227 research outputs found
Het vormen van een eerste indruk en vertrouwen in virtuele project teams (1+2)
No full textRusman, 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. Februari 18, 2008, Gent, België: Universiteit Gent
Online Assessment of Oral Proficiency for Intercultural Professional Communication
No full textRusman, 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.Presentation about the CEFcult project (www.cefcult.eu ) at the workshop ‘Crossing borders’ organised by the Talenacademie, Heerlen, Netherlands.Partly funded by the European project CEFcult(www.cefcult.eu
Networked professional learning
No full textSloep, P. B., & Rusman, E. (2013, 27-31 August). Networked Professional Learning. Symposium contribution to N. Pataraia & A. Margayan, Learning Through Networks, Symposium at the EARLI Conference for Research on Learning and Instruction, Responsible Teaching and Sustainable Learning, Munich, Germany.The article argues for the role that networked learning can play in professional development and illustrates this role through processes of trust building
Overview mobile pilot ‘ELENA goes shopping’ and ideas CRS pilot
No full textRusman, E., & Ternier, S. (2013, 21 March). Overview mobile pilot ‘ELENA goes shopping’ and ideas CRS pilot. Presentation at the ELENA projectmeeting, Saarbrücken, Germany.Presentation about mobile and CRS pilots within the project ELENA (Early e-learning of neighbouring countries). More info about ELENA at: http://www.elena-learning.eu/European Union, LifeLong Learning Programm
Online Assessment of Oral Proficiency for Intercultural Professional Communication: An introduction
No full textRusman, 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.Presentation about the CEFcult project (www.cefcult.eu ) as an introduction to various personal interviews held with stakeholders.Partly funded by the European project CEFcult (www.cefcult.eu
Ontwerpadvies online module 'Lerarenuitwisseling in de Euregio: didactiek en praktijk'
No full textRusman, E., & Didderen, W. (2012). Ontwerpadvies online module 'Lerarenuitwisseling in de Euregio: didactiek en praktijk'. Advies voor de Talenacademie te Heerlen. Heerlen, Nederland: Open Universiteit.Ontwerpadvies aan de Talenacademie voor het herstructureren van inhoudelijk materiaal over Euregionale uitwisseling (met onderwerpen als buurtaal-uitwisseling en intercultureel leren) naar een zelfstandig bestudeerbare en methodisch-didactisch gestructureerde online module van max. 27 studieuren.Talenacademie, Heerlen
Bridging the Gap Between Instructional Design and Double Loop Learning
No full textSpoelstra, 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.The implementation of double loop learning based educational scenarios in instructional designs in workflow-like e-learning systems appears to be showing a gap; whereas the former assumes that processes can be reflected upon and can be modified or amended by the learners, the latter only predefines a limited set of rigid instructional processes.. However, an important advantage of instructional designs implemented in workflow-like e-learning systems using modelling standards is the ease with which they can be exchanged with other (educational) institutions. The workflow environment described here aims to make learner reflection and change to instructional processes feasible while maintaining portability. We present a description of the implementation of the pedagogical scenario of the “Virtual Company” in our workflow environment that makes use of dynamic workflow processes. Learners are provided with process building blocks, called “atomic actions” which they can use to create and revise processes “on the fly”, thus supporting double-loop learning.: This article is sponsored by the COOPER Project that is funded by the European Commission's 6th Framework Programme, priority 2 IST. Contract no.: 027073 (www.cooper-project.org
Bridging the gap between instructional design and double loop learning
No full textSpoelstra, H., Matera, M., Rusman, E., Van Bruggen, J., & Koper, 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.There seems to be a gap between instructional design, as implemented in workflow-like e-learning sys-tems, and double loop learning, because the former predefines educational processes and the latter as-sumes these processes can be reflected upon and can be modified by the learners. Instructional designs implemented in workflow-like e-learning systems that use modelling standards enable portability of the designs. While maintaining this advantage of portability, the COOPER environment aims to make room for learning reflection and influence as well. We will present a pedagogical scenario called “Virtual Com-pany”, which uses double loop learning extensively, to demonstrate the feasibility of our proposed solu-tion. We provide learners with “atomic actions”, that can be used to create and revise processes “on the fly”, thus enabling double-loop learning.This article is sponsored by the COOPER Project that is funded by the European Commission's 6th Framework Programme, priority 2 IST. Contract no.: 027073 (www.cooper-project.org
The Mind's Eye on Personal Profiles - How to inform trustworthiness assessments in virtual project teams
No full textRusman, E. (2011). The Mind's Eye on Personal Profiles - How to inform trustworthiness assessments in virtual project teams (Doctoral dissertation). June, 17, 2011, Open University in the Netherlands (CELSTEC), Heerlen, The Netherlands.The central research question of this thesis is:
How to inform trustworthiness assessments of virtual project team members in the initial phase of collaboration?There is common agreement that the availability of personal information and the possibility to interact informally at the start of a project accelerates the trust formation process. This goes for face-to-face as well as for virtual project teams. However, there is no shared understanding as to what information is critical for this acceleration and why it is so. Acceleration of the trust formation process is beneficial, as interpersonal trust is one of the key factors influencing performance in face-to-face as well as virtual teams. When little or no trust exists within a team, serious collaboration problems are bound to occur.
Virtual project teams experience more problems with interpersonal trust formation than face-to-face teams. This is likely to be due to the diminished availability of information and its computer-mediated character. Once we know what information is important for trustworthiness assessments and why it is so, we could use it for the design of measures to accelerate the formation of interpersonal trust.
To investigate the central research question we combined a theoretical (top-down) with a practical, design-oriented (bottom-up) research approach. We concluded our research with an evaluation.Open Universiteit Nederland; SIKS research school (dissertation serie No. 2011-19); Cooper Project (Contract 027073
Een 'Snapshot' van het ELENA mobiele taalspel in een supermarkt: Ook buiten de klas kennismaken met de taal van je 'buren'
No full textRusman, E., & Ternier, S. (2013, 10 oktober). Een ‘Snapshot’ van het ELENA mobiele taalspel in een supermarkt: Ook buiten de klas kennismaken met de taal van je ‘buren’! Presentatie (op uitnodiging van gemeente Heerlen) tijdens de Drie Digitale Dagen, Heerlen, Nederland.Het ELENA project richt zich op kinderen van 4 tot 8 jaar in de Euregio. Het project gaat verder dan taalonderwijs in de klas en wil de kinderen ook buiten de klas laten kennismaken met de taal van de buren. Ouders en grootouders worden betrokken bij de eerste kennismaking van hun (klein)kind met een vreemde taal. Binnen het project wordt onder andere online lesmateriaal ontwikkeld en gekeken naar de mogelijkheden van de mobiele telefoon voor taalsensibilisering buiten de klas. Uiteindelijke doel van de mobiele pilot is om jonge kinderen (6-8 jaar) op een uitdagende en verkennende wijze, buiten het klaslokaal, vertrouwd te maken met talen die in de relatief naaste omgeving gebruikt worden.Dit werk is mede mogelijk gemaakt door de financiering binnen het ELENA Project, http://www.elena-learning.eu/, projectnr. 515191-LLP-2011-NL-KA2MP, gefinancierd door de European Commission's Lifelong Learning Programme (KA2)
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