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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 have explored computational approaches to positioning based on the contents of the learning network and the behaviour of those participating in it, more or less ignoring different efforts to stimulate positioning and competence development from a top-down perspective. In this paper we introduce a research agenda for positioning in learning networks, discuss several cases and give an outlook on the development of a positioning service for learning networks.

A large-scale experiment is presented which examines the feasibility of using a new method of peer-support called Ad Hoc Transient Groups (AHTGs) to foster Social Capital of Learning Network participants. In AHTGs participants that have a request are helped by other participants in a dedicated private space (‘ad-hoc’) which exists for a limited amount of time only (‘transience’). To test the hypotheses that AHTGs foster Social Capital, AHTGs were introduced to a subset of the eTwinning Learning Network (+130.000 teachers). To validate the results, a No-Intervention group and a comparison group that used a Forum to ask questions instead of AHTGs were also examined. Results show that AHTGs seem to foster Social Capital on the level of Relationship Characteristics and Mutual Support. Results on Sense of Connectedness were inconclusive. It is concluded that AHTGs have a decentralizing effect, making the network less dependent on a few key participants. Furthermore, AHTGs have clearly been shown to have a low threshold to ask a question. Within the Forum group only a few core participants asked questions, yet many participants replied. It is concluded that AHTGs foster Social Capital in a different way when compared to a forum.

Background: Experts have recommended training and standardisation as promising approaches to improve handovers and minimise the negative consequences of discontinuity of care. Yet the content and delivery of handover training have been only superficially examined and described in literature. Objective: The aim of this study was to formulate recommendations for effective handover training and to examine whether standardisation is a viable approach to training large numbers of healthcare professionals. Methods: A training needs analysis was conducted by means of a questionnaire, which was filled out by 96 healthcare professionals in primary and secondary care in the Netherlands, Spain, Sweden and Poland. Preferences and recommendations regarding training delivery aspects and training topics that should be included in the handover training were measured. Results: The majority of the participants recommended a short conventional training session with practice assignments, to be completed in small, multidisciplinary groups. Formal examination, e-learning and self-study were not favoured. Recommended training topics were: communication skills, standardised procedures, knowing what to hand over, alertness to vulnerable patient groups and awareness of responsibility. Conclusions: The idea of completely standardised handover training is not in line with the identified differences in preferences and recommendations between different handover stakeholders. Mass customisation of training, in which generic training is adapted to local or individual needs, presents a promising solution to address general and specific needs, while containing the financial and time costs of designing and delivering handover training.

This explorative study identifies information elements that are commonly perceived as important to inform initial trustworthiness assessments of colleagues within virtual project teams. Collaboration in virtual project teams heavily relies on interpersonal trust, for which perceived trustworthiness is an important determinant. Knowing what information elements are used to form a first impression of trustworthiness, one can optimize the design of personal profiles so that they support trustworthiness assessments in virtual project teams. The authors reviewed various trust-requiring online environments to determine what elements were available through profile templates. A group of 226 students with experience in virtual project teams indicated the importance of the elements thus found for the formation of a first impression of trustworthiness. On the basis of the results obtained, the authors formulated recommendations for the design of personal identity profiles in groupware environments.

Several collaboration problems in virtual project teams that work in knowledge-intensive contexts can be attributed to a hampered process of interpersonal trust formation. Solutions to trust formation problems need to be based on an understanding of how interpersonal trust forms in face-to-face project teams as well as on insight into how this process differs in virtual teams. Synthesizing literature from various disciplines, we propose a model for the formation of interpersonal trust between project team members. Taking this model as a starting point, we analyse how virtual settings may alter or even obstruct the process of trust formation. One method to improve the formation of interpersonal trust in virtual settings is to facilitate the assessment of trustworthiness. This can be done by making information available about individual virtual project team members. Previous research in virtual project teams focussed principally on the medium by which information is spread, for example, by phone, mail, or videoconferencing. Most researchers failed to take the specific content of the information into account, although there is general agreement that personal, non-task-related information is important to foster trust. For this, we propose to use the antecedents of trustworthiness, which until now have mainly been used as a framework to measure trust, as a design framework instead. This framework of antecedents can also be used to determine which type of information is relevant to assess each other's trustworthiness. We review existing literature on the antecedents of trustworthiness and extend the well-accepted antecedents of 'ability', 'benevolence' and 'integrity' with several other antecedents, such as 'communality' and 'accountability'. Together, these form the TrustWorthiness ANtecedents (TWAN) schema. We describe how these antecedents can be used to determine which information is relevant for team members assessing others' trustworthiness. In future research we will first verify this extended cognitive schema of trustworthiness (TWAN) empirically and then apply it to the design of artefacts or guidelines, such as a personal identity profile to support the assessment of trustworthiness in virtual project teams.

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 enhance the students' ability to reflect. Three groups of student teachers used weblogs to reflect on teaching practice during an 8-week internship. Students were asked (a) to reflect on their own teaching experiences and (b) to provide peer feedback. Analyses of the student contributions show that weblogs are useful for reflection on critical incidents in the classroom and that they can stimulate interconnectivity in groups of students. However, weblogs do not incite deep reflection or spiral reflection, which can only be the result of explicit instruction. This exploratory study further shows that large-scale quantitative research is needed to support the premise that weblogs are suitable tools for reflection.

This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. The study was a project carried out by members of the Association of Teacher Educators Europe (ATEE) Research and Development Centre Professional Development of Teacher Educators. Induction is seen as a process of becoming a teacher educator and encompasses two levels. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction). Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The article concludes with recommendations for improvement of induction practices and further research. This collaborative research project also revealed a lack of shared language in communicating professional issues and the need to further develop this within international communities like the ATEE. © 2010 Copyright International Professional Development Association (IPDA).

Flexible lifelong learning requires comparability and exchangeability of courses, programmes and other types of learning actions both in a national and international context. This paper argues that in order to achieve comparability and exchangeability a uniform and meaningful way to describe learning paths towards attainment of learning outcomes is needed. The paper identifies the requirements for a learning path specification drawing on a study of literature in the field of curriculum design and lifelong learning, and lessons learned from recent initiatives which aimed to enhance comparability and exchangeability of learning actions. Two existing specifications designed to describe learning programmes, XCRI and IMS-LD, are investigated to see whether they can fulfil the identified requirements. The fact that IMS-LD has a generic way to define completion of learning paths and its constituent parts as well as an expression language to describe all kinds of conditions make IMS-LD a more likely candidate. A learning path model is presented identifying the main elements of a learning path specification and mapping them onto IMS-LD.

The implementation of double-loop-learning-based educational scenarios in instructional design in workflow-like e-learning systems appears to be showing a gap; whereas the former assumes that processes can be reflected upon and can be modified or amended by the learners, the latter only predefines a limited set of rigid instructional processes. However, an important advantage of instructional designs implemented in workflow-like e-learning systems using modeling standards is the ease with which they can be exchanged with other (educational) institutions. The workflow environment described here aims to make learner reflection and change to instructional processes feasible while maintaining portability. We present a description of the implementation of the educational scenario of the virtual company in our workflow environment that makes use of dynamic workflow processes. Learners are provided with process building blocks, called “atomic actions,” which they can use to create and revise processes on the fly, thus supporting double-loop learning.

There is a growing interest among teachers in using games as a part of their lesson plans. A standardised, interoperable approach to the sharing of such game-based lesson plans would allow teachers and educational technologists to compare and contrast Digital Game Based Learning scenarios, allowing best practices and lessons learned to emerge. Although games can be used as 'add-ons' in educational contexts, greater benefits can be attained by integrating games more fully into the educational process, i.e. by repurposing existing games to target the specific learning objectives. In this article we analyse this problem. We developed two possible solutions based on the integration and the interaction of games and learning scenarios. The first solution is based on 'pedagogical wrappers', where games are linked to e-learning flows but without interaction and communication. The second solution sees a tighter integration which supports ongoing interaction and communication between game and e-learning flow. We applied both solutions to a generic game. This game was firstly programmed in Action Script and later re-used for learning purposes and represented in IMS Learning Design. We analysed the pros and cons of each solution and identify research topics for further research.

How ad-hoc transient groups increase the sense of belonging and sense of connectedness of network members through supporting each other mutually

To overcome the teacher bandwidth problem in supporting large groups of students, both automated process support (cueing) and face-to-face feedback by peers during small group work (collaboration) can be provided to students.The purpose of this experimental study was to examine whether a multimedia practical containing cueing could be effectively combined with peer feedback to support the acquisition of the complex skill of preparing a plea in court.In the context of a regular court practical, 50 junior law students at a Dutch university individually studied a multimedia practical and participated in small group discussions about intermediate learning outcomes of the practical.The study examined the effects of cueing and collaboration on training outcomes and transfer pleas, and on cognitive activity during collaboration, by combining the multimedia practical and small group collaboration to support the complex task of preparing a plea in court.Both cueing and collaboration positively influence training outcomes, with participants without cueing benefiting most from additional collaboration. Transfer plea scores reveal a positive effect of collaboration but a negative effect of cueing. Analysis of discussions during small group collaboration reveals a negative effect of cueing on the level of cognitive activity.Peer feedback during small group work indeed appears to be a feasible option to be combined with or (partially) substitute individualized cueing when training complex learning tasks.

The intent of this study was to investigate how to maximise the chances of success of an educational innovation—specifically one based on the implementation of the educational modelling language called EML. This language is both technically and organisationally demanding. Two different implementation cases were investigated, one situated in an institution for higher professional education that caters for on‐campus students; the other in an institution for higher, open distance education, that serves off‐campus, home‐based students. Diffusion‐innovation theory is used as the backdrop for the analysis. It helps us to understand why the implementations failed and what measures might be taken to avoid future failure in similar situations.

Realizamos una revisión sobre el estado de la cuestión en el tema de las comunidades virtuales, los grupos de trabajo y los proyectos de investigación centrados en la especificación de e-learning IMS Learning Design o desarrollados en torno a ella. Esta especificación se está convirtiendo de facto en el estándar más versátil y respaldado para modelar procesos completos de aprendizaje como complemento de estructuras de contenidos educativos. Posteriormente, y como consecuencia del estudio, desarrollamos un análisis y lectura del panorama actual con una indicación de los factores clave que muestran su impacto y relevancia y los principales retos a abordar en un futuro inmediato

Trend watching reports are an indispensable resource in the e-learning domain. Many HRD departments consider these reports as essential cornerstones for the development of their e-learning strategy. But what is the quality of the forecasts made in these reports? In this article, several methods of forecasting trends are discussed, resulting in a checklist to evaluate the quality of trend studies. Next, this checklist is applied to evaluate some significant trend studies. The evaluation results show that the reports do not meet basic quality criteria, such as ‘sound methodology’ and ‘objectivity’. The article concludes with some critical remarks on the role trend watching reports play in the domain of e-learning.

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, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions.

When referring to this paper please use the original source: British Journal of Educational Technology, 2004, 35 nr 6, pp. 729 - 738

Please refer only to original source: Koper, R., Tattersall, C. (2004). New directions for lifelong learning using network technologies. British Journal of Educational Technology, 35 (6), 689-700.

Nowadays there is a huge demand for flexible, independent learning without the constraints of time and place. Various trends in the field of education and training are the bases for the development of new technologies for education. This article describes the development of a learning technology specification, which supports these new demands for learning challenging the new technological possibilities. This specification is named Educational Modelling Language (EML) and is developed by the Open University of the Netherlands.

Two studies were carried out with expert educational designers at Arthur Andersen and the Open University of the Netherlands to determine the priorities they say that employ when designing competence-based learning environments. Designers in a university context and in a business context agree almost completely on what principles they feel are important, the most important being that one should start a design enterprise from the needs of the learners, instead of the content structure of the learning domain. The main difference between the two groups is that university designers relate that they find it extremely important to consider alternative solutions during the whole design process; something that business designers report as being considerably less important. University designers say that they focus more on project plan and desired characteristics of the instructional blueprint whereas business designers report being more client-oriented, stressing the importance of “buying in” the client early in the process.

Even though informal learning plays an important role in everyone's life, not everyone is aware of its importance. These informal activities contribute to the development of self-regulated learning that can help productivity in different environments. As this kind of apprentices grow, the need to keep track of this developed knowledge is becoming vital. This paper presents a study on the perception and usage of a tool that would help keeping track of learners' informal learning. This study was conducted both within academic and professional contexts and was developed within the European Commission funded TRAILER project. The contexts were similar regarding the importance and perception of informal learning, but differed concerning tool usage and the usefulness of such a platform. The overall idea of managing one's informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose.

In de speciale jaarlijkse uitgave van Emerce staat een artikel over vier e-learning ontwikkelingen.

In this paper we argue that a centrally governed Learning Management System (LMS) still has ample legitimacy in an information society that is ever more adopting cloud computing services in daily life. We argued that control over services and produced data is essential from the perspective of an educational institute for reasons of accountability, quality control, legislation, privacy and reliability. However, the current generation learning management systems are primarily geared to provide ‘additional’ online learning. In ‘real’ online learning teachers and students almost never need to meet face-to-face. All instruction, tests, communication and collaboration is organised using internet and mobile technologies. We propose a paradigm shift for the next generation LMS, discarding the course as key concept in favour of the social learning network concept. We argue that a generic social collaborative portal platform is a good foundation for the development of this next generation LMS. We support our arguments by presenting a real world case and we conclude that we can reuse 80% of the standard code.

Online communities and networked learning provide teachers with social learning opportunities, allowing them to interact and collaborate with others in order to develop their personal and professional skills. However, with the large number of learning resources produced everyday, teachers need to find out what are the most suitable ones for them. In this paper, we introduce recommender systems as a potential solution to this . The setting is the Open Discovery Space (ODS) project. Unfortunately, due to the sparsity of the educational datasets most educational recommender systems cannot make accurate recommendations. To overcome this problem, we propose to enhance a trust-based recommender algorithm with social data obtained from monitoring the activities of teachers within the ODS platform. In this article, we outline the re-quirements of the ODS recommender system based on experiences reported in related TEL recommender system studies. In addition, we provide empirical ev-idence from a survey study with stakeholders of the ODS project to support the requirements identified from a literature study. Finally, we present an agenda for further research intended to find out which recommender system should ul-timately be deployed in the ODS platform.

The current knowledge society requires its citizens to continuously maintain and update existing knowledge and competences and thus engage in lifelong learning. Acquiring key competences, such as digital, intercultural and communicative competences is crucial to keep up with the fast changing ways of society. As people need to combine their competence development with work and family life, they need flexibility in content and logistics. Consequently, informal learning and social learning in networks play an important role in this. However, it might be difficult to get their informally acquired competences recognized. In this paper we describe how an e-portfolio could assists learners in gathering, maintaining and organizing their informal learning and competences in order to show and share this with others and present how this is implemented in the TRAILER e-portfolio.

Presentation of the associations between physical activity and cognitive performance, and academic achievement in adolescents. Physical activity levels were measured in 440 secondary school students during one full week using accelerometers.

The article argues that tools may provide the support that professional learners need, who are mostly self-guided and operate in networked settings.

The evolution of new technology and its increasing use, has for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, coursebased, approaches to learning has made it hard to accommodate these informal processes satisfactorily. The project aims to facilitate first the identification by the learner (as the last responsible of the learning process), and then the recognition by the institution, in dialogue with the learner, of this learning. To do so a methodology and a technological framework to support it have been implemented. This project has been tested in several contexts showing that an informal learning dialogue between learners and people in charge of the institutions is possible.

Schools are in the process of reorienting their curricula to the development of 21st century skills and competences; however, their assessment methods have not yet been updated. The PREATY project aims to make teachers in primary and secondary schools aware of the use and benefits of modern e-assessment methods and tools. This paper presents the preliminary work developed in the project.

Informal Learning is present in everyone's life but its awareness only recently has been reported. The need to keep track of the knowledge acquired this way is increasing as its sources diversity also increases. This work presents the pilots trials on the use of a tool developed to help keeping track of the learners’ informal learning, within a number of companies spread out in three countries. This tool developed through the European Commission funded project TRAILER, is still under development, which will allow integrating the set of improving suggestions obtained from users during the piloting phase. The overall idea of managing one’s informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose.

Boek -vakpublicatie- over trends en ontwikkelingen op het gebied van e-learning, op basis van blogposts die op www.wilfredrubens.com zijn geschreven.

The application of information technologies (specially the Internet, Web 2.0 and social tools) make informal learning more visible. This kind of learning is not linked to an institution or a period of time, but it is important enough to be taken into account. On the one hand, learners should be able to communicate to the institutions they are related to, what skills they possess, whether they were achieved in a formal or informal way. On the other hand the companies and educational institutions need to have a deeper knowledge about the competencies of their staff. The TRAILER project provides a methodology supported by a technological framework to facilitate communication about informal learning between businesses, employees and learners. The paper presents the project and some of the work carried out, an exploratory analysis about how informal learning is considered and the technological framework proposed. Whilst challenges remain in terms of establishing the meaningfulness of technological engagement for employees and businesses, the continuing transformation of the social, technological and educational environment is likely to lead to greater emphasis for the effective exploitation of informal learning.

Rapportage van een evaluatie onder gebruikers van de portal OpenU, gehouden voorjaar 2013

Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. published in: Sun SITE Central Europe, 2012, pp. 7-11, Ref: http://ceur-ws.org/Vol-945/ The research leading to these results has received funding from the European Community’ s Seventh Framework Programme (FP7/2007-2013) under grant agreement N° 318499-weSPOT project.

Informal Learning is present in everyone's life but its awareness only recently has been reported. The need to keep track of the knowledge acquired this way is increasing as its sources diversity also increases. This work presents the pilots trials on the use of a tool developed to help keeping track of the learners’ informal learning, within a number of European higher education schools. This tool developed through the European Commission founded project TRAILER, is still under development, which will allow integrating the set of improving suggestions obtained from users during the piloting phase. The overall idea of managing one’s informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose. In higher education schools, this tool also allows students to have a better insight on their academic curricula and the key competences they need to develop further.

Weblogs, a mainstream social software, allow for externalizing thinking processes and subsequent review, and thus offer rich opportunities for modelling, reflection and feedback. We studied the assumption that weblogs are suitable tools to support and stimulate reflection on action in teacher training in the Netherlands. At the Alpine Rendez-Vous we would like to discuss the findings of our study, which include moderate positive findings with regard to reflection learning and technology use. Both (instructional) design issues and concerns related to the implementation of weblogs will be presented (e.g., the relation with e-portfolio). In addition, we would like to consider the redefinition of teacher training expertise needed for using weblog technology and the role of the (incipient) expert in the context of Web 2.0-powered changes in knowledge creation.

Self-Evaluation Report 2006-2011

In this contribution a theoretical model is explored and validated that describes and explains learning based on learning materials where the basic content is enriched with embedded support devices. Embedded support devices (ESD) are elaborations of the basic content of a course, intended to support students learning in a distance educational context. Examples are: questions with feedback, advance organizers and study guidelines. The model represents the interaction of a large set of variables and processes and has been tested using a variety of research studies, each focusing on specific interrelations and/or variables. The research results support the positive impact of embedded support devices in written learning materials on study outcome. Furthermore the results indicate the impact of individual variables, such as prior knowledge and attitude towards computers. These variables influence the way students process the learning materials and/or use the task environment and have an interaction effect on study outcomes.

Het Centre for Learning Sciences and Technologies (CELSTEC) van de Open Universiteit organiseert nu ruim een jaar online masterclasses, en dit najaar voor het eerst samen met Stichting Kennisnet. De masterclasses zijn gericht op het verdiepen van kennis rond een specifiek onderwijskundig thema. In deze zesde bijdrage over OpenU leest meer over dit initiatief over de didactiek van OpenU masterclasses.

In this article (in Dutch), we discuss how COCOON could be used in communication. COCOON can aid by improving the effectiveness and efficiency of cooperation.

Safe and effective patient handovers remain a global organisational and training challenge. Limited evidence supports available handover training programmes. Customisable training is a promising approach to improve the quality and sustainability of handover training and outcomes.We present a Handover Toolbox designed in the context of the European HANDOVER Project. The Toolbox aims to support physicians, nurses, individuals in health professions training, medical educators and handover experts by providing customised handover training tools for different clinical needs and contexts.The Handover Toolbox uses the Technology Enhanced Learning Design Process (TEL-DP), which encompasses user requirements analysis; writing personas; group concept mapping; analysis of suitable software; plus, minus, interesting rating; and usability testing. TEL-DP is aligned with participatory design approaches and ensures development occurs in close collaboration with, and engagement of, key stakeholders.Application of TEL-DP confirmed that the ideal formats of handover training differs for practicing professionals versus individuals in health profession education programmes. Training experts from different countries differed in their views on the optimal content and delivery of training. Analysis of suitable software identified ready-to-use systems that provide required functionalities and can be further customised to users' needs. Interest rating and usability testing resulted in improved usability, navigation and uptake of the Handover Toolbox.The design of the Handover Toolbox was based on a carefully led stakeholder participatory design using the TEL-DP approach. The Toolbox supports a customisable learning approach that allows trainers to design training that addresses the specific information needs of the various target groups. We offer recommendations regarding the application of the Handover Toolbox to medical educators.

Recommender systems have been researched extensively by the Technology Enhanced Learning (TEL) community during the last decade. By identifying suitable resources from a potentially overwhelming variety of choices, such systems offer a promising approach to facilitate both learning and teaching tasks. As learning is taking place in extremely diverse and rich environments, the incorporation of contextual information about the user in the recommendation process has attracted major interest. Such contextualization is researched as a paradigm for building intelligent systems that can better predict and anticipate the needs of users, and act more efficiently in response to their behavior. In this paper, we try to assess the degree to which current work in TEL recommender systems has achieved this, as well as outline areas in which further work is needed. First, we present a context framework that identifies relevant context dimensions for TEL applications. Then, we present an analysis of existing TEL recommender systems along these dimensions. Finally, based on our survey results, we outline topics on which further research is needed. © 2011 IEEE. ispartof: IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES vol:5 issue:4 pages:318-335 status: published

Conference proceedings. Also published as Supplement to Research in Learning Technology, 20. doi:10.3402/rlt.v20i0.19205

The 2nd Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL 2012) presents the current status related to the design, development and evaluation of recommender systems in educational settings. It emphasizes the importance of recommender systems for Technology Enhanced Learning (TEL) to support learners with personalized learning resources and suitable peer learners to improve their learning process. 6 full papers and 3 short papers were accepted for publication, and 1 keynote speaker was invited to the workshop.

Online communities and networked learning provide teachers with social learning opportunities to interact and collaborate with others in order to develop their personal and professional skills. In this paper, Learning Networks are presented as an open infrastructure to provide teachers with such learning opportunities. However, with the large amount of learning resources produced everyday, teachers need to find out what are the most suitable resources for them. In this paper, recommender systems are introduced as a potential solution to address this issue. Unfortunately, most of the educational recommender sys- tems cannot make accurate recommendations due to the sparsity of the educa- tional datasets. To overcome this problem, we propose a research approach that describes how one may take advantage of the social data which are obtained from monitoring the activities of teachers while they are using our social rec- ommender.

underpinning and description of a tool that helps researchers become aware of their research context and reflect upon it

In dit artikel beschrijven de auteurs aan de hand van twee cases hoe OpenU gebruikt wordt als platform binnen ‘blended’ professionaliseringstrajecten, en welke uitdagingen daarbij ervaren worden. Dit artikel is gisteren verschenen in het tijdschrift Onderwijsinnovatie.