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

Projections of spatial figures – preferences and interpretation (with Johan Deprez)

Preference by teachers, students, as a function of- Age- Experience- Purpose / tasl

Research introduction

Ellen Van Twembeke

Katie Goeman

Luc De Grez

Jan Elen

How to improve adult learners’ persistence in blended learning programmes?

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

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)

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

Play your way into math!Towards an instructional design model for game-based learning in vocational secondary education.

Sylke Vandercruysse - Jan Elen

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

ALL DETAILS?

PhD-Defense on December 18th, 2015 at 16.00

@KULAK Kortrijk

Datum onder voorbehoud van akkoord door de examencommissie

Jan Elen(Eline, Fien)

Goal

Learners

Intervention / Learning Environment

assessment

SylkeWendyDawitMadoStijnEllenMauroCindyMarieTina

context Teacher educationDisposition to teach evidence-informed

Designed

Actual behavior

Pre-service

Room VHI 04.69