graphical representations in kinematics, physics, and math (with mieke de cock)
TRANSCRIPT
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Graphical representations in kinematics, physics, and math (with Mieke De Cock)
• Linking graph to function prescription• Different kinds of reasoning according to context?
Bullet from canon slowing down
Pressure in water vs depth
Graphing a function
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Projections of spatial figures – preferences and interpretation (with Johan Deprez)
Preference by teachers, students, as a function of- Age- Experience- Purpose / tasl
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Research introduction
Ellen Van Twembeke
Katie Goeman
Luc De Grez
Jan Elen
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How to improve adult learners’ persistence in blended learning programmes?
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PROGRAMME DESIGN
AL PERSISTENCE IN BLENDED LEARNING (BL)
COMMUNITY BUILDING
SELF-REGULATED LEARNING (SRL)
Literature review
Inventory of SRL interventions on AL persistence in BL
Conceptualization of persistence
Literature review
Cross-case analysis
Current state of EU/FL retention policy and AEC practice
Input for descriptive design guidelines
Re-engineering of blended learning programmes
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Review
Description Current State
Analysis Current State
Identification gap to be targeted
Pre-test
Intervention
Post-test
Real-life problem
Descriptive framework
Self-regulation
Instructional Design
Instruction Learner behaviour
Self-regulation
Instructional Design
7 attributes Identified
(submitted)
First principles(Merrill, 2013)
Level of self-regulationDetermines survivalin BL-environment
(Lynch & Dembo, 2004)
No ready-to-apply modelsFor the design of BL
(Smith & Ragan, 1999)
7 attributes +
First principles Observations F2F (Jorgensen, 1989)
and Online (Bowen, 2009)
Self-report (Burnard, 1991) and
Log-file analysis (Jansen, 2006)
1
2
3Design Based Research(Wang & Hannafin, 2005)
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Review
Description Current State
Analysis Current State
Identification gap to be targeted
Pre-test
Intervention
Post-test
Real-life problem
Self-regulation
Instructional Design
Instruction Learner behaviour
Self-regulation
Instructional Design
7 attributes Identified
(submitted)
First principles(Merrill, 2013)
Level of self-regulationDetermines survivalin BL-environment
(Lynch & Dembo, 2004)
No ready-to-apply modelsFor the design of BL
(Smith & Ragan, 1999)
7 attributes +
First principles Observations F2F (Jorgensen, 1989)
and Online (Bowen, 2009)
Self-report (Burnard, 1991) and
Log-file analysis (Jansen, 2006)
1
2
3Design Based Research(Wang & Hannafin, 2005)
Descriptive framework
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Play your way into math!Towards an instructional design model for game-based learning in vocational secondary education.
Sylke Vandercruysse - Jan Elen
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Additional Study (November 2015)
• Based on previous studies: the ‘optimal’ GBLE for VSE students will be designed
• A final pre-test post-test quasi-experimental study will be conducted
Comparing a condition using the most optimal GBLE with a regular non-game based instructional approach
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ALL DETAILS?
PhD-Defense on December 18th, 2015 at 16.00
@KULAK Kortrijk
Datum onder voorbehoud van akkoord door de examencommissie
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Jan Elen(Eline, Fien)
Goal
Learners
Intervention / Learning Environment
assessment
SylkeWendyDawitMadoStijnEllenMauroCindyMarieTina
context Teacher educationDisposition to teach evidence-informed
Designed
Actual behavior
Pre-service
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Room VHI 04.69