http://hdl.handle.net/1820/1159 Mon, 20 May 2013 07:30:58 GMT 2013-05-20T07:30:58Z http://hdl.handle.net/1820/4938 Title: Understanding the Gap between Business School and the Workplace Authors: Bijker, Monique Abstract: This dissertation investigates how well students in business administration are prepared for the requirements of the workplace from the perspective of employers, graduates, and students. Employers expect a high level of domain-specific knowledge, and a broad range of flexibly applied thinking skills. They assume that authentic tasks, which are put central in business curricula, will mediate these competencies. Graduates self-report gaps between the competencies they have acquired during business education programs, and the competencies that are required at the workplace, which negatively affect their labour market success one year and a half after graduation. They report deficiencies in domain-specific knowledge, logical reasoning, learning skills, cooperating productively, foreign languages and ICT skills. A comparison of authentic task performances of students from a competency-based, mixed, and traditional business education program- just before graduation - indicates that students from the competency-based program outperform students from the mixed and traditional programs on aspects of problem solving. However, the achieved level of problem solving is disappointing in all programs, and declines in the first one year and a half after graduation, whereas self-perceptions of competencies and self-directed learning increase in the same period. Description: Bijker, M. (2013). Understanding the Gap between Business School and the Workplace: Overconfidence, maximizing Benefits and the Curriculum. Doctoral Thesis. March, 22, 2013. Heerlen, The Netherlands: Open Universiteit in the Netherlands. Wed, 24 Apr 2013 00:00:00 GMT http://hdl.handle.net/1820/4938 2013-04-24T00:00:00Z http://hdl.handle.net/1820/4580 Title: Teaming up for learning Authors: Fransen, Jos Abstract: Collaborative learning is an often used pedagogical approach for achieving goals such as knowledge construction, product development and teamwork skills acquisition. In such cases, team effectiveness is conditional for both team performance and learning quality which in turn requires the learning-team to develop from a group of individual students into a functioning team. Since students often have little to say about team composition and learning task, and only collaborate for restricted periods of time on collaborative assignments, learning-teams in higher education are often not effective. To remedy this, we need to determine and understand the variables that influence learning-team effectiveness; the main goal of this research. Based on work-team effectiveness models, a conceptual framework was developed with key variables mediating learning-team effectiveness in either face-to-face or online settings within the perspective of learning-team evolution and maturation. Core aspects of the framework were validated for use in future experiments on influencing learning-team effectiveness. The developmental character of this framework was investigated in a number of case studies and cross-case analyses to explore the relations between learning-team characteristics, learning-team development, and the variables in the framework which were found to mediate learning-team effectiveness. Additionally, the perceived effects of tutor interventions on learning-team maturation and effectiveness were explored. The research resulted in a deeper understanding of learning-team development and maturation, more specifically the importance of developing task-related and team-related mental models as a prerequisite for team functioning, and offers guidelines for effectively organizing, supporting and assessing collaborative learning in higher education. Description: Fransen, J. (2012). Teaming up for learning: Team effectiveness in collaborative learning in higher education (Doctoral dissertation). November, 16, 2012, Open University in the Netherlands (CELSTEC), Heerlen, The Netherlands. Thu, 13 Dec 2012 00:00:00 GMT http://hdl.handle.net/1820/4580 2012-12-13T00:00:00Z http://hdl.handle.net/1820/4560 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. Thu, 29 Nov 2012 00:00:00 GMT http://hdl.handle.net/1820/4560 2012-11-29T00:00:00Z http://hdl.handle.net/1820/4512 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. Fri, 09 Nov 2012 00:00:00 GMT http://hdl.handle.net/1820/4512 2012-11-09T00:00:00Z http://hdl.handle.net/1820/4423 Title: COalitions in COOperation Networks (COCOON): Social Network Analysis and Game Theory to Enhance Cooperation Networks Authors: Sie, Rory Description: Sie, R. L. L. (2012). COalitions in COOperation Networks (COCOON): Social Network Analysis and Game Theory to Enhance Cooperation Networks (Unpublished doctoral dissertation). September, 28, 2012, Open Universiteit in the Netherlands (CELSTEC), Heerlen, The Netherlands. Tue, 02 Oct 2012 00:00:00 GMT http://hdl.handle.net/1820/4423 2012-10-02T00:00:00Z http://hdl.handle.net/1820/4193 Title: Awareness Support for Knowledge Workers in Research Networks Authors: Reinhardt, Wolfgang Abstract: Knowledge workers all over the world are using a plethora of tools to carry out their daily working tasks thereby creating and consuming an ever-increasing amount of data. They are members of several scientific communities at the same time and connected in so-called Research Networks. Because of this fast growing amount of information, it is getting increasingly difficult for knowledge workers to stay aware of relevant content, people, activities, and events for their daily work. Knowledge workers are facing information overload and are in need of tools and techniques that help them to stay on a high awareness level. Awareness support tools may help to reduce the information overload and make knowledge workers more informed about their dynamic working context. In this thesis we explore the needs of knowledge workers from stakeholder interviews to identify their activities and interactions in interconnected Research Networks. Based on these findings we propose a layered model of awareness that describes the overall awareness of individuals in Research Networks. In two empirical studies, we apply Artefact-Actor-Networks to describe the semantic connections between content and people in Research Networks by analyzing social media artifacts and scientific publications. Moreover, we visualize the resulting networks and show how researchers can be more aware of activities and interactions in their Research Networks with the selected approach. Based on these results, we designed a widget-based dashboard that is meant to support researchers' awareness in their daily working routine. Finally, we present a future scientific event management system that addresses the identified awareness issues by offering technical solutions that are inspired by the empirical findings and the tested prototypes. We demonstrate how the integration of classic event management features from social networking sites can help strengthening the ties between researchers and lead to enhance awareness of relevant information. This thesis shows that awareness of researchers in Research Networks can be enhanced by tools that take into account the roles and actions of knowledge workers in general as well as the specific needs and features of awareness support of researchers. Description: Reinhardt, W. (2012). Awareness Support for Knowledge Workers in Research Networks (Doctoral dissertation). April, 05, 2012, Open University in the Netherlands (CELSTEC), Heerlen, The Netherlands. Mon, 19 Mar 2012 12:02:19 GMT http://hdl.handle.net/1820/4193 2012-03-19T12:02:19Z http://hdl.handle.net/1820/3417 Title: Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities Authors: Jossberger, Helen Abstract: In this dissertation, the focus is on learning in workplace simulations and the quest toward self-regulation in vocational education. The main aim was to gain understanding in the kind of difficulties and success factors students and teachers experience in workplace simulations, identify and explore self-regulated actions and to seek ways to support students’ self-regulated learning skills in the instructional design and feedback. One theoretical article and 4 empirical studies were conducted and are described in detail. Description: Jossberger, H. (2011). Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities. Doctoral Thesis. June, 24, 2011, Heerlen, The Netherlands: Open Universiteit in the Netherlands. Fri, 24 Jun 2011 00:00:00 GMT http://hdl.handle.net/1820/3417 2011-06-24T00:00:00Z http://hdl.handle.net/1820/3411 Title: The Mind's Eye on Personal Profiles - How to inform trustworthiness assessments in virtual project teams Authors: Rusman, Ellen Abstract: 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. Description: Rusman, 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. Wed, 29 Jun 2011 09:12:14 GMT http://hdl.handle.net/1820/3411 2011-06-29T09:12:14Z http://hdl.handle.net/1820/3403 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 Sat, 18 Jun 2011 19:02:55 GMT http://hdl.handle.net/1820/3403 2011-06-18T19:02:55Z http://hdl.handle.net/1820/3379 Title: Improving sustainable assessment skills in vocational education Authors: Fastré, Greet Abstract: In educational practice, assessment criteria are often formulated on a holistic level, not describing the desired performance students must be able to show. Above that, in schools for secondary vocational education students are often expected to select themselves the appropriate criteria for the learning tasks they are working on from a long list with all possibly relevant criteria. The question arises if students in senior vocational education, and especially novice students, are able to use these broadly formulated assessment criteria and to select the criteria that are applicable to particular learning tasks. This dissertation examines what kind of assessment criteria novice students in the domain of Nursing and Care need in order to develop sustainable assessment skills and to become competent professionals. Description: Fastré, G. (2011). Improving sustainable assessment skills in vocational education. Doctoral Thesis. March, 11, 2011, Heerlen, The Netherlands: Open University in the Netherlands. Fri, 11 Mar 2011 00:00:00 GMT http://hdl.handle.net/1820/3379 2011-03-11T00:00:00Z