Slavi Stoyanov

Expert concept mapping method for defining the characteristics of adaptive E-learning: ALFANET project case

The article presents empirical evidence for the effectiveness and efficiency of a modified version of Trochims (1989a, b) concept mapping approach to define the characteristics of an adaptive learning environment. The effectiveness and the efficiency of the method are attributed to the support that it provides in terms of elicitation, sharing, reflection and representation of knowledge. It produced valuable results in a very short time as compared to classical techniques such as questionnaires and interviews. The interpretation of data suggests some theoretical considerations and practical solutions for the design and development of an adaptive e-learning environment. The research also points to a number of ways to improve the technique in terms of time for discussing ideas, visualization, and explicit support for generating unconventional ideas.

The future of learning: preparing for change

Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. A., Stoyanov, S., & Hoogveld, A. W. M. (2011). The future of learning: preparing for change. Luxembourg, Joint Research Centre and Institute for Prospective Technological Studies.

Expert concept mapping study on mobile learning

Borner, D., Glahn, C., Stoyanov, S., Kalz, M., & Specht, M. (2010). Expert concept mapping study on mobile learning. Campus-Wide Information Systems, 27(4), 240-253.

Mapping and assessing clinical handover training interventions

Background The literature reveals a patchwork of knowledge about the effectiveness of handover and transfer of care-training interventions, their influence on handover practices and on patient outcomes. We identified a range of training interventions, defined their content, and then proposed practical measures for improving the training effectiveness of handover practices. Methods We applied the Group Concept Mapping approach to identify objectively the shared understanding of a group of experts about patient handover training interventions. We collected 105 declarative statements about handover training interventions from an exhaustive literature review, and from structured expert interviews. The statements were then given to 21 healthcare and training design specialists to sort the statements on similarity in meaning, and rate them on their importance and feasibility. Results We used multidimensional scaling and hierarchical cluster analysis to depict the following seven clusters related to various handover training issues: standardisation, communication, coordination of activities, clinical microsystem care, transfer and impact, training methods and workplace learning. Conclusions Ideas on handover training interventions, grouped in thematic clusters, and prioritised on importance and feasibility creates a repository of approaches. This allows healthcare institutions to design and test concrete solutions for improving formal training and workplace learning related to handovers, and addressing informal social learning at the organisational level, with the aim of increasing impact on handover practice and patient outcomes. Measures need to be taken to assure a continuum of handover training interventions from formal training through workplace learning through less formal social learning, and to embed this training in the design of the clinical microsystem.

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).

Effect of Problem Solving Support and Cognitive Styles on Idea Generation: Implications for Technology-Enhanced Learning

Abstract This study investigated the effect of two problem-solving techniques: (a) free-association with a direct reference to the problem, called shortly direct, and (b) free-association with a remote and postponed reference to the problem, called remote, on fluency and originality of ideas in solving ill-structured problems. The research design controlled for possible effects of cognitive style for problem-solving—adaptor versus innovator. The results showed that both groups significantly outscored a control group on fluency and originality. The remote group outperformed the direct and control groups on originality, but not on fluency. Innovators scored significantly better than adaptors in the control group on fluency, but not on originality. No significant difference was found between innovators and adaptors in both direct and remote groups. There was no statistical indication for an interaction effect between treatment and cognitive style. Based upon the results of this study, four implications for learning and instruction have been formulated for designing and developing technological arrangements for learning to solve ill-structured problems. These guidelines will support designers in developing instructional design solutions in educational technology applications.

The Handover Toolbox: a knowledge exchange and training platform for improving patient care

Background Safe and effective patient handovers remain a global organisational and training challenge. Limited evidence supports available handover training programmes. Customisable training is a promising approach to improve the quality and sustainability of handover training and outcomes. Objective We present a Handover Toolbox designed in the context of the European HANDOVER Project. The Toolbox aims to support physicians, nurses, individuals in health professions training, medical educators and handover experts by providing customised handover training tools for different clinical needs and contexts. Methods The Handover Toolbox uses the Technology Enhanced Learning Design Process (TEL-DP), which encompasses user requirements analysis; writing personas; group concept mapping; analysis of suitable software; plus, minus, interesting rating; and usability testing. TEL-DP is aligned with participatory design approaches and ensures development occurs in close collaboration with, and engagement of, key stakeholders. Results Application of TEL-DP confirmed that the ideal formats of handover training differs for practicing professionals versus individuals in health profession education programmes. Training experts from different countries differed in their views on the optimal content and delivery of training. Analysis of suitable software identified ready-to-use systems that provide required functionalities and can be further customised to users’ needs. Interest rating and usability testing resulted in improved usability, navigation and uptake of the Handover Toolbox. Conclusions The design of the Handover Toolbox was based on a carefully led stakeholder participatory design using the TEL-DP approach. The Toolbox supports a customisable learning approach that allows trainers to design training that addresses the specific information needs of the various target groups. We offer recommendations regarding the application of the Handover Toolbox to medical educators.

WWW-intensive concept mapping for metacognition in solving ill-structured problems

Concept mapping is one of the most intimate and most dynamic learning support activities that needs still a drastic further evolution of methods and tools. WWW-based concept mapping gains momentum quite fast now and needs a solid reviewing of the various approaches and the empirical effects. This article bridges the technological advance of WWW-based concept mapping tools and its more recent effects on learning by problem solving. The results show that it added value manifests in the phases of idea generation and selection. The mapping approach caused a broader perception and a greater diversity of ideas. The conclusion is that further investments are needed to make WWW-based mapping more accessible and integrated in WWW-based learning management systems.

Online Consultation on Experts’ Views on Digital Competence

This report describes experts’ views on what it means to be digitally competent today. Although experts‘ views vary, the method applied in this study enables to derive an aggregated view on digital competence. The report identifies twelve areas of digital competence, some of them relating to specific purposes (e.g. communication and collaboration), others to domains (e.g. privacy and security). The twelve areas are presented through a brief description and further illustrated by statements describing a rich pallet of knowledge, skills, and attitudes related to each area.

Using Language Technologies to Diagnose Learner's Conceptual Development

Formative feedback can provide information about how learners develop their competences in a knowledge domain. This information can determine learners’ progress and is essential in suggesting remedial actions which overcome gaps in knowledge. Finding this information, however, is a time consuming task. This paper elaborates the theoretical background of conceptual development, and argues that it can be (semi-)automatically diagnosed using Language Technologies. It also presents, as future work, a description of a pilot that will be conducted to explore how existing tools that automatically generate concept maps, can be used to diagnose learner’s conceptual development.