Search results for author:"Hans Hummel"
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British Journal of Educational Technology Vol. 48, No. 6 (November 2017) pp. 1368–1379
Although the importance of cognitive feedback in digital serious games (DSG) is undisputed, we are facing some major design challenges. First of all, we do not know to which extend existing research guidelines apply when we stand the risk of...
British Journal of Educational Psychology Vol. 76, No. 3 (September 2006) pp. 613–631
Background: 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. Aim: The...
Educational Technology Vol. 33, No. 12 (1993) pp. 11–22
Discusses the possibilities of using situated learning theory in distance education and describes the instructional design of a course on soil and the environment offered at the Open University of the Netherlands that incorporates situated learning. ...
International Journal of Emerging Technologies in Learning (iJET) Vol. 3, No. 2 (Jun 03, 2008) pp. 24–28
To choose suitable resources for personal competence development in the vast amount of open educational resources is a challenging task for a learner. Starting with a needs analysis of lifelong learners and learning designers we introduce two...
Susanne Neumann; Michael Klebl; Dai Griffiths; Davinia HernÃ¡ndez-Leo; Luis de la Fuente ValentÃn; Hans Hummel; Francis Brouns; Michael Derntl; Petra Oberhuemer
International Journal of Emerging Technologies in Learning (iJET) Vol. 5, No. 1 (Mar 05, 2010) pp. 58–72
An IMS Learning Design Expert Workshop was held at the University of Vienna on November 20 & 21, 2008. This report contains a description of the purpose of the workshop, its methodologies and results. Participating experts first brainstormed visions ...
Interactive Learning Environments Vol. 13, No. 1 (2005) pp. 55–69
This article investigates conditions for increasing active participation in on-line communities. As a case study, we use three generations of facilities designed to promote learning in the area of Educational Modelling Languages. Following a...
Ralf Klamma; Mohamed Amine Chatti; Erik Duval; Hans Hummel; Ebba Thora Hvannberg; Milos Kravcik; Effie Law; Ambjorn Naeve; Peter Scott
Educational Technology & Society Vol. 10, No. 3 (2007) pp. 72–83
Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have ...
Educational Technology Research and Development Vol. 49, No. 3 (2001) pp. 87–103
Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple-step whole-task approach-needed for the process...
Simulation & Gaming Vol. 43, No. 6 (December 2012) pp. 825–852
Multiuser immersive learning scenarios hold strong potential for lifelong learning as they can support the acquisition of higher order skills in an effective, efficient, and attractive way. Existing virtual worlds, game development platforms, and...
Rob J. Nadolski; Hans G. K. Hummel; Henk J. van den Brink; Ruud E. Hoefakker; Aad Slootmaker; Hub J. Kurvers; Jeroen Storm
Simulation & Gaming Vol. 39, No. 3 (2008) pp. 338–352
Societal changes demand educators to apply new pedagogical approaches. Many educational stakeholders feel that serious games could play a key role in fulfilling this demand, and they lick their chops when looking at the booming industry of leisure...
Collaboration Scripts for Mastership Skills: Online Game about Classroom Dilemmas in Teacher Education
Interactive Learning Environments Vol. 23, No. 6 (2015) pp. 670–682
Serious games are seen to hold potential to facilitate workplace learning in a more dynamic and flexible way. This article describes an empirical study into the feasibility of an online collaboration game that facilitates teachers-in-training to...
Interactive Learning Environments Vol. 15, No. 2 (August 2007) pp. 181–189
The traditional notion of the curriculum as a fixed list of topics to be studied sequentially is under strain as the pressure for flexibility in education increases. However, curriculum flexibility can lead to curriculum complexity, so that guidance ...
Navigational Support in Lifelong Learning: Enhancing Effectiveness through Indirect Social Navigation
Interactive Learning Environments Vol. 15, No. 2 (August 2007) pp. 127–136
Efficient and effective lifelong learning requires that learners can make well informed choices from a vast amount of learning opportunities. This article proposes to support learners by drawing on principles of self-organization and indirect social ...
Game-Based Career Learning Support for Youth: Effects of Playing the Youth@Work Game on Career Adaptability
Interactive Learning Environments Vol. 26, No. 6 (2018) pp. 745–759
Choosing a career is one of the most important decisions that youth has to take but many young people find this a hard issue to engage with. Current career counselling practice does not appear very compelling or motivating to young people....
Competence Description for Personal Recommendations: The Importance of Identifying the Complexity of Learning and Performance Situations
Frans J. Prins; Rob J. Nadolski; Adriana J. Berlanga; Hendrik Drachsler; Hans G. K. Hummel; Rob Koper
Journal of Educational Technology & Society Vol. 11, No. 3 (2008) pp. 141–152
For competences development of learners and professionals, target competences and corresponding competence development opportunities have to be identified. Personal Recommender Systems (PRS) provide personal recommendations for learners aimed at...
Hendrik Drachsler; Hans Hummel; Bert van den Berg; Jannes Eshuis; Wim Waterink; Rob Nadolski; Adriana Berlanga; Nanda Boers; Rob Koper
Educational Technology & Society Vol. 12, No. 3 (2009) pp. 115–126
The need to support users of the Internet with the selection of information is becoming more important. Learners in complex, self-organising Learning Networks have similar problems and need guidance to find and select most suitable learning...
Journal of Computer Assisted Learning Vol. 20, No. 5 (October 2004) pp. 387–397
We investigate the effects of cueing, in a multimedia programme for the individualized training of the whole task to prepare a plea, on the learning outcomes of 43 sophomore law students. The cueing formats of worked-out examples (WOEs), process...
A Computer-Supported Method to Reveal and Assess Personal Professional Theories in Vocational Education
Antoine C. M. van den Bogaart; Richel J. C. Bilderbeek; Harmen Schaap; Hans G. K. Hummel; Paul A. Kirschner
Technology, Pedagogy and Education Vol. 25, No. 5 (2016) pp. 613–629
This article introduces a dedicated, computer-supported method to construct and formatively assess open, annotated concept maps of Personal Professional Theories (PPTs). These theories are internalised, personal bodies of formal and practical...
International Review of Research in Open and Distance Learning Vol. 7, No. 3 (Sep 29, 2006)
Although extensive research has been carried out, describing the role of feedback in education, and many theoretical models are yet available, procedures and guidelines for actually designing and implementing feedback in practice have remained...
Explicating Development of Personal Professional Theories from Higher Vocational Education to Beginning a Professional Career through Computer-Supported Drawing of Concept Maps
Professional Development in Education Vol. 44, No. 2 (2018) pp. 287–301
This article explores how personal professional theories (PPTs) develop. PPT development of nine junior accountants and nine novice teachers was monitored by repeated measurements over a period of 1.5 years, from the last year of vocational...