What Is So Revolutionary About The Internet In Education?

Peter B. Sloep; Ellen Rusman

World Conference on Educational Media and Technology 2000 (2000) pp. 1740–1741

The Internet is making inroads into almost all quarters of our society. Education is no exception to that, nor should it. Exciting new ways of building content, of delivering it, of interacting with our students, indeed of managing our educational ...

The Design, Development and Implementation of Education in Edubox

Ellen Rusman; Peter B. Sloep

World Conference on Educational Media and Technology 2000 (2000) pp. 1717–1719

Edubox® is a system, built at the Open University of The Netherlands, that supports educational innovation processes in higher education. The system allows maximal flexibility in that it enables educational designers to model an instructional system ...

Students and Instant Messaging: A Survey of Current Use and Demands for Higher Education

Gijs de Bakker; Peter Sloep; Wim Jochems

Association for Learning Technology Journal Vol. 15, No. 2 (June 2007) pp. 143–153

Instant messaging (IM) is the term used to describe the technology through which "users can set up a list of partners who will be able to receive notes that pop up on their screens the moment one of them writes and hits the send button". While early ...

The Design of the Virtual Company: Synergism of Learning and Working in a Networked Environment

Wim Westera; Peter B. Sloep; Jack F. Gerrissen

Innovations in Education and Training International Vol. 37, No. 1 (2000) pp. 23–33

Describes the Virtual Company, a learning environment developed by the Open University (Netherlands) that is modeled after real companies to bridge the gap between learning and working by situating learning in a real-life business setting. Discusses ...

Evaluation to support learning design: Lessons learned in a teacher training MOOC

Muriel Garreta-Domingo; Davinia Hernndez-Leo; Peter Sloep

Australasian Journal of Educational Technology Vol. 34, No. 2 (Apr 27, 2018)

The design of learning opportunities is an integral part of the work of all educators. However, educators often lack the design skills and knowledge that professional designers have. One of these basic skills is related to the evaluation of produced ...

Recommending peers for learning: Matching on dissimilarity in interpretations to provoke breakdown

Kamakshi Rajagopal; Jan M. Bruggen van; Peter B. Sloep

British Journal of Educational Technology Vol. 48, No. 2 (March 2017) pp. 385–406

People recommenders are a widespread feature of social networking sites and educational social learning platforms alike. However, when these systems are used to extend learners' Personal Learning Networks, they often fall short of providing...

Design and Evaluation of a Widget-Based Dashboard for Awareness Support in Research Networks

Wolfgang Reinhardt; Christian Mletzko; Hendrik Drachsler; Peter B. Sloep

Interactive Learning Environments Vol. 22, No. 5 (2014) pp. 594–613

In this article, we describe the rationale, design and evaluation of a widget-based dashboard to support scholars' awareness of their Research Networks. We introduce the concept of a Research Network and discuss Personal Research Environments...

The Effect of Multilingual Facilitation on Active Participation in MOOCs

Jean-Franois Colas; Peter Sloep; Muriel Garreta-Domingo

The International Review of Research in Open and Distributed Learning Vol. 17, No. 4 (Jul 08, 2016)

A new approach for overcoming the language and culture barriers to participation in Massive Open Online Courses (MOOCs) is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with...

Human-centred design to empower “teachers as designers”

Muriel Garreta‐Domingo; Peter B. Sloep; Davinia Hernández‐Leo

British Journal of Educational Technology Vol. 49, No. 6 (November 2018) pp. 1113–1130

Educators of all sectors are learning designers, often unwittingly. To succeed as designers, they need to adopt a design mindset and acquire the skills needed to address the design challenges they encounter in their everyday practice. Human-centred...

How to Create Flexible Runtime Delivery of Distance Learning Courses

Colin Tattersall; Hubert Vogten; Francis Brouns; Rob Koper; Peter van Rosmalen; Peter Sloep; Jan van Bruggen

Educational Technology & Society Vol. 8, No. 3 (2005) pp. 226–236

Distance Learning Providers serve large populations of learners, frequently offering the same course to different groups of learners over lengthy periods of time. This article argues that (re-) running e-learning courses with different combinations...

Matchmaking in Learning Networks: Bringing Learners Together for Knowledge Sharing

Liesbeth Kester; Peter van Rosmalen; Peter Sloep; Francis Brouns; Malik Kone; Rob Koper

Interactive Learning Environments Vol. 15, No. 2 (August 2007) pp. 117–126

In this article we describe a system that matches learners with complementary content expertise in reaction to a learner-request for knowledge sharing. It works through the formation of "ad hoc," transient communities, that exist for a limited...

Identification of Critical Time-Consuming Student Support Activities in E-Learning

Fred J. de Vries; Liesbeth Kester; Peter Sloep; Peter van Rosmalen; Kees Pannekeet; Rob Koper

Association for Learning Technology Journal Vol. 13, No. 3 (October 2005) pp. 219–229

Higher education staff involved in e-learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content,...

Experts' views on digital competence: Commonalities and differences

José Janssen; Slavi Stoyanov; Anusca Ferrari; Yves Punie; Kees Pannekeet; Peter Sloep

Computers & Education Vol. 68, No. 1 (October 2013) pp. 473–481

Following earlier studies aimed at gaining a deeper understanding of digital competence through a review of literature and current digital competence frameworks, this paper focuses on experts' views on digital competence. It describes the results of ...

Language: English

Weblogs as Instruments for Reflection on Action in Teacher Education

Iwan G. J. H. Wopereis; Peter B. Sloep; Sybilla H. Poortman

Interactive Learning Environments Vol. 18, No. 3 (September 2010) pp. 245–261

This study examined the use of weblogs as a means to promote student teachers' reflective practice. The assumption was explored that weblogs are suitable tools to support and stimulate reflection on action in teacher training and consequently to...

Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs

Yongwu Miao; Marcel van der Klink; Jo Boon; Peter Sloep; Rob Koper

Distance Education Vol. 30, No. 2 (August 2009) pp. 259–276

A learning design describes a sequence of learning activities that learners undertake in order to help them achieve particular learning objectives, including the resources and services needed to complete the activities. Unfortunately, there is no...

Designing a Learning Design Engine as a Collection of Finite State Machines

Hubert Vogten; Colin Tattersall; Rob Koper; Peter van Rosmalen; Francis Brouns; Peter Sloep; Jan van Bruggen; Harrie Martens

International Journal on E-Learning Vol. 5, No. 4 (October 2006) pp. 641–661

Specifications and standards for e-learning are becoming increasingly sophisticated and complex as they deal with the core of the learning process. Simple transformations are no longer adequate to successfully implement these latest specifications...

Topics: Technology integration, online learning, web-based learning, Instructional Design, Integration, design, information technology, Educational Technology, eLearning, Programming, Inclusive Education, Information Sciences

Effects of Peer-Tutor Competences on Learner Cognitive Load and Learning Performance during Knowledge Sharing

Ya-Ping Hsiao; Francis Brouns; Jan van Bruggen; Peter B. Sloep

International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2012 (October 2012)

In Learning Networks, learners need to share knowledge with others to build knowledge. In particular, when working on complex tasks, they often need to acquire extra cognitive resources from others to process a high task load. However, without...

Towards a TENCompetence ePortfolio

Adriana Berlanga; Peter Sloep; Francis Brouns; Marlies Bitter-Rijpkema; Rob Koper

International Journal of Emerging Technologies in Learning (iJET) Vol. 3, No. 2008 (Jul 16, 2008)

This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, pedagogical, social, and technical perspectives. The rhetorical perspective is needed to show the learnerâ??s competences, achievements and history; the...

Innovating Education with an Educational Modeling Language: Two Case Studies

Peter B. Sloep; Jan van Bruggen; Colin Tattersall; Hubert Vogten; Rob Koper; Francis Brouns; Peter van Rosmalen

Innovations in Education and Teaching International Vol. 43, No. 3 (August 2006) pp. 291–301

The intent of this study was to investigate how to maximize the chances of success of an educational innovation--specifically one based on the implementation of the educational modeling language called EML. This language is both technically and...

A Design Model for Lifelong Learning Networks

Rob Koper; Bas Giesbers; Peter van Rosmalen; Peter Sloep; Jan van Bruggen; Colin Tattersall; Hubert Vogten; Francis Brouns

Interactive Learning Environments Vol. 13, No. 1 (2005) pp. 71–92

The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless,...

Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

Rory L. L. Sie; Nino Pataraia; Eleni Boursinou; Kamakshi Rajagopal; Anoush Margaryan; Isobel Falconer; Marlies Bitter-Rijpkema; Allison Littlejohn; Peter B. Sloep

Educational Technology & Society Vol. 16, No. 3 (2013) pp. 59–75

Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of...