Iwan Wopereis

Serious Games for Higher Education: A Framework for Reducing Design Complexity.

Westera, W., Nadolski, R., Hummel, H. G. K., & Wopereis, I. (2008). Serious games for higher education: a framework for reducing design complexity. Journal of Computer Assisted Learning, 24(5), 420-432.

A descriptive model of information problem solving while using internet

This paper presents the IPS-I-model: a model that describes the process of information problem solving (IPS) in which the Internet (I) is used to search information. The IPS-I-model is based on three studies, in which students in secondary and (post) higher education were asked to solve information problems, while thinking aloud. In-depth analyses of the thinking-aloud protocols revealed that the IPS-process consists of five constituent skills: (a) defining information problem, (b) searching information, (c) scanning information, (d) processing information, and (e) organizing and presenting information. Further, the studies revealed that regulation skills prove to be crucial for the on-going IPS-process. The IPS-I-model depicts the constituent skills, regulation skills, and important conditional skills. The model gives an initial impetus for designing IPS-instruction.

The effect of embedded instruction on solving information problems

In higher education students are often faced with information problems: tasks or assignments that require them to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. Explicit and intensive instruction is necessary, because solving information problems is a complex cognitive skill. In this study instruction for information problem solving (IPS) was embedded in a competence and web-based course for distance education students about research methodology in the field of Psychology. Eight of the 16 students following this course received a version of the course with embedded IPS instruction. The other half received a variant of the course without extra IPS instruction. The analysis of the thinking aloud protocols revealed that after the course students in the experimental condition regulate the IPS process more often than students in the control condition. They also judged the information found more often.

Mindtools for teacher communities: a European perspective

Abstract Programmes for teacher training should train (aspiring) teachers to be able to make use of information and communications technology as mindtools. Mindtools are not pieces of specialised software that‘teach’ a subject, but computer programs and applications that facilitate meaningful professional thinking and working. Teachers can use these programs and applications to engage their students in critical thinking and to help further their own professional development. In the latter case mindtools can be applied for cooperation (between teachers, teacher educators and student teachers) and collaboration (with other teachers, experts, designers, etc. on pedagogical projects). In this article we focus on electronic networking technologies (conversation tools) as mindtools in communities of practice for teacher professional development. Examples of good practice from teacher training institutions in Europe illustrate how to prepare (aspirant) teachers for working with mindtools that enhance teacher professional development

Failure and Success Factors of Educational ICT Projects: A Group Concept Mapping Approach

Like most Western countries, the Netherlands invests heavily in stimulating better andmore creative use of information and communication technologies (ICT) in highereducation. Unfortunately, these highly funded initiatives often result in short-lived orlocal successes or outright failures. Identifying determinants for failure and success ofthese innovations might help solve this problem. This colloquium describes an experi-mental study that validated failure and success factors found in an earlier literaturestudy (see Hendriks, Kirschner, Paas & Wopereis, 2005), and identified new factors byusing a group concept mapping technique (Stoyanov & Kirschner, 2004; Trochim,1989).

Information Problem Solving Instruction in Higher Education: A Case Study on Instructional Design

Information problem solving (IPS) is the process of locating, selecting, evaluating, and integrating information from various sources to fulfill an information need. In academia, it is central to conducting literature reviews in research projects. This paper presents a case study on effective and efficient instructional design for learning this complex skill. It includes an analysis of students’ output and (perceived) studiability of an online IPS-course that was designed according to the 4C/ID-model, a contemporary holistic instructional design model. Results were based on data retrieved from 49 Open University premaster students. The results show that a holistic approach to instructional design is effective: all students passed the course and they appreciated course studiability. However, due to the holistic (‘whole task’) design approach, the students’ time on task was relatively high as was the time teachers spent on providing instructional support, which questions efficiency.

Seeking creativity: A case study on information problem solving in professional music

This study explored the information problem solving behavior of a professional jazz musician during creative work. It aimed at revealing information seeking activities necessary to execute present-day musical projects. A single case was studied in depth. First, a narrative interview was conducted to reveal project phases and corresponding information seeking behavior. Second, hereupon a semi-structured interview was taken to identify information seeking activities per phase. Results indicate that the musician deliberately searched for musical information especially in the first project phases. The internet was used as main source. Both data and goal driven strategies were applied, of which the latter were relatively scarce. This means that in this case the musician sporadically searched information based on a contemplated search plan. Future research should aim at generalizing findings. It should further validate the underlying analytical framework that proved to be useful for describing and categorizing musical information seeking behavior.

Teacher perspectives on whole-task information literacy instruction

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence.

Seeking Serendipity: The Art of Finding the Unsought in Professional Music

Serendipity is a valuable constituent of professional work. In order to ‘control’ the phenomenon it is important to gain insight in its processes and influencing factors. This study examined two cases of serendipitous information behavior in professional improvised music, a domain often associated with unpredictability. The aim of the study was to validate McCay-Peet and Toms’ latest model on work-related serendipitous experiences. The study followed a semi-structured interview procedure that consisted of three one-hour interview sessions to select cases and collect data. Results show that our data fit the model. Process elements like ‘trigger’, ‘connection’, ‘valuable outcome’, ‘unexpected thread’, and ‘perception of serendipity’ were identified, as well as factors such as ‘trigger-rich’, ‘openness’, and ‘prepared mind’. We also identified other factors (i.e., ‘curiosity’, ‘interest’, and ‘initiative’) that might influence serendipitious discovery. Additional (multi) case studies are necessary to generalize findings.

Extended teams in vocational education: collaboration on the border

ABSTRACT Extended Teams (ETs), in which teachers and workplace supervisors are jointly responsible for the quality of education, were established to solve problems concerning school–workplace connections in vocational and professional education. Six ETs were investigated during their 1st year of collaboration. In addition to recordings of ET meetings, questionnaires, focus groups, and interviews yielded triangulation of data pertaining to dimensions of team work and professional growth of individual team members. Five of the 6 teams showed marked changes for team functioning, especially with regard to social ties and intellectual building as well as needs for new knowledge. Analysis of individual professional growth indicated that working in an ET contributed to understanding the other context, and altering views of what can be achieved by and for students. We conclude that ETs hold potential for strengthening school–workplace connections, but note that they did rely heavily on external support.