in kinematics physics and math with Mieke De Cock Linking graph to function prescription Different kinds of reasoning according to context ID: 801614
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Slide1
Slide2Graphical
representations in kinematics, physics, and math (with Mieke De Cock)
Linking graph to function prescriptionDifferent kinds of reasoning according to context? Bullet from canon slowing down Pressure in water vs depth Graphing a function
Slide3Projections
of spatial figures – preferences and interpretation (with Johan Deprez)
Preference by teachers, students, as a function ofAgeExperiencePurpose / tasl
Slide4Slide5R
e
search intr
o
d
u
c
t
i
o
n
Ellen
Van Twembeke
Katie
Goeman
Luc
De
Grez
Jan
Elen
Slide6Slide7How to improve
adult learners’ persistence in blended learning
programmes?
Slide8PROGRAMME DESIGN
AL PERSISTENCE IN BLENDED LEARNING (BL)
COMMUNITY BUILDINGSELF-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
Slide9Slide10Review
Description Current State
Analysis Current StateIdentification gap to be targetedPre-testInterventionPost-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-regulation
Determines survival
in BL-environment
(Lynch &
Dembo
, 2004)
No ready-to-apply models
For 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
3
Design Based Research
(Wang &
Hannafin
, 2005)
Slide11Review
Description Current State
Analysis Current StateIdentification gap to be targetedPre-testInterventionPost-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-regulation
Determines survival
in BL-environment
(Lynch &
Dembo
, 2004)
No ready-to-apply models
For 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
3
Design Based Research
(Wang &
Hannafin
, 2005)
Descriptive framework
Slide12Slide13Play
your way into math!Towards an instructional design model for game-based
learning in vocational secondary education.Sylke Vandercruysse - Jan Elen
Slide14Slide15Additional
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
Slide16ALL DETAILS?
PhD-Defense on
December 18th, 2015 at 16.00 @KULAK KortrijkDatum onder voorbehoud van akkoord door de examencommissie
Slide17Slide18Jan
Elen(Eline, Fien)Goal
LearnersIntervention / Learning EnvironmentassessmentSylkeWendyDawitMadoStijnEllenMauroCindyMarieTina
context
Teacher
education
Disposition
to
teach
evidence-informed
Designed
Actual
behavior
Pre-service
Slide19Room VHI 04.69