TEXTVISION,conceptual representation beyond the HYPERTEXT metaphor

Research into knowledge representation for explorative learning by computers resulted in «TEXTVISION», a prototypic computer program. Beyond the HYPERTEXT facilities it enables the user to configure the inter concept relations on a graphical level. In the background of the user actions the graph is computed for the centrality of the nodes which is reflected in the size of the displayed concept nodes. After 4 years of design and doing research with knowledge representation systems this article will present you a state of the art view on current trends in knowledge engineering by means of educational computer programs. Secondly I will focus on the HYPERMEDIA metaphor like present in HYPERCARD and CD(I)-ROM applications in next future. Thirdly «TEXTVISION» will be presented to you, together with a preliminary analysis of empirical results with 4 browsing modes in HYPERTEXT. Sequential effects in the logged user interactions can be distinguished and can be interpreted in terms of «content» versus «procedural» driven user behavior.     

Students’ Perceptions of a Problem-Based Learning Environment

During the last decades, traditional learning environments have been criticised for not developing the prerequisites for professional expertise (H. Mandl, H. Gruber &; A. Renkl, Interactive minds: Life-span perspectives on the social foundation of cognition, pp. 394–412, Cambridge, UK: Cambridge University Press, 1996; P. Tynjälä, International Journal of Educational Research, 31, 357–442, 1999). To meet this criticism, educational approaches such as problem-based learning, project-based learning and case-based learning are being implemented to an increasing extent. Research also concentrates on the efficiency of these approaches in terms of students’ learning outcomes. At the same time, classroom-based theories of learning (J. B. Biggs, British Journal of Educational Psychology, 63, 3–19, 1993; M. Prosser &; K. Trigwell, Understanding learning and teaching. Buckingham, UK: SRHE and Open University Press, 1999) stress the importance of the investigation of subjective learning environments in order to understand the nature of these students’ learning outcomes, for learning results are not a mere function of the learning setting because each student operates as a filter for the possible influence of the environment. However, most research on students’ perception of the learning environment is conducted in predominantly traditional learning environments.The goal of our research was to investigate students’ perceptions of the key design variables of a problem-based learning environment and if students perceive that they enhance learning. There are four research questions. First, to what extent do students’ perceptions of a PBL environment match the theoretical assumptions of PBL? Second, do their perceptions differ as a function of the institutional context? Third, is there a difference in the perceptions of students between groups of first year and experienced students and between disciplines? Fourth, are there interaction effects between study phase and discipline?The results show that, in general, students value the key variables of the learning environment as powerful (i.e. enhancing learning). Also, the results indicate that students’ perceptions of the learning environment in various institutional contexts differ significantly. In general, no distinctions were found related to students in different study phases. However, in terms of specific design variables, students studying in diverse disciplines showed significantly divergent perceptions. Finally, significant interaction effects were found between study phase and discipline.     

Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives?

Various strands of research in educational, social and organizational psychology focus on structures of collectively created meaning that emerge in and coordinate activities of groups. Despite expanding, this field still lacks conceptual clarity, enhanced by the multitude of terms used, such as common ground, shared understanding, collective mind, team mental models, and distributed cognition.We conducted a review of the conceptual frameworks being used in empirical studies, focusing on the premises of the conceptualizations. Therefore, we connected these conceptualizations to either cognitive or socio-cultural perspectives on the social nature of cognition. Some studies are identified as representing initial ways of boundary crossing between these perspectives. To conclude, we explore ways for boundary crossing and cross-fertilization in future research.     

Discrete element modelling approach to assessment of granular properties in concrete

This paper presents the technological relevance of a concurrent algorithm-based discrete element modelling (DEM) system, HADES. This new system is the successor of SPACE that is limited to spherical grains only. It can realistically simulate the packing of arbitrary-shaped particles up to the fully compacted state. Generation of families of such particles, i.e., generally representing aggregate of fluvial origin and crushed rock, respectively, and the forming way of particulate structure are described. Similarly shaped particles are proposed for simulation of cement paste because of conformity with experimental results obtained by the X-ray tomography method. Technologically relevant territories inside and outside concrete technology are presently explored in this efficient, reliable, and economic way. Some results obtained by this DEM approach are presented.     

Factors influencing the pursuit of personal learning goals in MOOCs

MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals.     

Facilitating team learning through transformational leadership

This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social cohesion and team psychological safety. Analysis was performed using structural equation modelling. The results of this cross-sectional study show that transformational leadership predicts TLB better then laissez-faire leadership, because transformational leadership is primarily related to team psychological safety and only secondarily to social cohesion while for laissez-faire leadership it works the other way around. Transformational leadership matters because it facilitates psychological safety in the team.     

The role of research and development to improve STS education: experiences from the PLON project

This paper outlines four stages of a research‐development cycle based on experiences with a Dutch physics curriculum development project (PLON), in which STS aspects are integrated. Through examples it is illustrated that research on first and second version materials is essential, but its value should not be overestimated. The authors are convinced that STS education also needs in‐depth research studies in order to survive. Two important topics are mentioned. One is the legitimation of specific contents (scientific concepts and personal and social contexts) of STS curricula. The second topic regards lay‐ideas on those scientific concepts that are seen as important for pupils’ use in personal and social contexts. As an example a current research‐development programme is described that deals with learning to assess the risks of ionizing radiation.     

Economic Growth and Advertising Expenditures in Different Media in Different Countries

Newspaper advertising expenditures depend more strongly on economic development than advertising spent in other media. Gross domestic product (GDP), therefore, predicts ad spending better in countries where newspapers are an important advertising medium. GDP also predicts ad spending better in countries where a larger proportion of GDP is spent on advertising. Intermedia competition, on the other hand, has little impact. In conclusion, the authors propose to distinguish three advertising cultures where ad spending follows economic development in different ways.     

Understanding how a case-based assessment instrument influences student teachers’ learning approaches

In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of the changes in the assessment of student teachers in teacher education programs is the use of case-based assessment instruments. Such instruments evaluate the extent to which student teachers are able to handle authentic problems. It is expected that implementing this mode of assessment will stimulate student teachers to adopt a deep approach to learning. In this study we examine student teachers’ learning approaches in the context of case-based assessment. Hereto, we investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The present study is conducted in the Netherlands, in the third year of a 4-year initial teacher training program for primary education. A case-based assessment instrument, called the OverAll Test, was implemented as the major determinate of the third-year final examination grade of the student teachers.