12 results on '"Sloep, Peter B."'
Search Results
2. The Virtual Company: Toward a Self-Directed, Competence-Based Learning Environment in Distance Education
- Author
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Westera, Wim and Sloep, Peter B.
- Published
- 1998
Catalog
3. Human‐centred design to empower "teachers as designers".
- Author
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Garreta‐Domingo, Muriel, Sloep, Peter B., and Hernández‐Leo, Davinia
- Subjects
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EDUCATIONAL planning , *ERGONOMICS , *INFORMATION & communication technologies , *LEARNING , *EDUCATORS , *EDUCATION - Abstract
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 design (HCD) provides professional designers with the methods needed to address complex problems. It emphasizes the human perspective throughout the design lifecycle and provides a practice‐oriented approach, which naturally fits educators' realities. This research reports the experiences of educators who used HCD to design ICT‐based learning activities. A mixed‐methods approach was used to gauge how participating educators experienced the design tasks. The perceived level of difficulty and value of the various methods varied, revealing significant differences between educators according to their level of knowledge of pedagogy frameworks. We discuss our findings from the vantage point of educators' pedagogical beliefs and how experience shapes these. The results support the idea that HCD is a valuable framework for educators, one that may inform ongoing international efforts to shape a science and practice of learning design for teaching. [ABSTRACT FROM AUTHOR] more...
- Published
- 2018
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4. User-Centric Evaluation of Recommender Systems in Social Learning Platforms: Accuracy is Just the Tip of the Iceberg.
- Author
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Fazeli, Soude, Drachsler, Hendrik, Bitter-Rijpkema, Marlies, Brouns, Francis, Brouns, Wim van der Vegt, and Sloep, Peter B.
- Abstract
Recommender systems provide users with content they might be interested in. Conventionally, recommender systems are evaluated mostly by using prediction accuracy metrics only. But, the ultimate goal of a recommender system is to increase user satisfaction. Therefore, evaluations that measure user satisfaction should also be performed before deploying a recommender system in a real target environment. Such evaluations are laborious and complicated compared to the traditional, data-centric evaluations, though. In this study, we carried out a user-centric evaluation of state-of-the-art recommender systems as well as a graph-based approach in the ecologically valid setting of an authentic social learning platform. We also conducted a data-centric evaluation on the same data to investigate the added value of user-centric evaluations and how user satisfaction of a recommender system is related to its performance in terms of accuracy metrics. Our findings suggest that user-centric evaluation results are not necessarily in line with data-centric evaluation results. We conclude that the traditional evaluation of recommender systems in terms of prediction accuracy only does not suffice to judge performance of recommender systems on the user side. Moreover, the user-centric evaluation provides valuable insights in how candidate algorithms perform on each of the five quality metrics for recommendations: usefulness, accuracy, novelty, diversity, and serendipity. [ABSTRACT FROM AUTHOR] more...
- Published
- 2018
- Full Text
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5. Evaluation to support learning design: Lessons learned in a teacher training MOOC.
- Author
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Garreta-Domingo, Muriel, Hernández-Leo, Davinia, and Sloep, Peter B.
- Subjects
TEACHER training ,LEARNING ,EDUCATIONAL technology ,EDUCATORS ,INFORMATION & communication technologies - Abstract
Designing 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. We thus need more empirical research on the "demand side": how do educators design technologyenhanced learning activities, and how do we provide them with actionable knowledge that helps them design from a (human-centred) design perspective? The present study addresses both questions by analysing how in-service educators perceived and accomplished an (heuristic) evaluation design task as part of a design process to conceptualise a learning activity using information and communication technologies (ICT). Following a mixed-methods approach, we collected the heuristic evaluation protocols produced by the participants and their comments. The data shows that educators failed to perceive the task as actionable knowledge. To remedy this, we propose a set of design tasks that would provide the needed scaffolding to include the concept of design principles as part of educators' learning design processes; empowering them to assess both existing learning activities and ICT tools as well as their own designs. [ABSTRACT FROM AUTHOR] more...
- Published
- 2018
- Full Text
- View/download PDF
6. Design for collective intelligence: pop-up communities in MOOCs.
- Author
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Garreta-Domingo, Muriel, Sloep, Peter B., Hérnandez-Leo, Davinia, and Mor, Yishay
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SWARM intelligence , *LEARNING , *MASSIVE open online courses , *INTELLECT , *INDIVIDUAL learning accounts - Abstract
Many current authors point toward the heightening of networked individualism and how this affects community creation and engagement. This trend poses strong challenges to the potential beneficial effects of collective intelligence. Education is one of the realms that can strongly suffer from this globalized individualism. Learning is deeply enhanced by social interactions and losing this social dimension will have long-lasting effects in future generations. Networked learning is also a by-product of our societal context, but not per se individual. Our paper presents a case—the HANDSON massive open online course (MOOC)—in which a purposely designed learning environment fosters the emergence of a kind of collective intelligence which, by the learners own accord, brings about a heightened sense of community. The MOOC’s design managed to enable individual learning paces without killing the social dimension. Thus, we argue that when learning together intentionally and informally in networked online environments, small and temporary communities (pop-up communities we call them) will form. This nascent sense of community is a first step that will ultimately contribute to the common good. [ABSTRACT FROM AUTHOR] more...
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- 2018
- Full Text
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7. Recommending peers for learning: Matching on dissimilarity in interpretations to provoke breakdown.
- Author
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Rajagopal, Kamakshi, van Bruggen, Jan M., and Sloep, Peter B.
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ONLINE social networks ,ONLINE social networks research ,LEARNING ,DIGITAL resources in education ,EDUCATIONAL technology research ,MOBILE learning ,COMPUTER network resources - Abstract
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 recommendations of learning value to their users. This paper proposes a design of a people recommender based on content-based user profiles, and a matching method based on dissimilarity therein. It presents the results of an experiment conducted with curators of the content curation site Scoop.it!, where curators rated personalized recommendations for contacts. The study showed that matching dissimilarity of interpretations of shared interests is more successful in providing positive experiences of breakdown for the curator than is matching on similarity. The main conclusion of this paper is that people recommenders should aim to trigger constructive experiences of breakdown for their users, as the prospect and potential of such experiences encourage learners to connect to their recommended peers. [ABSTRACT FROM AUTHOR] more...
- Published
- 2017
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8. A new approach to collaborative creativity support of new product designers.
- Author
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Bitter-Rijpkema, Marlies, Sloep, Peter B., Sie, Rory, Rosmalen, Peter Van, Retalis, Symeon, and Katsamani, Mary
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CREATIVE ability ,COOPERATIVE education ,TECHNOLOGICAL innovations ,LEARNING ,TEAMS in the workplace - Abstract
Effective collaborative creativity is crucial to contemporary professionals who have to continuously produce innovative products and services. The technological nature and complexity of the innovations require team work, among specialists from different disciplines. Often these teams work in a distributed fashion, across boundaries of time and place. Therefore, they need electronic 'spaces' that support ('afford') their creative collaboration. Co-creativity support is not only a matter of making appropriate groupware spaces available but also of providing concurrent support in all these dimensions. These considerations inspired the development of the idSpace platform. idSpace is a collaboration platform integrating a variety of creativity tools with pedagogy-based guidance. It aims to optimise both the use of creativity techniques themselves and of the supporting processes of team collaboration and knowledge creation. In this paper, we zoom in on knowledge-sharing strategies for collaborative creativity (KS4CC). We show how collaborative creativity can be enhanced via integration of pattern-based pedagogical flow support, including suggestions of optimal use of creativity techniques. The KS4CC strategies consist of a merger of learning and collaboration flow patterns with support for the application of creative techniques. [ABSTRACT FROM AUTHOR] more...
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- 2011
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9. Towards an Integrated Approach for Research on Lifelong Learning.
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Kirschner, Paul A., Paas, Fred, Sloep, Peter B., and Caniëls, Marjolein C. J.
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LEARNING ,LEARNING ability ,CONTINUING education ,POSTSECONDARY education ,TECHNOLOGICAL innovations ,CURRICULUM frameworks ,CURRICULUM planning ,CURRICULUM evaluation ,CURRICULUM - Abstract
There is little dispute that lifelong learning is essential to the further development of the knowledge society. Nonetheless, lifelong learning is not reaching its full potential because the currently used approaches to lifelong learning are too fragmented and, often, formal approaches to education and learning are simply `translated' from initial secondary and higher education to the field of lifelong learning. This article discusses an integrated framework for carrying out research on lifelong learning. The framework is built on two dimensions: (1) the specific-generic dimension, linking contextualized research findings in the field of lifelong learning to generic issues and principles; and (2) the individual-collective dimension, linking research findings on the personal and professional development of individual lifelong learners to the level of organizations, cities, and regions. Moreover,three integrative features of research on lifelong learning are identified: Developed approaches should be (1) responsive to societal and technological changes and associated changes in required competencies; (2) flexible in order to serve highly heterogeneous groups of lifelong learners; and (3) sustainable to be of value across the whole lifespan. Finally, research and practical implications of the presented framework are discussed. [ABSTRACT FROM AUTHOR] more...
- Published
- 2009
10. Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them.
- Author
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Rajagopal, Kamakshi, Brinke, Desirée Joosten-ten, Van Bruggen, Jan, and Sloep, Peter B.
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BUSINESS networks ,SOCIAL networks ,BUSINESS skills ,CAREER development ,LEARNING ,INTERPERSONAL relations - Abstract
Networking is a key skill in professional careers, supporting the individual's growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey. [ABSTRACT FROM AUTHOR] more...
- Published
- 2012
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11. Ad hoc transient communities: towards fostering knowledge sharing in learning networks.
- Author
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Berlanga, Adriana J., Sloep, Peter B., Kester, Liesbeth, Brouns, Francis, Van Rosmalen, Peter, and Koper, Rob
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VIRTUAL communities ,LEARNING ,INFORMATION technology ,EDUCATIONAL technology ,INTERNET - Abstract
To enhance users' social embedding within learning networks, we propose to establish ad hoc transient communities. These communities serve a particular goal, exist for a limited period of time and operate according to specific social exchange policies that foster knowledge sharing. This paper explores the theoretical underpinnings of such communities. To this end, it identifies five theories that explain how group interaction affects community behaviour and argues that these can shed light on the expected behaviour of ad hoc transient communities. The paper also examines three conditions which community policies should adhere to in order to foster knowledge sharing and it suggests that ad hoc transient communities should be designed accordingly. Finally, it analyses how ad hoc transient communities can be implemented in an Information Technology (IT) platform which is currently under development, the TenCompetence Personal Competence Manager (PCM), and discusses the current practices in communities outside the learning arena. Finally, the paper explores the avenues for further work. [ABSTRACT FROM AUTHOR] more...
- Published
- 2008
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12. Factors that influence cooperation in networks for innovation and learning.
- Author
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Sie, Rory L.L., Bitter-Rijpkema, Marlies, Stoyanov, Slavi, and Sloep, Peter B.
- Subjects
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COOPERATIVENESS , *DIFFUSION of innovations , *LEARNING , *PERSONALITY , *SOCIAL networks , *TRUST - Abstract
Innovation networks and learning networks share the same cooperative intention, but they too often fail as members of the network do not know which partnerships are valuable. If one plans to build a support service that provides insight into the value of future cooperation, one first needs to know what contributes to effective and efficient cooperation. In addition to carrying out a literature review, we invoked the eDelphi method to answer this question. eDelphi is a method to solicit knowledge from experts anonymously and without geographical constraints. Observations from two eDelphi rounds are reported in this article. The first round focused on factor generation and determined which factors influence cooperation networks; it was conducted with two groups of six representative experts. Experts list open communication, a positive attitude, trust, keeping appointments, and personality as influential factors for cooperation networks. A team of four moderators categorised the factors in a second round, resulting in four core clusters: personal characteristics, diversity, effective cooperation, and managerial aspects. Interestingly the experts failed to list some factors that are mentioned in the literature. This finding is discussed. [ABSTRACT FROM AUTHOR] more...
- Published
- 2014
- Full Text
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