http://hdl.handle.net/1820/3399 2013-06-20T10:50:22Z 2013-06-20T10:50:22Z Verpoorten, Dominique http://hdl.handle.net/1820/4560 2012-11-30T01:01:07Z 2012-11-29T00:00:00Z

Title: Reflection amplifiers in self-regulated learning Authors: Verpoorten, Dominique Abstract: The stimulation of reflection during learning is the core concern of this disserta-tion. It explores to what extent short and repeated incentives can support stu-dents to think about their learning processes while these progress. The prompts investigated in this dissertation are called “reflection amplifiers” (RAs). They are displayed to the learner as compact, structured and frequent interruptions of the learning flow. These tinglings for reflection intend to raise the conscious-ness of various aspects of learning. RAs are deliberately interspersed within the study material in order to operate a close connection between ongoing learning and reflection on this learning. The goal of the dissertation is to establish attributes and usage of these artefacts and to evaluate their effects on learning, learn-ing experience, and the degree of reflection.The main findings from this dissertation about the use of RAs in formal tuition are: • the classification framework designed for this dissertation can differen-tiate RAs according to two attributes: the type of interaction requested from student to stimulate reflection and the target type of reflection; • by conveying reflection on learning while learning, RAs can help to de-velop the meta-cognitive awareness of reflective academic skills and contribute to learner’s “professional development”; • no direct effect of RAs on performance has been established. RAs how-ever positively influence dimensions of the learning experience: per-ceived intensity of reflection, sense of control, feeling of learning, time on task, quality of insight into oneself-as-a-learner, physiological indi-cators and narratives of learning; • the effects mentioned above have been observed in a variety of experi-mental contexts. Thereby, this dissertation pinpoints universal tenets of a reflective approach to learning. Description: Verpoorten, D. (2012). Reflection amplifiers in self-regulated learning. Doctoral thesis. November, 9, 2012, Heerlen, The Netherlands: Open Universiteit (CELSTEC). Datawyse / Universitaire Pers Maastricht.

2012-11-29T00:00:00Z Kelle, Sebastian http://hdl.handle.net/1820/4512 2012-11-16T01:01:00Z 2012-11-09T00:00:00Z

Title: Game Design Patterns for Learning Authors: Kelle, Sebastian Abstract: What do learning games consist of? How to design learning games and what to keep in mind? How to balance educational objectives with good gameplay? What to do if you are a game designer and you want to use e-learning standards for your game? And what to do if you are an instructional designer and you are in desperate need to gamify your content? This publication aims at illuminating these questions, presenting results from a 4 year long PhD project run at CELSTEC, the Center of Learning Sciences and Technologies at the Open University of The Netherlands. Sebastian Kelle is a multidisciplinary researcher, currently building up a new center for higher education didactics at Stuttgart Media University. Description: Kelle, S. (2012). Game Design Patterns for Learning. November, 9, 2012, Heerlen, The Netherlands: Open Universiteit in the Netherlands, CELSTEC. Aachen: Shaker Verlag.

2012-11-09T00:00:00Z De Jong, Tim http://hdl.handle.net/1820/3403 2011-06-21T11:34:11Z 2011-06-18T19:02:55Z

Title: Contextualised Mobile Media for Learning Authors: De Jong, Tim Description: De Jong, T. (2011). Contextualised Mobile Media for Learning. June, 10, 2011, Heerlen, The Netherlands: Open University in the Netherlands, CELSTEC. SIKS Dissertation Series No. 2011-09. ISBN 978 90 79447 47 3

2011-06-18T19:02:55Z