40 research outputs found
Goede voorbeelden van onderwijsinnovatie met ICT
Get PDFDe poster presenteert onderzoek van de werkgroep Goede voorbeelden van de zone Faciliteren en professionaliseren van docenten die deel uitmaakt van het Versnellingsplan Onderwiijsinnovatie met ICT. De poster maakt deel uit van het postersymposium Faciliteren en professionaliseren van docenten op het gebied van onderwijsinnovatie met ICT: Mind the teacher! Dit symposium werd verzorgd op 8 juli 2021. Referentie: Wopereis, I., Hoetjes, IJ, Meerman, R., Leijdekkers, M., & Hiemstra, J. (2021, Juli 7-9). Goede voorbeelden van onderwijsinnovatie met ICT [Poster presentatie]. ORD 2021, Utrecht, Nederland
Do you know the way to ... Web 2.0
No full textKirschner, P. A., & Wopereis, I. G. J. H. (2013). Do you know the way to ... Web 2.0? In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. C. Herring (Eds.), Learning, problem solving, and mindtools: Essays in honor of David H. Jonassen (pp. 88-104). New York, NY: Routledge.With the coming of age of the Millennials, teacher training programs may become complacent, thinking that while the previous generation of digital immigrants that went into teaching may be a lost cause, things will now be different with the influx of digital natives into the teaching profession. This, however, is anything but true. Though Millennials may never have known anything except a digital, connected world, they appear to have precious little knowledge of how the attainments of the digital world can be used – as mindtools – in education. Programs for teacher training, thus, still need to train (aspiring) teachers make use of both traditional and Web 2.0 information and communication technologies as mindtools for themselves and their students. On the one hand, teachers can use these tools to engage their students in individual, collaborative and collective critical thinking and knowledge creation activities. On the other hand, they can use them themselves to help further their own professional development and thinking. In the latter case mindtools can be applied for cooperation (e.g., between teachers, teacher educators, and student teachers) and collaboration (e.g., with other teachers, experts, designers, and so forth on pedagogical projects). In this chapter we focus on electronic networking technologies (Communities of Practice) and Web 2.0 applications (e.g., weblogs) as mindtools for teacher professional development
e-Handboek online samenwerkend leren
No full textDit elektronisch handboek biedt handreikingen voor docenten die online samenwerkend leren willen vormgeven. Het handboek is het resultaat van het project Begeleiden In Synchroon Online oNderwijs (BISON)
Serious games for higher education: a framework for reducing design complexity
Get PDFWestera, 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.Serious games open up many new opportunities for complex skills learning in higher education. The inherent complexity of such games though, requires large efforts for their development. This paper presents a framework for serious game design, which aims to reduce the design complexity at both conceptual, technical and practical levels. The approach focuses on a relevant subset of serious games, labelled scenario-based games. At the conceptual level it identifies the basic elements that make up the static game configuration; it also describes the game dynamics, i.e. the state changes of the various game components in the course of time. At the technical level it presents a basic system architecture, which comprises various building tools. Various building tools will be explained and illustrated with technical implementations that are part of the Emergo toolkit for scenario-based game development. At the practical level, a set of design principles are presented for controlling and reducing game design complexity. The principles cover the topics of game structure, feedback and game representation, respectively. Practical application of the framework and the associated toolkit is briefly reported and evaluated
Fostering information problem solving skills through online task-centred instruction in higher education
Get PDFThe competence to perform an academic literature review task in a digital context is of paramount importance for higher education students. However, both undergraduate and graduate students have difficulty finding, analysing, and processing such information for their academic tasks. Recent studies propose a task-centred approach to teach relevant knowledge and skills to perform review tasks. This paper presents a quasi-experimental study on the effects of an online task-centred course on the IPS skills development and self-efficacy perception of 80 graduate students in educational sciences. The Information Problem Solving (IPS) and Four-Component Instructional Design (4C/ID) models have been applied for course design and development. The results indicate that, after the course, students in the experimental group outperformed the control group on planning and search activities. These students also seemed to do better at defining research questions and processing the information found, though these results were not statistically significant. Finally, no differences were found related to the ability to present information. In addition, self-efficacy related to the IPS skills needed to perform an academic literature review task developed positively in the experimental group. Implications for instruction on these IPS skills in higher education are discussed
Differences between novice and experienced users in searching information on the World Wide Web
No full textLazonder, Biemans, and Wopereis observed 25 fourth grade students divided into novice and expert classes on the basis of self reported World Wide Web experience and a proficiency test. No significant differences were found among the subjects in domain expertise (based on standard test performance), gender or ethnic background. Each subject preformed three 13 minute search and browse assignments where site location and information location were treated separately. Time and success were recorded, combined to produce an efficiency value, and the number of actions carried out to correctly solve a task was recorded as effectiveness. Experts preformed significantly faster and better on search engine search for sites than did novices. However, no differences were apparent in the search for information within the sites using the hypertext links available. This argues that user training should concentrate on site location, and only touch on hypertext browsing. (http://www.asis.org/Publications/JASIS/vol51n0600.html
Facilitating social learning in teacher education: Development of a questionnaire for practise
No full textParticipating in networks for learning and knowledge sharing has become an important part of teachers’ lifelong professional development. Teachers develop networks within and outside schools that help them to learn, solve problems, and innovate. Access to such networks supports teachers to deal with the increasing complexity of their work. To support professional development in teacher networks or teacher learning groups (TLGs) we developed a questionnaire based on the Dimensions of Social Learning (DSL) Framework of Vrieling, Van den Beemt, and De Laat (2016). A two-phase research design was applied to construct and validate the questionnaire. The first phase (a case study) resulted in observation criteria for assessing the social configuration in TLGs. The second phase (a score validation study) resulted in a 31-item questionnaire for measuring such configuration. This questionnaire met initial standards of reliability and validity. Two additional research activities (i.e., complementary score validation and a confirmatory factor analysis) are planned to optimize questionnaire quality
