: Springer.
Title: Electronic performance support for curriculum materials developers: A design research project in Sub-Saharan Africa
Authors: McKenney, Susan; Reeves, Thomas
Abstract: Although teacher guides are, next to textbooks, among the most-used teacher resources worldwide, little empirical research has been conducted on how to support the developers of such guides in their complex task. Through a multi-year iterative process of analysis, design, evaluation, and revision, design research was conducted to gain insight into desirable characteristics of an electronic performance support system for curriculum materials developers in southern Africa. From a practical standpoint, this study yielded positive experiences for the participants and a software tool that is not only valid and practical, but also has the potential to positively impact users if implemented well. From a scientific standpoint, design principles were generated, tested and refined for key system characteristics, specifically: content, support and interface. The design study flanking evolution of the tool helped (re)shape each prototype, and to track effects on both the professional learning of the materials developers and the quality of the curriculum materials made. Because long-term, high-quality design studies in the field of education are rare, this chapter focuses on the research approach, and its affordances for contributing to theory-development while also capturing and speaking to the needs of practitioners.
Description: McKenney, S., & Reeves, T. (2013). Electronic performance support for curriculum materials developers: A design research project in Sub-Saharan Africa. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 533-555). Enschede, the Netherlands: SLO.
Authors: Ross, Bea
Abstract: Interview met Renate de Groot over de invloed van leefstijl op leerprestaties.
Description: Ross, B (2012-Mrt).(interview met R. de Groot). Didactief. Hersengymnastiek.
Title: Extended teams in het beroepsonderwijs: Samenwerken op de grens
Authors: Mazereeuw, Marco; Wopereis, Iwan; McKenney, Susan
Abstract: De aansluiting tussen leren van studenten op de werkplek en op de opleiding is voor zowel docenten als werkplekbegeleiders een bron van ontevredenheid. Extended Teams (ET’s), waarin docenten en werkplekbegeleiders samen zorg dragen voor de kwaliteit van het onderwijs, worden gezien als mogelijke oplossing voor het aansluitingsprobleem (Nieuwenhuis, Nijman, Kat, De Jong, De Ries, & Van Vijfeijken, 2011). Zij opereren op de grens van opleiding en werkplek en kunnen derhalve worden gezien als ‘boundary crossers’ die beide contexten met elkaar kunnen verbinden (cf. Akkerman & Bakker, 2011). Wij onderzoeken ET’s binnen het MBO en HBO en richten ons op het functioneren van het team als geheel en het functioneren van een individu binnen een team. Er wordt gekeken naar veranderingen in tijd met als uiteindelijke doel om gepaste ondersteuning vorm te kunnen geven voor verschillende ontwikkelfasen die ET’s doorlopen wanneer ze aan een bepaalde opdracht werken. De resultaten die in dit paper worden gepresenteerd bouwen voort op McKenney, Mazereeuw en Wopereis (2013).
Description: Mazereeuw, M., Wopereis, I., & McKenney, S. (2014, June). Extended teams in het beroepsonderwijs: Samenwerken op de grens [Extended teams in vocational education: Collaborating where borders meet]. In J. Voogt (Chair), Ontwerpen en onderzoeken in docententeams [Design and research in teacher teams]. Symposium conducted at the Onderwijs Research Dagen [Educational Research Days], Groningen, the Netherlands.
Title: Design, development and implementation of inclusive education.
Authors: Mooij, Ton; Smeets, Ed
Abstract: In inclusive education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of inclusive education that will optimally promote the motivation and learning processes and outcomes of all pupils, and how relevant changes can be developed and implemented in educational practice. A model of guidelines concerning 'multilevel contextual learning theory' was expected to aid in designing psychologically appropriate learning
processes and motivating educational, organisational, and managerial characteristics and procedures for all pupils. From 2003 to 2005, a pilot in which researchers and teachers collaborated was carried out in three Dutch pre-schools. Initial findings resulted in the development of a prototype of a pedagogical-didactic kernel or competence structure and a prototype of lnternet-based software. Using these results, the screening of children's entry characteristics by infant day care teachers, parents, and preschool teachers was developed and implemented in practice. Construction and use of diagnostically based instructional, playing, and learning procedures were first based on the screening results. The preschools differed much in rates of development and implementation. It is concluded that the proposed
approach to the design, development and implementation of inclusive education that was applied
seems promising in realising desired progress with pupils in early educational practice. However,
policy and financial support are necessary to make more progress.
Title: Theoretical and methodological significance of Information and Communication Technology in educational practice.
Authors: Mooij, Ton
Abstract: In September 1998 the Research Network ‘ICT in Education and Training’ was initiated at the conference of the European Educational Research Association (EERA). The new network reflected the recognition and growing importance of information and communication technology (ICT) with respect to education and learning processes. Since its initiation, a stable number of more than 50 ICT-oriented contributions from all over Europe and abroad have been presented yearly at the educational conferences of EERA. To further develop and promote the network, I selected some exemplary
contributions to the EERA conference in 2005. The focus was on promising theoretical and methodological papers that could make future-oriented transformation claims more concrete, as much as possible in reliable and valid ways. This includes a concentration on theoretical analysis and reflection, the necessary systemic design of education to promote and optimise learning processes and effects, the integration of multilevel organizational and managerial support facilities, and appropriate procedures to administer or monitor and evaluate learning in and outside school.
Title: Contextual learning theory: Concrete form and a software prototype to improve early education.
Authors: Mooij, Ton
Abstract: In 'contextual learning theory' three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and systemic aspects). The resulting structure consists of 15 guidelines which are expected to improve instruction and learning across different situations. The present study was conducted to give concrete form to two general guidelines with respect to differentiation and five guidelines with respect to integrated ICT support. The products were a 'pedagogical-didactic kernel structure' and a general software prototype. In collaboration with three preschool teachers in The Netherlands, both products were used to give concrete form to a first guideline on improvement of development and learning progress in practice. This concerned an intake procedure on the estimation and use of children's entry characteristics by parents and preschool teacher. Information is given about improvement experiences in early educational practice. Further research and development steps are discussed.
Title: Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education.
Authors: Mooij, Ton
Abstract: Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress
are recommended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development
with kindergarten teachers of three Dutch kindergartens. Information is given about the
process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed.