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This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student self-coaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation.

The increasing prominence of neoliberal agendas in international higher education has led to greater weight being ascribed to student satisfaction, and the national surveys through which students evaluate courses of study. In this article, we focus on the evaluation of feedback processes. Rather than the transmission of information from teacher to student, greater recognition of the fundamental role of the learner in seeking, generating, and using feedback information is evident in recent international literature. Through an analysis of the framing of survey items from 10 national student satisfaction surveys, we seek to question what conceptions or models of feedback are conveyed through survey items, and how such framing might shape perceptions and practice. Primarily, the surveys promote an outdated view of feedback as information transmitted from teacher to student in a timely and specific manner, largely ignoring the role of the student in learning through feedback processes. Widespread and meaningful change in the ways in which feedback is represented in research, policy, and practice requires a critical review of the positioning of students in artefacts such as evaluation surveys. We conclude with recommendations for practice by proposing amended survey items that are more consistent with contemporary theoretical conceptions of feedback.

Rubrics are often used as tools for criteria-based assessments. Although students indicate that they appreciate comments given as feedback which make reference to the rubric and provided in addition to it, there is little information on how this type of feedback actually differs from in-text comments with respect to focus, level, and function of the feedback. The focus refers to three major questions in evaluating students’ understanding of information: Where am I going? How am I going? and Where to next? That is, feedup, feedback, feedforward. The level refers to the level at which feedback is directed. That is, the level of task performance, the level of the process of understanding how to do a task, the regulatory or metacognitive process level, and/or the self or personal level. Finally, the function refers to the type of content of the feedback. For example, feedback can be a question, suggestion, or correction. More information on this issue could better inform the decisions on how to provide written feedback to students on written coursework/assignments. The study described in this article gathered data from almost 1000 feedback instances. The results revealed that about two-thirds of the feedback instances were provided in-text and about one-third were comments which made reference to the rubric and were provided in addition to it. The results show that comments in both modalities are overrepresented by feedback at the task level, but that comments which made reference to the rubric and provided in addition to it contain somewhat more feedforward and process-related comments. The largest differences were found in the function of feedback. Whereas in-text comments ask for clarifications, provide corrections, and ask questions, written comments which made reference to the rubric and are provided in addition to it include mainly affirmations, argumentations, and suggestions. Implications for practitioners are discussed.

Our study investigates the development and validation of a questionnaire for competencies learners need to learn in a personalized way using ICT. 9 Dutch schools for primary education collaborate to make personalized learning with ICT evidence-informed. At these 9 iXperium schools, multidisciplinary design teams (consisting of primary school teachers and principals, teachers and students of the teacher-training program of a Dutch university of applied science, researchers from a Dutch university, and external ICT experts) design and research integrated interventions for PL with ICT. We defined personalized learning conditions before filtering the twenty-four learning objectives needed to measure development in personalized learning using ICT. The final questionnaire consists of thirty-three questions to cover the learning objectives. The validity and reliability of our questionary are analyzed in six steps. Cognitive validity (1) and a response model (2) are reported based on literature and a pilot with three iterative rounds of interviews (n=19). Internal constancy (3), confirmatory factor analysis (4), coefficient H (5) are reported after the first run of the questionnaire (n=800), and a test-retest alpha is reported after the second run of the questionnaire (n=800).

Veel leraren in het voortgezet en hoger onderwijs experimenteren met de inzet van sociale media in hun lessen. Hierbij lijkt er een verband te bestaan tussen de inzet van sociale media en het bevorderen van zelfgestuurd leren in die zin dat docenten die al vertrouwd zijn met zelfgestuurd leren, eerder geneigd zijn om sociale media in hun lessen in te bouwen. Duidelijke ontwerprichtlijnen voor de inzet van sociale media ter bevordering van zelfgestuurd leren ontbreken echter. In deze studie formuleren we dergelijke richtlijnen vanuit een systematische literatuurstudie naar belangrijke karakteristieken voor het faciliteren van zelfgestuurd leren met behulp van sociale media. Op basis van debevindingen vanuit deze studie (zie Bijlage 1) maken we een vertaling naar richtlijnen voor het ontwerpen van onderwijs waarbij sociale media worden ingezet ter ondersteuning van zelfgestuurd leren (zie Tabel 1). Uit de resultaten van de literatuurstudie blijkt dat de gevonden karakteristieken voor het faciliteren van leren met behulp van sociale media slechts gerelateerd worden aan de begeleiding van zelfgestuurd leren op specifieke aspecten zoals samenwerking en feedback. In een eerste poging de karakteristiekenvanuit een breed perspectief op zelfgestuurd leren in te kaderen, herstructureren we onze ontwerprichtlijnen vanuit de drie fasen van zelfgestuurd leren: voor, tijdens en na het leren. Aan de hand van de ontwerprichtlijnen kunnen we als opleiders mogelijk beter aansluiten bij de begeleidingsbehoefte van onze studenten bij het bevorderen van zelfgestuurd leren.

Although there is a large body of evidence for the utility of particular study strategies such as retrieval practice and distributed practice as memory-enhancing instruments, they are seldom used by learners in educational practice. Thus far, the research on the use of these study strategies has focused only on undergraduate university students, oftentimes only investigating a set of predefined strategies. The question, thus, remains whether these results are generalisable to secondary school students. The present study is the first to explore the use of different study strategies by secondary school students. With the use of an open question, 316 secondary school students from three different secondary school levels were asked how they prepare for an exam when they are studying by themselves. The results show that secondary school students use study strategies considered to be suboptimal. In the discussion, we compare our findings with results of previous studies among undergraduate university students.

This design case describes the blueprints of an electronic development portfolio (PERFLECT) aimed at supporting the development of self-directed learning skills, including self-assessment of performance on learning tasks, formulation of points for improvement and future learning task selection. The design is described both in terms of theoretical foundation and practical characteristics. As part of the design process a small-scale evaluation study with 22 students of senior vocational education was conducted. Students hold positive perceptions about PERFLECT's ability to help them self-assess their performance on learning tasks and formulate points for improvement. Furthermore, they were also satisfied with PERFLECTs usability and user-friendliness. However, students request a simplification of language use and need more support and guidance with the selection of criteria for performance assessment. Suggestions for improvement will be incorporated in the next iteration of the design. PERFLECT is a promising, user-friendly tool to support students' development of SDL skills.

Goal achievement is a measure of success; this could be particularly true in Massive Online Open Courses (MOOC), which are approached by a massive audience with an enormous variety of needs. Despite the huge number of MOOC users, it is unlikely to find solutions that allow them to pursue their individual goals. To overcome this issue, we have developed a first prototype of the Stimulated Planning (SP) game element, inspired by the implementation intention theory and by our experience with strategy games. In this study, the SP prototype is presented and its performance assessed via a new combination of three methodologies: usability test, eye tracking and the retrospective think-aloud technique. The results are promising and contribute to the field of gamification of MOOC at three levels: at conceptual level, by introducing and interpreting a new theory for gamification design; at design level, by demonstrating that is possible to design advanced gamification for MOOCs; and at assessment level, by applying a new methodology for MOOC gamification design assessment.

Learners in the process of developing complex skills need a rich mental model of what such skills entail. Textual analytics rubrics (TR) are a widely used instrument to support formative assessment of complex skills, supporting feedback, reflection, and thus mental model development of complex skills. However, the textual nature of a rubric limits the possibility to deliver contextual and dynamic (time-and behaviour-oriented) information. In the Viewbrics online tool, we developed a version supporting the delivery of contextual and dynamic information by adding video-modelling examples with embedded self-explanation prompts to textual analytics rubrics. We called this combination as video-enhanced rubrics (VERs). Our current study investigates whether the Viewbrics online tool supports complex skills development and whether either textual- or video-enhanced rubrics best support complex skills' mastery. The study was a three-group (VERS n = 49, TR n = 54, control n = 50) within-subjects design. Learners' performance of complex skills was measured through expert, peer, and self-assessment using the Viewbrics online tool. A multilevel regression analysis shows learners in the TR and VERS conditions consistently outperforming the control condition to varying degrees across skills. However, no differences have been found between the two experimental conditions. Positive results across different complex skills indicate the Viewbrics online tool can be used to support the development of a wide range of complex skills in secondary education.

This paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.

The current study investigated the role of trust in students' attitudes towards personal data sharing in the context of e-assessment, and whether this is different for students with special educational needs and disabilities (SEND). SEND students were included as a special target group because they may feel more dependent on e-assessment technologies, and thus, more easily consent to personal data sharing. A mixed methods research design was adopted combining an online survey and a focus group interview to collect quantitative and qualitative data. The findings suggest that a considerable number of students trust e-assessment technology that does not require the physical presence of a supervisor. Students who trust are more likely to perceive e-assessment technology as having no disadvantages, and are more willing to share their personal data for e-assessment purposes. The responses of SEND and non-SEND students do not differ significantly in terms of trust. However, the results diverge regarding the relation between trust and perception of e-assessment technology as having no disadvantages. Practical implications for informed consent are discussed.

Review in het Tijdschrift voor Lerarenopleiders door Emmy Vrieling-Teunter van het proefschrift van Maartje Henderikx (2019). Mind the gap: Unraveling learner success and behavior in Massive Open Online Courses. Heerlen: Open Universiteit. 184 pagina’s, te downloaden via http://www.sooner.nu/wp-content/ uploads/2019/09/DissertationMaartjeHenderikx.pdf

Opvattingen over leren en (nuttige) kennis veranderen voortdurend. De laatste decennia is er veel (hernieuwde) aandacht voor samen of sociaal leren en voor leren in interactie. Ook is het onderscheid tussen leren en werken steeds meer vervaagd. Leraren gelden als kenniswerkers die, al werkend, continu leren en innoveren. Bij deze opvatting hoort dat je leren meestal niet in je eentje doet, maar juist in interactie, bijvoorbeeld in gesprek met collega’s over concrete gebeurtenissen of over consequenties van een besluit of elkaars zienswijze. Dit collectief leren gebeurt vaak spontaan, ongepland en informeel, bijvoorbeeld bij de koffie of in de wandelgangen. Maar het kan ook formeel en gepland vanuit een gezamenlijke (werk)opdracht.Dit laatste - formeel, gepland en collectief - staat bekend onder de term netwerkleren. In dit hoofdstuk gaan we nader in op de kenmerken en belangrijke opbrengsten van netwerkleren en op factoren die deze opbrengsten beïnvloeden.

A number of recent review studies (e.g., Dunlosky et al., 2013) indicate that learning strategies such as distributing practice over multiple sessions and actively retrieving studied information from memory have high utility for learning. However, both students and teachers are often not aware of this benefit (e.g., Morehead, Rhodes, & DeLozier, 2016). Also, many of the studies supporting the utility of these strategies were performed in the laboratory, often using artificial materials and in controlled environments. In the past decade, there has been an increase in research on applications of these learning strategies in real-life classroom situations. The four studies that will be presented in this symposium are all examples of applications of retrieval practice and distributed practice in educational practice. The aim of these studies was to both inform theory and provide guidelines for successful application of these strategies in various domains, among which are student support in using effective study strategies (presentation 1), effective summative and formative assessment using retrieval practice and distributed practice (presentation 2 & 3), and optimal distribution of revision sessions (presentation 4).

Het probleem: De verwerving van vakoverstijgende complexe vaardigheden zoals samenwerken, presenteren en informatievaardigheden is cruciaal voor (onderbouw)leerlingen in het voortgezet onderwijs. Hierbij is het belangrijk dat leerlingen en leraren een concreet en consistent beeld krijgen van (aspecten van) deze zogenaamde 21ste -eeuwse vaardigheden om zowel de verwerving (door leerlingen) als de begeleiding (door leraren) te stroomlijnen. Kenmerkend voor elke vaardigheid is dat de leerling deze op verschillende niveaus kan beheersen. Als de leerling weet naar welk vaardigheidsniveau hij of zij toewerkt (feed-up) en waar hij of zij zelf staat ten opzichte van dit niveau (feedback), dan kan de leerling ook beter bepalen welke leeractiviteiten hij of zij moet ondernemen (feed forward) om de doelstelling te bereiken (Hattie& Timperley, 2007). Een beoordelingsrubriek (‘rubric’) beschrijft vaardigheidsniveaus, meestal met tekst, via een set kwaliteitscriteria voor de samenstellende deelvaardigheden bij de vaardigheid. Tekstuele beoordelingsrubrieken zijn voor verbetering vatbaar; zo zijn veel aspecten van het gewenste gedrag nauwelijks in woorden te vatten, zoals de lichaamshouding of goed stemgebruik tijdens een presentatie (De Grez, Valcke & Roozen, 2014). Tekstuele beoordelingsrubrieken zijn beperkt in het verduidelijken van het gewenste gedrag bij een vaardigheid en hoe dat gedrag er ineen bepaalde context uitziet (O’Donovan, Price & Rust, 2004). We veronderstellen dat video-verrijkte beoordelingsrubrieken hiervoor een oplossing kunnen bieden. Bij een video-verrijkte beoordelingsrubriek wordt de tekstuele beoordelingsrubriek gecombineerd met videomodelvoorbeelden. Deze voorbeelden ondersteunen observationeel leren van gewenst gedrag van een rolmodel, een methode die eerder succesvol is gebleken (Rohbanfard & Proteau, 2013; Van Gog& Rummel, 2010).De onderwijspraktijk toont dat veel scholen in het voortgezet onderwijs worstelen met de begeleiding bij en beoordeling van vakoverstijgende complexe vaardigheden. Zowel scholen als leraren erkennen het belang van het aanleren van vakoverstijgende complexe vaardigheden, maar komen er in de dagelijkse praktijk slechts incidenteel aan toe (Thijs,Fisser & van der Hoeven, 2014). Vaak is de uitwerking afhankelijk van de inzet van individuele leraren. Bovendien wijst het SLO-onderzoek erop dat de verwerving van vakoverstijgende complexe vaardigheden vaak niet methodisch en opeen gestructureerde, doelgerichte en onderbouwde manier verloopt (Thijs, Fisser & van der Hoeven, 2014, p. 103). Als scholen al toekomen aan vakoverstijgende complexe vaardigheden, dan is het vaak in de vorm van projectonderwijs waarbij ze tekstuele beoordelingsrubrieken op een incidentele manier gebruiken. Dit gebeurt veelal op een tijdrovend een papier verslindende wijze.Alle betrokkenen in dit project wilden daarom graag weten in hoeverre video-verrijkte beoordelingsrubrieken binnen een online ondersteunde formatieve evaluatiemethodiek zowel een efficiënte als effectieve oplossing zouden kunnen bieden om vakoverstijgende complexe vaardigheden aan te leren en formatief te evalueren.We verwachtten dat gestructureerd en methodisch gebruik van beoordelingsrubrieken binnen een online formatieve evaluatiemethodiek in vergelijking met het reguliere onderwijs een verbeterde beeldvorming van de vaardigheid en een verbeterde feedbackkwaliteit (concreter en consistenter) zou opleveren, bij zowel leerlingen als leraren. Daardoor verwachtten we uiteindelijk ook een verbeterde beheersing van de vaardigheid. Daarnaast verwachtten we dat videoverrijkte beoordelingsrubrieken in vergelijking met tekstuele beoordelingsrubrieken binnen dezelfde online formatieve evaluatiemethodiek zouden leiden tot een verbeterde beeldvorming van de vaardigheid, verbeterde feedbackkwaliteit,en verbeterde beheersing van de vaardigheid. Dit leidde tot de volgende onderzoeksvraag, die voor drie vakoverstijgende complexe vaardigheden (samenwerken, presenteren, en informatievaardigheden) werd onderzocht.

Afstudeerkringen zijn kleine samenwerkende groepen waarin studenten samen met één of meerdere begeleiders rond eenzelfde onderwerp of thema onderzoek doen (Romme & Nijhuis, 2000). Ze kennen uiteenlopende verschijningsvormen binnen verschillende opleidingen. Het is niet duidelijk (a) welke vormen er bestaan, (b) of bepaalde vormen effectiever zijn dan andere, (c) hoe begeleiders/studenten hun afstudeerkring ervaren, en (d) welke eigenschappen bijdragen tot hun effectiviteit binnen verschillende contexten. Dit onderzoek verkent of ontwerprichtlijnen kunnen worden geconstrueerd om afstudeerkringen zo effectief en efficiënt mogelijk te maken gegeven specifieke doelen. In dit rondetafelgesprek zal tegen de achtergrond van social learning theorie en netwerk theorie een typologie van afstudeerkringen besproken worden, met als doel inzicht te verwerven in ontwerpsoverwegingen bij afstudeerkringen.

Om leerlingen effectief te leren leren, is het belangrijk dat leraren weten wat effectieve leerstrategieën zijn. Dit survey-onderzoek brengt in kaart of beginnende leraren zich bewust zijn van de effectiviteit van verschillende strategieën, aangezien leraren een belangrijke bron zijn van studeeradvies voor hun leerlingen. Deelnemers beantwoordden eerst twee open vragen en moesten daarna zeven keer uit twee studiescenario’s de meest effectieve kiezen. Tot slot beoordeelden ze 26 leerstrategieën op hun effectiviteit. De resultaten geven gemengd bewijs: verschillende strategieën werden terecht effectiever ingeschat in vergelijking met minder effectieve (bv. gespreid leren versus stampen), sommige werden ten onrechte als effectiever beoordeeld (bv. mindmaps versus zelftesten). Bovendien raden leraren niet spontaan de meest effectieve studeerstrategieën aan.Mogelijke implicaties voor lerarenopleidingen/professionaliseringstrajecten worden besproken.

Teacher coaching is essential to support self-directed learning, but requires a lot of time and energy. This mixed-methods study investigated the effects of using an e-portfolio with a self-coaching protocol and limited teacher coaching on the development of self-directed learning skills and motivation. With regard to self-directed learning, students' overestimation of performance on learning tasks grew over time, while their ability to formulate points for improvement did not change significantly. With regard to motivation, students' controlled (i.e. largely extrinsic) motivation increased while their autonomous (i.e. largely intrinsic) motivation decreased. Thematic analysis of interviews demonstrated students needed more support and feedback from their teacher. The use of suboptimal cues for performance assessment and an imperfect balance between autonomy and support hampered self-directed learning and motivation. We recommend providing just-in-time feedback about performance on learning tasks and giving students some autonomy over the choice of learning tasks, to enhance reflection and motivation.

It is increasingly recognised that social learning by teachers can stimulate professional development. In this study, we search for the social behaviour patterns which can act as a catalyst for professional development, with an explicit focus on student teachers’ learning. Based on the ‘Dimensions of Social Learning (DSL) Framework’, including 4 dimensions and 11 indicators of social learning, the present study explores the social configuration of one network of primary teachers (n = 12), student teachers (n = 12) and teacher educators (n = 2). Two research questions guide this exploration: (1) What patterns of social behaviour in teacher networks are likely to lead to professional learning? (2) What network facilitation guidelines can be discerned to assist teachers and teacher educators wishing to optimise student teachers’ professional development? Data collection consisted of video recordings, reflective notes and semi-structured interviews with network members. The findings paint a picture of how social learning in teacher networks is related to the group’s social configuration. Observation criteria and student facilitation guidelines are suggested to support professional development within teacher networks. For each dimension in the DSL Framework, one point of attention is discerned to optimise students’ learning in teacher networks. usc Refereed/Peer-reviewed

We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Teachers also judged their students' learning for each text, while seeing - if present - the keywords or summaries each student had written for each text, and also selected texts for restudy. Overall, monitoring accuracy was low (.10 for students,-.02 for teachers) and did not differ between cue-prompt conditions. Regulation, indexed by the correlation between JOLs and restudy selections, was significant (-.38 for students, -.60 for teachers), but was also not affected by cue-prompt condition. In Experiment 2, teachers judged students' comprehension of six texts without knowing the students' names, so that only the keywords and summaries, not prior impressions, could inform judgments. Again, monitoring accuracy was generally low (.06), but higher for keywords (.23) than for summaries (-.10). These results suggest that monitoring intra-individual differences in students' learning is challenging for teachers. Analyses of the diagnosticity and utilization of keywords suggest that these may contain insufficient cues for improving teacher judgments at this level of specificity.

Participating in networks for learning and knowledge sharing has become an important part of teachers’ lifelong professional development. Teachers develop networks within and outside schools that help them to learn, solve problems, and innovate. Access to such networks supports teachers to deal with the increasing complexity of their work. To support professional development in teacher networks or teacher learning groups (TLGs) we developed a questionnaire based on the Dimensions of Social Learning (DSL) Framework of Vrieling, Van den Beemt, and De Laat (2016). A two-phase research design was applied to construct and validate the questionnaire. The first phase (a case study) resulted in observation criteria for assessing the social configuration in TLGs. The second phase (a score validation study) resulted in a 31-item questionnaire for measuring such configuration. This questionnaire met initial standards of reliability and validity. Two additional research activities (i.e., complementary score validation and a confirmatory factor analysis) are planned to optimize questionnaire quality.

Thesis circles: Feedback in Personal Learning Networks Session Description According to the Dublin Descriptors, learning skills are one important learning outcome in higher education. At the end of the the second cycle (e.g. Master’s degrees), students should have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.One instrument that has the potential to be of high value for higher education students is their Personal Learning Network, which we describe as purposefully designed and maintained social networks to support to support their continuous professional development (adapted from Rajagopal, Joosten-ten Brinke, Van Bruggen & Sloep, 2012).One context that can instigate the start of such a Personal Learning Network is the HE student’s work on the Master’s thesis. A current practice in the supervision of Master’s theses is the use of thesis circles. A thesis circle is a group of up to 3 or 5 Master’s students, often with the same supervisor, whose academic work are partially related to a same subject. The structure allows thesis supervisors to manage the information flow and feedback to the students, but also allows the students to collaborate, exchange information and work practice or even jointly define thesis foci together.Why is a thesis circle an example of PLN? A thesis circle can be seen as a hub where the students’ PLNs meet. All the students in a thesis circle have their own academic network of colleagues, supervisors, respondents etc. who they interact with, but also have access to their specially designed club of peers with whom they share both content and practice (in their thesis circle).A PLN is an example of a persistent informal learning space: the learner maintains the relationships persistently for social support, trend-watching and (peer) feedback required; the learner and her peers do not necessarily share a formal learning context in which the learner interacts with the peers.In this work-in-progress session, we look at an ongoing study around the research question: How do learners use their PLN for feedback?(Peer) feedback are well-researched topics (Hattie & Timperley, 2007), but often discussed within the context of formal education (Thurlings, Vermeulen, Bastiaens & Stijnen, 2012) and in relation to an established curriculum (i.e. design units to fit the institutional system). How feedback works in informal and non-formal learning contexts is much less researched. The aim of our study is to uncover how feedback works in an informal setting such as a PLN. In particular, we are interested in understanding what role PLN relationships play in defining learning goals and learning paths, in monitoring progress and reviewing and checking validity of learning goals and how the learner considers who to ask for feedback.In this work-in-progress session we will present some work on the instrument that we have created and piloted. We invite feedback and reflections from the participants on the data collection. This session will be structured as follows:5 min introduction of project10 min participants work with the developed instrument5 min intermediary results of project10 min plenary discussionSession content: evaluation and reflectionThis session is based on a collaborative research project on an upcoming educational practice at the authors’ universities regarding the supervision of Masters’ thesis students. It stems from the interest of the authors to research a long-standing issue in research on learning networks, namely how does feedback take shape in informal contexts where the learner is self-directing and self-regulating their learning progress.Benefit for participants:Participants in our workshop will benefit in various ways:1) They will gain more insight into feedback and the role it plays in their own practice of using their PLN.2) They will have the opportunity to exchange ideas, thoughts and insights with others on how PLNs play a role in learning, knowledge development and feedback.3) They will co-design the next stage of the research project by identifying the consequences of the study for the design of formal and informal educational practice, and for the design of learning technologies.4) Additionally, they can consider how they could use thesis circles in their HE practice if relevant, or similar approaches for other target groups.Research Outcomes:The concrete research outcome is a qualitative instrument (questionnaire) that measures how the PLN is used for feedback. This instrument has two goals: 1) eliciting learners’ learning experiences in their PLN, concretely linked to learning goals and interaction with peers, and 2) providing the cases to derive factors influencing the use of the PLN for feedback.The contribution to theory will be a model of (peer) feedback for informal and non-formal settings.The study will also contribute to educational practice: Understanding how (peer) feedback is implemented in PLNs, will allow for better network-based interventions to support learning. Also, as is the focus of the authors, this will also results in opportunities for better and more effective design of learning technology that supports PLNs for feedback.Expected Impact:The outcome of this study will have an impact on how educational interventions and learning technologies are designed. When we understand better how learners use their PLNs for feedback, we can make learning technology more effective in supporting learners’ PLNs.The outcome of this research will directly help our departments reflect on the way networked learning practice is being embedded into the formal educational practice. We expect the outcome of this study will give indications to how PLNs can be effective for feedback.We are submitting this work as a work-in-progress session as we want to gain participants’ feedback on our instrument, pilot design and results of the pilot. We are also looking for opportunities to replicate the study in different informal learning contexts.ReferencesHattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.Hsiao, Y. P. (2016, 23 September). Peer Support to Facilitate Knowledge Sharing on Complex Tasks; Doctoral thesis. Welten Instituut: Open Universiteit.Rajagopal, K., Joosten-ten Brinke, D., Van Bruggen, J., & Sloep, P. B. (2012). Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. First Monday, 17(1).Rajagopal, K. (2013). Networking for Learning: The role of Networking in a Lifelong Learner’s Professional Development. Open Universiteit.Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1-15.

The benefits of learning strategies as distributed practice and retrieval practice on long-term retention have been repeatedly established across many populations, domains and subjects and are supported by robust evidence from hundreds of lab-experiments and classroom studies. Teachers could greatly benefit from learning about these strategies, their purposes, and how to use them in their teaching. Examining the topical coverage of distributed and retrieval practice in introductory teacher education textbooks and syllabi is an important way to understand how teacher candidates are being educated about these strategies. We assessed if Dutch and Flemish teacher training programs adequately cover study strategies such as retrieval practice and distributed practice in their written learning materials. We examined 61 textbooks and syllabi by inventorying descriptive and prescriptive information on the strategies. Also, we analysed whether the coverage referred to research from the field of the strategy. The results indicated that, for the greatest part, textbooks and syllabi do not adequately discuss and accurately represent distributed practice and retrieval practice. Accurate textbooks are used in a small minority of teacher education programmes. Possible implications and challenges for authors, teacher education programmes and policy-makers are discussed.

Om te bepalen of en hoe toekomstige leraren worden geïnformeerd over effectieve leerstrategieën, werd de actuele dekkingsgraad geanalyseerd van twee zeer effectieve leerstrategieën, namelijk distributed practice (gespreid leren) en retrieval practice (actief informatie uit het geheugen ophalen) in handboeken en syllabi van lerarenopleidingen. Er werden 61 handboeken van 44 Vlaamse en Nederlandse lerarenopleidingen (hogescholen en universiteiten) onderzocht door beschrijvende en prescriptieve informatie over de leerstrategieën te inventariseren en of er werd verwezen naar relevant onderzoek. De resultaten lieten zien dat de meeste handboeken de leerstrategieën niet volledig behandelden en dus dat aankomende leraren in ieder geval schriftelijk niet in contact kwamen met die strategieën. Mogelijke implicaties en uitdagingen voor auteurs, lerarenopleidingen en beleidsmakers worden besproken.

In dit artikel worden de opzet en resultaten beschreven van een studie gericht op het faciliteren van sociaal leren in lerarengroepen. De auteurs laten zien hoe zij op basis van het dimensieraamwerk een interviewleidraad, het dimensie interview, hebben ontwikkeld en toegepast in de praktijk van enkele lerarengroepen binnen Iselinge Hogeschool. Uit de resultaten blijkt dat het dimensie interview een bruikbaar instrument is om de sociale configuratie van de groep in beeld te brengen wat kan leiden tot een positieve impuls voor de professionele ontwikkeling van de deelnemers.

To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly effective strategies, distributed practice and retrieval practice, in introductory teacher education textbooks and syllabi. We examined 61 textbooks used in Flemish and Dutch teacher education programmes (TEPs) by inventorying descriptive and prescriptive information on these strategies therein. Also, we analysed whether the coverage referred to actual research. The results indicated that mostly textbooks fail to fully represent the strategies. Accurate textbooks are used in a minority of TEPs. Implications and challenges for authors, TEPs and policy-makers are discussed.

poster presentation

Bij Iselinge Hogeschool (pabo) wordt al enkele jaren gewerkt met het leren in netwerken waaraan basisschoolleerkrachten, pabo-studenten, opleiders en onderzoekers deelnemen. Omdat dit netwerkleren door studenten niet altijd als waardevol wordt ervaren, is onderzocht op welke manier deze vorm van leren voor studenten beter gefaciliteerd kan worden, zodat het voor hen van waarde is. Voor studenten is het van belang dat een van de deelnemers een faciliterende rol op zich neemt en werkt vanuit het ABGAVO-principe: Aansluiten vanaf de eerste bijeenkomst, Bijpraten wanneer een leernetwerk al een aantal jaren bestaat, Groepsdoelen toelichten, Actief betrekken, Verwachtingen uitspreken, Opdracht van de student koppelen aan de doelen van het leernetwerk.

This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide. Research highlights - We explore providing online peer feedback as a learning activity. - In providing online peer feedback, a student has different potential learning benefits. - In providing online peer feedback, a student uses different cognitive processes. Learning from giving online peer feedback is related to the use of specific elements in the feedback. - We present a process model for providing online peer feedback.

Retrieval-induced forgetting is the phenomenon that retrieving information can lead to forgetting of related information (e.g., Anderson, Bjork, & Bjork, 1994). Retrieval-induced forgetting is studied using the retrieval practice paradigm. In the study phase, a list of category-exemplar pairs (e.g., FRUIT-apple, FRUITbanana, ANIMAL-caf) is studied. During the subsequent retrievalpractice phase, half of the items from half of the studied categories receive retrieval practice in the form of category-plus-stem cued recall (e.g., FRUIT-ap_). The practiced items are called Rp + items and the nonpracticed items from these categories are called Rp- items. Categories from which none of the items are practiced (e.g., ANIMAL-caf) are called Nrp categories and are used as a baseline. In the final test phase, all items are presented for cued recall (e.g., FRUIT-a_). As one would expect, retrieval practice improves recall for Rp+ items relative to Nrp baseline items. More surprisingly, performing retrieval practice with Rp+ items impairs recall for Rp- items relative to Nrp items. Thus, performing retrieval practice on exemplars from a particular category decreases recall for other exemplars from the same category.The dominant account of retrieval-induced forgetting in the literature is the inhibition account (e.g., Anderson, 2003; Anderson et al., 1994; Anderson & Spellman, 1995; Storm & Levy, 2012). According this account, when retrieval practice is performed (e.g., FRUIT-ap_) several items that are associated with the cue compete for retrieval (e.g., apple, banana). For the correct answer to be retrieved, the remaining, competing items need to be inhibited. This inhibition process then makes the competing items less available, so that the target can be retrieved more easily.Anderson (2003) discusses a number of properties of retrievalinduced forgetting that provide evidence in favour of the inhibition account. Although these properties have been extensively investigated, some controversy still exists whether they provide sufficient evidence in support of the inhibition theory as opposed to interference-based accounts or to a context-based account (see Anderson, 2003; Jonker, Seli, & MacLeod, 2013; Raaijmakers & Jakab, 2013; Storm & Levy, 2012; Verde, 2012, for reviews).The aim of the current study was to further investigate one of these properties: competition dependence. The inhibition account of forgetting predicts that competition between responses at retrieval practice is necessary for retrieval-induced forgetting to occur. This competition is presumably resolved by inhibitory processes, so that the target response is eventually retrieved (Anderson, 2003). It follows that practicing with Rp+ items in a way that causes no competition should not induce forgetting according to the inhibition account, because there is no need for suppression.Several studies have investigated this prediction. The general finding from at least seven studies is that noncompetitive retrieval practice or restudy of the items leads to an increase in recall for Rp+ items, but not to forgetting of Rp- items. Forgetting is only found in these studies when competitive retrieval is required (e.g., Anderson & Bell, 2001; Anderson, Bjork, & Bjork, 2000; Ciranni & Shimamura, 1999; see Raaijmakers & Jakab, 2013, for an overview). However, three recent studies have provided evidence that competitive retrieval may not be the crucial factor underlying the results of these studies. Raaijmakers and Jakab (2012) showed that a noncompetitive retrieval practice task previously used by Anderson et al. (2000) (recalling the category when the exemplar is given as cue: FR_-orange) could induce forgetting when the task was made more challenging. By grouping exemplars by properties (e.g., ROUND-button), using low-frequency items and giving feedback after each retrieval practice trial, Raaijmakers and Jakab (2012) optimized strengthening of the category-exemplar association and did find a forgetting effect. …

Weten hoe leerlingen en studenten goed kunnen leren, wordt steeds belangrijker; immers van hen wordt verwacht dat ze levenslang bijleren en zich steeds nieuwe kennis en vaardigheden eigen maken. Om hen goed te gidsen in hun leerproces is het daarom belangrijk dat leraren in opleiding voldoende kennis hebben van eff ectieve leerstrategieën. De auteurs onderzochten hoe twee belangrijke en bewezen leerstrategieën behandeld worden in handboeken aan lerarenopleidingen.

In deze studie onderzoeken we de vraag of Trochim’s Group Concept Mapping (GCM) een bruikbare methode is om een gemeenschappelijk mentaal model (‘shared mental model’) op te stellen van een thema dat centraal staat in ontwerpgericht onderzoek. In een meervoudige gevalsstudie (n=3) die is uitgevoerd in het primair onderwijs zijn processen, producten en toepassing van GCM in drie onderzoeksprojecten onderzocht. Resultaten van analyses van transcripties van discussies (gericht op GCM-proces), concept maps (gericht op GCM-product) en gekozen probleemstelling (gericht op GCM-toepassing) laten zien dat de uit de GCM voortgekomen gemeenschappelijke mentale modellen bruikbaar waren voor probleemselectie en –analyse in de analysefase van de ontwerpgerichte onderzoeksprojecten.

This survey research, assessed whether novice secondary school teachers knew and understood the effectiveness of empirically-supported learning strategies, namely spaced practice, retrieval practice, interleaved practice, using multimodal representations, elaborative interrogation and worked-out examples. These ‘proven’ strategies can be contrasted with frequently used learning strategies that have been found to be less effective, such as re-reading, taking verbatim notes, highlighting/underlining, summarizing, and cramming. This study broadens previous research on teachers’ knowledge of learning strategies by both refining and extending the methodology used in the scenario studies, and by administering it to a different, previously unexplored population. Novice teachers enrolled in a teacher training program (N = 180) in Flanders, Belgium were presented with a three-part survey, consisting of open-ended questions, learning scenarios and a list of study strategies. The results show that misconceptions about effective study strategies are widespread by novice teachers and suggests that they are unaware of several specific strategies that could benefit student learning and retention. While popular but less effective strategies such as highlighting and summarising were commonly named by them in open-ended questions, this was not the case for proven effective strategies (e.g., studying worked-out examples, interleaving, and using multi-modal representations) which were not or hardly mentioned. We conclude that this study adds to the growing literature that it is not only students, but also novice teachers who make suboptimal metacognitive judgments when it comes to study and learning. Explicit instruction in evidence-informed learning strategies should be stressed and included in both teacher professional development programs and initial teacher training.