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In 2006 the Open University of the Netherlands started running trials with the so called virtual class. A virtual classroom is a set of tools for delivering classroom-like sessions,live over the Internet. The virtual class was used to replace face-to-face tutorials in the study centres. Since 2006 more than 20 pilots have been carried out involving more than 25 tutors and more than 200 students. The aim of those trials was to find out if the virtual classroom would be a suitable alternative for f2f-meetings and if so what would be the best way and the best didactical approach to set up a virtual classroom. In this paper we present the findings of the pilots, the selection process of the virtual classroom product and we give recommendations on using the virtual classroom in distance teaching, how it affects our pedagogical model and how we can get more students and tutors to use it.

We compare three open universities the Open Universities in the UK (OUUK), the Netherlands (OUNL) and Japan (OUJ). Originating in the modern idea of an Open University each university has developed its own pedagogical model. The OUUK developed Supported Open Learning based on: 1. Distance open learning: allowing ‘learning in your own time’ working on set activities and assignments. 2. Quality resources: printed materials, set books, audio and video and home experiments. 3. Systematic support: provided by course tutors, a regional network of centers, central library and technical support. The OUNL offers ‘supported independent open learning’. Students study at their own time, pace and place. There are no semesters, academic years or student cohorts. Courses are small and most support is built into the materials. OUJ has used television and radio broadcasting for instruction. In addition OUJ uses textbooks, guidance by correspondence, and classes at one of 50 local study centres. Tutor support is not part of the pedagogic model though individualized tutorials are given at the final stage of the student's course of study. Having described and compared these we examine how these models have responded to the emergence of Internet technologies including Web 2.0 and national circumstances.

Distance learners have fewer face to face contact opportunities with staff and peers than learners in regular settings. A Learning Network might facilitate social interaction and knowledge sharing for these learners thereby helping them to overcome isolation and dropout. In this paper we argue that social network sites functionalities can provide insights regarding how Learning Networks for distance learners should be designed to foster social bonding and knowledge exchange. First, the paper briefly presents a social network site (MyOU.nl) of the Open University of The Netherlands (OUNL), which was implemented as a pilot of how social network tools and approaches can be combined. Thereafter, the paper presents the results of a survey (N=353) conducted to investigate the usage of social network sites of learners enrolled in the OUNL, who usually are adults, combining work, private obligations and study. Particularly, the survey investigated OUNL learners’ social network sites usage and perception of the design features they value most, as well as the features they would like to have in a Learning Network designed to support their study. Results show that profile social network sites are the most popular among learners. Although most learners are not actively participating in these sites, they nevertheless support the idea of a dedicated social learning network for their study. However, the vast majority does not see social network sites useful to share knowledge and expertise with others, or perceive the usefulness of these sites for learning. Results also show that learners have a self-centred, goal-oriented attitude, so they do not consider it vital to share their knowledge, find peers or work collaboratively. Their focus is on developing their competences as fast and efficient as possible. Therefore, they seem to prefer functionalities and tools for self-assessment, resources suitable for self-study and contact with experts, rather than functionalities for creating communities, contacting peers to work collaboratively, sharing resources, sharing knowledge using social tools, such wikis and blogs. The paper discusses these findings and provides advice to implement a Learning Network for distance learners. Finally, conclusions and future work are briefly described.

We have earlier proposed an alternative model for trustworthiness in vocational contexts, consisting of several additional antecedents to the commonly accepted antecedents of ability, benevolence and integrity. Examples of these antecedents are “communality” and “accountability”. By reviewing literature about the measurement of trust and trustworthiness, we operationalized and specified the model. In this paper we describe the resulting measurement instrument and the results of an empirical evaluation test of this instrument.

We compare three open universities the Open Universities in the UK (OUUK), the Netherlands (OUNL) and Japan (OUJ). Originating in the modern idea of an Open University each university has developed its own pedagogical model. The OUUK developed Supported Open Learning based on: 1. Distance open learning: allowing ‘learning in your own time’ working on set activities and assignments. 2. Quality resources: printed materials, set books, audio and video and home experiments. 3. Systematic support: provided by course tutors, a regional network of centers, central library and technical support. The OUNL offers ‘supported independent open learning’. Students study at their own time, pace and place. There are no semesters, academic years or student cohorts. Courses are small and most support is built into the materials. OUJ has used television and radio broadcasting for instruction. In addition OUJ uses textbooks, guidance by correspondence, and classes at one of 50 local study centres. Tutor support is not part of the pedagogic model though individualized tutorials are given at the final stage of the student's course of study. Having describe and compare these we examine how these models have responded to the emergence of Internet technologies including Web 2.0 and national circumstances.

This paper presents the theoretical framework for a project in which we design, develop and test a personal identity profile that can contribute to an improved mediated collaboration environment for virtual project teams. The profile aims to foster interpersonal trust by enabling better and quicker estimations on trustworthiness.

Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building. In the past we explored computational approaches to positioning that are based on the contents of the learning network and the behavior of those participating in it, more or less ignoring different efforts to stimulate positioning and competency development from a top-down-perspective. In this paper we introduce and compare strategies for positioning and give a research outlook for computerassisted positioning.

This State of the art on Latent Semantic Analysis (LSA) captures current knowledge on and applications of LSA. Furthermore, it tries to connect this knowledge to other applications in education by identifying useful ways in which LSA can be used and what benefits it offers. Rather than being exhaustive, the document tries to capture the essence of each topic. When appropriate, references for further reading are given. The document provides information on: LSI, Educational use of LSA, issues in corpus construction, several methodological considerations, a discussion of strengths and weaknesses and a discussion on alternative use of LSA in education. The document also includes a general bibliography on LSA.

This article argues that the provision of lifelong learning opportunities needs to be based on well-thought-through integrated models. These models should merge pedagogical, organisational and technological perspectives and meet requirements for the provision of lifelong learning opportunities. This article also claims that these requirements cannot be met by existing educational models and tools. The Learning Networks model is offered as an alternative, feasible model for ICT-network supported lifelong learning. A Learning Network is defined as an ensemble of actors, institutions and learning resources which are mutually connected through and supported by information and communication technologies in such a way that the network self-organises and thus gives rise to effective lifelong learning.

Paper in which it is plead that design patterns are a suitable instrument for communicating design expertise and methods for pattern identification are discussed.

Dit (deel-)project is gericht op het ontwikkelen van een hands-on basistraining EML 1.0. Deze training beoogt cursisten: * te leren werken met EML in concrete auteursomgeving (in casu Framemaker) * de uitgangspunten en grondbeginselen (technisch en onderwijskundig) van XML/EML te verduidelijken * inzicht te geven in de relatie tussen EML en XML * Inzicht te geven in de opzet van EML Aan het einde van de training is men in staat: * in Framemaker een EML-bestand (UOS met hoofdelementen) op te bouwen * de uitgangspunten en opbouw van EML te formuleren De training zal worden ontwikkeld in EML-versie 0.53 en worden uitgeleverd via het ELO-systeem.

The work of designing a useful, convivial networked learning environment is complex and demanding. People new to designing for networked learning face a number of major challenges when they try to draw on the experience of others – whether that experience is shared informally, in the everyday language of educational practice, or through published research and evaluation studies, or through sets of action-oriented guidelines. In this paper we present a novel approach to sharing educational design experience, making use of an organisational and communicative framework derived from Christopher Alexander’s work on pattern languages. We describe the structure and purpose of design patterns, show how they fit together in a pattern language, and illustrate the approach with reference to some design patterns for networked learning. For clarity, our presentation is set within a specific conception of the nature of designing for networked learning, but we aim to show how the patterns-based approach transcends such particularities. We suggest that design patterns offer a useful method for sharing design ideas in participatory educational design work.

European roadmap for e-learning RTD in support of higher education and life long learning for the coming ten years. Deliverable 1, produced within the e-LearnTN project under the fifth Framework Programme of the European Commission.

This deliverable describes the outcomes of the initial market studies which investigated: 1) new tools and products for e-learning, 2) expectations for adaptive e-learning in the European Union, 3) characteristics of potential clients for ALFANET, 4) and user characteristics which need to be addressed in the design of ALFANET. After a description of the key questions, design and outcomes of the market studies, the deliverables describes the conlusions and recommendations for the project ALFANET.

Doelstellingen De doelstelling van dit werkpakket is als volgt te formuleren: 'Onderzoek hoe ELO zich verhoudt tot de in Nederland breed geaccepteerde en geïmplementeerde teleleerplatforms'. Deze studie geeft antwoord op een gedeelte van de in het oorspronkelijke plan gestelde vragen, waarvan de meeste een functioneel, technisch en organisatorisch aspect hebben: 1. Wat zijn de kenmerken van de geselecteerde producten? 2. In hoeverre komen ze overeen met of verschillen ze van Studienet? 3. Hoe is het beheer van geproduceerde inhouden ('content management') geregeld? 4. Hoe worden inhouden gepubliceerd naar elk van deze uitleverplatformen? 5. Is het mogelijk om inhoud uit het teleleerplatform om te zetten naar EML? 6. Wat zijn de overeenkomsten en verschillen tussen ELO en deze producten? 7. Welke type(n) evaluatiecriteria worden in gangbare evaluatieonderzoeken gehanteerd? 8. Indien ELO op deze evaluatiecriteria zou worden getoetst, wat zou dan het resultaat zijn? 9. Welke evaluatiecriteria passen bij de toekomstige ontwikkelingen in het veld van teleleerplatforms? 10. Hoe moeten wij ons opstellen ten opzichte van de leveranciers van deze producten: samenwerken, vragen om een EML import/export filter, ze als concurrent beschouwen, exclusief optrekken met een enkele (toekomstig) marktleider op dit punt?

Dit verslag vormt de eindrapportage van ELO project 1.1 'Uitwerking onderwijsconcept'. De activiteiten die hebben geleid tot deze rapportage zijn uitgevoerd in de periode van 15 januari 2000 tot 1 april 2000. Een deel van deze activiteiten zal in een andere vorm ook na 1 april 2000 worden voortgezet. In vorige fases van het ELO-programma is gewerkt aan een onderwijsconcept in het kader van het innoveren van totale opleidingen (Koper, et al, 1998). Hierbij is het begrip competentiegericht onderwijs verkend en gedefinieerd, is een opzet voor competentiekaarten bedacht (Westera, et al, 1999), en zijn didactische scenario's (Manderveld, et al, 1999) tot op zekere hoogte uitgewerkt. Al deze zaken bleken nog verre van 'uitontwikkeld'. In het project waarover hier wordt gerapporteerd, is vooral in concrete zin een vervolg gegeven op deze activiteiten.

Het ELO-systeem wordt expliciet gepositioneerd als een innovatieve tool voor de externe markt. het ELO-systeem heeft hierdoor een functie bij het invullen van de innovatieve missie van de OUNL voor het Hoger Onderwijs. Deze externe positionering van de ELO stelt ontwerpers en ontwikkelaars voor een probleem: in welke mate worden eisen, wensen, karakteristieken van deze externe markt in voldoende mate meegenomen bij het ontwerpen, ontwikkelen en straks vermarkten van het systeem. Zijn er wel klanten voor een dergelijk ELO-systeem binnen de specifieke markt van het Hoger Onderwijs? Is er voldoende kennis aanwezig over deze klanten in de veronderstelde markt? Hoe dient het product in de markt te worden gezet? Bestaan er specifieke product-markt combinaties?

De doelstelling van werkpakket 1.1 van het ELO-project is: ‘het conceptueel verfijnen van de componenten van de innovatieve onderwijsaanpak, zoals deze zijn vastgelegd in de definitiestudie van ELO (U98/10.424)’. n de definitiestudie is een paragraaf te vinden over een nieuwe, innovatieve onderwijsaanpak, genaamd 'competentiegericht onderwijs'. Het doorvoeren van de principes van competentiegericht onderwijs leidt tot flexibel, op maat gesneden onderwijs, waarbij de kloof tussen arbeidsmarkt en onderwijs op een optimale manier kan worden overbrugd.

This study investigates the influence of pre-instructional strategies on the relationship between learner-controlled or program-controlled length of video segments and on related test performance on post-tests and retention tests. The study looks at the effect of presenting learning objectives in advance on the learning of factual information from interactive video programs. First-year students from two agricultural colleges in the Netherlands used a computer-controlled interactive video disk about the industrial process of cheese making and completed a posttest. A retention test was administered approximately two and a half weeks later. The program had two conditions, fixed and free. In the fixed condition, subjects worked through all seven chapters in linear order. In the free condition, students could vary the order of the chapters and view parts of the video as they wished. Results show a significant result for locus of control. Subjects in the no-pre-instruction condition performed better on test items that relate to incidental learning in the pre-instruction condition than on test items that relate to intentional learning in the pre-instruction condition. Overall, program control yielded a better posttest performance than learner control, although the effect size was rather small.

This is a report by the expert pools of the EMPOWER programme established by EADTU to cover the latest trends and developments in new modes of teaching. New modes of teaching and learning create new opportunities for enhancing the quality of the learning experience in on campus programmes, reaching out to new target groups off campus and offering freely accessible courses nationally or worldwide through the internet. They enhance the quality, visibility and reputation of the institution. Co-funded by the Erasmus+ Programme of the European Union info:eu-repo/semantics/publishedVersion