Posts by Selma van Esveld

Online professional development across institutions and borders

Article written by Bart Rienties, Blazenka Divjak, Michael Eichhorn, Francisco Iniesto, Gillian Saunders-Smits, Barbi Svetec, Alexander Tillmann and Mirza Zizak and published in the International Journal of Educational Technology in Higher Education as part of the EU-funded project ‘RAPIDE’.

Abstract

Professional development (PD) is a key element for enhancing the quality of academic teaching. An increasing number of PD activities have moved to blended and online formats, especially since the COVID-19 pandemic. Due to the desire, potential, and need for collaboration among educators to learn from innovative and best practices, several institutions have started to pool their resources and expertise together and have started to implement cross-institutional and cross-national online professional development (OPD). The questions of what type of a (cross-)institutional OPD educators might prefer, and whether educators learn effectively from (and with) peers in such cross-cultural context have not been adequately explored empirically. In this case-study across three European countries, we explored the lived experiences of 86 educators as a result of a cross-institutional OPD. Using a mixed methods design approach our pre-post findings indicated that, on average, participants made substantial gains in knowledge. In addition, several cultural differences were evident in the expectations and lived experiences in ODP, as well as the intention to transfer what had been learned into one’s own practice of action. This study indicates that while substantial economic and pedagogical affordances are provided with cross-institutional OPD, cultural differences in context might impact the extent to which educators implement lessons learned from OPD.

Keywords

Online professional development, Cross-institutional, Cultural, Mixed method, Innovative pedagogy, Higher education

Reference

Rienties, B., Divjak, B., Eichhorn, M., Iniesto, F., Saunders-Smits, G., Svetec, B., Tillmann, A., & Zizak, M. (2023). ONLINE PROFESSIONAL DEVELOPMENT ACROSS INSTITUTIONS AND BORDERS. International Journal of Educational Technology in Higher Education, 20(1), 30. https://doi.org/10.1186/s41239-023-00399-1

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License

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/licenses/by/4.0/), which permits reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.

The Use of Digital Peer Assessment in Higher Education: An Umbrella Review of Literature

Article written by G. van Helden, V. van der Werf, G. Saunders-Smits, M.M. Specht and published in the Journal IEEE Access.

Abstract

Increasing student numbers in higher education, particularly in engineering and computer science, make it difficult for motivated lecturers to continue engaging in active teaching methods such as Flipped Classrooms and Work-Based Learning. In these settings, digital Peer Assessment can be one approach to provide effective and scalable feedback. In Peer Assessment, students assess each other’s performance whilst gaining useful reflection and judgment skills at the same time. This umbrella review of 14 review papers on the use of (digital) Peer Assessment in education provides a comprehensive overview of design choices and their consequences open to educational practitioners wishing to implement digital Peer Assessment in their courses, the type of tooling available and the possible effects of these choices on the learning outcomes as well as potential pitfalls and challenges when implementing Peer Assessment. The paper will inform and assist educators in finding or developing a tool that fits their needs.

Keywords

Digital education, educational technology, engineering education, peer assessment

Reference

van Helden, G., van der Werf, V., Saunders-Smits, G., & Specht, M. M. (2023). THE USE OF DIGITAL PEER ASSESSMENT IN HIGHER EDUCATION: AN UMBRELLA REVIEW OF LITERATURE. IEEE Access, 11, 22948-22960. https://doi.org/10.1109/ACCESS.2023.3252914

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License

This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of IEEE Access must be obtained for commercial re-use or in order to create a derivative work.

Using peer assessment in inclusive digital education

Article written by G. Saunders-Smits, G. van Helden, V. van der Werf, M. M. Specht and published in the Proceedings of the 50th Annual Conference Universitat Politècnica de Catalunya · BarcelonaTech (UPC).

Abstract

This workshop is part of the ERASMUS+ project: RAPIDE: on Relevant Assessment and pedagogies for Inclusive Digital Education (https://rapide-project.eu) and is open to anyone who is interested in implementing or improving peer assessment in their courses. At the end of the workshop, participants will be able to make an informed decision on a suitable form of Peer Assessment for their courses. Over the past few years, many of us have faced operating in a frequently changing teaching environment which has made evaluating and assessing students’ learning outcomes and more importantly giving students feedback on their learning much more complicated. One pedagogical tool that has been increasingly used is that of peer assessments where students give each other feedback and assess each other’s work. In this workshop, participants will be introduced to many different types of peer assessment that can be used in engineering education, such as peer reviewing (each other’s work), peer grading(continuous feedback on mastery), and peer evaluation (group work) whether face-to-face, hybrid or in a fully online environment and how to do so in an inclusive way thus maintaining the important safe place that education should be. Participants will then in small groups discuss what types of peer evaluations they use or want to use in their courses and brainstorm on ideas for implementation in their own specific case or for one of the general cases that the facilitators will have available. At the end of the workshop participants will present their main findings back to the whole group so that they may also learn from each other. We aim for participants to leave feeling inspired at the end of the workshop to implement or improve peer assessment in their own courses. The aggregated main findings and ideas contrived in the workshop on how to implement peer assessment will also be shared with a wider audience through the conference proceedings and the RAPIDE project website.

Keywords

Focus groups, course design, team based learning, project based learning, learning technology

Reference

Saunders-Smits, G., van Helden, G., van der Werf, V., & Specht, M. M. (2022). USING PEER ASSESSMENT IN INCLUSIVE DIGITAL EDUCATION. In H-M. Jarvinen, S. Silvestre, A. Llorens, & B. V. Nagy (Eds.), Proceedings of the 50th Annual Conference Universitat Politècnica de Catalunya · BarcelonaTech (UPC) (pp. 2305-2308). (SEFI 2022 – 50th Annual Conference of the European Society for Engineering Education, Proceedings). https://doi.org/10.5821/conference-9788412322262.1369

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Enhancing Students’ Global Perspective-Taking to Improve Virtual Team Performance: A Swift Trust Theory Perspective

Article written by Michael A. Erskine, Sam Zaza, Rafael D. Araújo, Flávio E. A. Horita and Naomi Wahls and published in the Proceedings of the XVIII Brazilian Symposium on Information Systems, Curitiba, Brazil.

Abstract

Context: Contemporary organizations rely on global virtual teams. This trend, exasperated due to the Covid-19 pandemic, aligns with ongoing globalization and digital transformation efforts. The information system (IS) scholarship has a strong interest in studying groups that develop digital technologies with a frequent focus on global virtual teams. Such teams, which frequently form ad hoc, require a swift formation of trust to be effective. Global-perspective taking overcomes intercultural trust barriers and presents an opportunity for more effective teams.

Problem: However, academic IS programs traditionally do not teach or assess concepts such as global-perspective in their students. Our study assesses whether university IS educators can impart global perspective-taking through online intercultural exchanges (OIEs).

Theoretical reference: We examine the effects of global perspective-taking (comprising cultural intelligence, global citizenship, and civic-mindedness) on the effectiveness of global virtual teams through the lens of swift trust theory.

Method: We conducted an exploratory study by creating OIEs in the context of web development coursework between students in the United States and Brazil (N=131).

Results: We found that an OIE environment led to enhanced global perspective-taking and improved student outcomes. The swift trust theory suggests that such outcomes would ultimately enhance virtual team performance.

Impact on the IS area: We contribute to the IS scholarship by extending the swift trust theory to include global perspective-taking and provide practical suggestions to academic IS programs on implementing effective OIE practices. We also report the benefits of global perspective-taking on international virtual team performance, which is of interest to hiring organizations.

Reference

Erskine, M. A., Zaza, S., Araújo, R. D., Horita, F. E. A., & Wahls, N. (2022). ENHANCING STUDENTS’ GLOBAL PERSPECTIVE-TAKING TO IMPROVE VIRTUAL TEAM PERFORMANCE: A SWIFT TRUST THEORY PERSPECTIVE Proceedings of the XVIII Brazilian Symposium on Information Systems, Curitiba, Brazil. https://doi.org/10.1145/3535511.3535535

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Using Social Network Analysis to explore Learning networks in MOOCs discussion forums

Article written by Ali Soleymani, Laure Itard, Maarten de Laat, Manuel Valle Torre, and Marcus Specht and published in the Proceedings of the CLIMA 2022 Conference.

Abstract

Learning and educational challenges in the field of indoor climate and building services like energy systems are mainly due to the transformation of professional practices and learning networks, a big shift in the way in which people work, communicate, and share their knowledge and the need for additional workforce, either juniors or coming from other disciplines. One of the most important factors that highly influence professional development and workplace learning is networked learning. Our goal in this study, is understanding the learning networks characteristics and patterns of interaction using Social Network Analysis techniques in three MOOCs discussion forums. The result of this study shows not only the importance of Learning networks and peer support on professionalization of learners, but also how pedagogical approach of instructors in MOOCs can foster learning networks. This novel approach in developing learning networks and communities is not only able to help connect young professionals and experienced practitioners digitally, but also it can promote professional development and innovation in the energy installation sector.

Keywords

Professional learning networks, social network analysis, lifelong learning, Massive Online Open Courses

Reference

Soleymani, A., Itard, L., de Laat, M., Valle Torre, M., & Specht, M. (2022). USING SOCIAL NETWORK ANALYSIS TO EXPLORE LEARNING NETWORKS IN MOOCS DISCUSSION FORUMS. CLIMA 2022 Conference. https://doi.org/10.34641/clima.2022.300

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License

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/licenses/by/4.0/), which permits reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.

Blending Your Education: Lessons Learned During COVID

Article written by Naomi Wahls, Wiebe Dijkstra, and Martijn Ouwehand and published by EADTU as part of the EU project ‘Digitel Pro’.

Abstract

This article is a concise analysis of the current COVID situation taking into account the needs of teaching staff and support staff in an emergency situation (IO1) and conditions for change management (IO6) to the design and develop blended education. TU Delft is partner of the EU project ‘Digitel Pro’ in collaboration with DCU, KU Leuven, UOC, and EADTU. This is an analysis (a) completing the literature review from 2018 on and (b) refocusing the conclusions on the COVID 19 needs as the Digitel Pro partners have already made a comprehensive analysis for the EMBED project. Best Practices for Blended Learning during COVID times are still emerging. It is unclear if everyone truly uses the same definition for blended and hybrid teaching within the literature produced during COVID times because not all authors provide a definition in their articles. Some of the authors who published in 2020 and 2021 are completely new to online teaching. Although online education has been around since at least 2003, it is surprising to see authors mention that distance learning is still in developmental stages in 2021. Distance learning will continue to develop, however distance learning is well established as an educational mode with various formats such as online, blended, hybrid, and virtual exchange. Perhaps new during COVID times was that all courses had to face distance learning and prior to COVID, some educators could avoid online formats entirely. The original plan pre-COVID for implementing Blended Learning throughout an entire campus was realized in the document: Research report on state of the art in blended learning and innovation (Goeman, Poelmans, & Van Rompaey, 2018), found here: https://embed.eadtu.eu/results. This article expands on that Research report by explaining the COVID scenarios and what emerged as the secondary or emergency plan, as well as best practices noted by instructors for education during rapid changes for COVID restrictions.

Reference

Wahls, N. L., Dijkstra, W. P., & Ouwehand, G. M. (2022). BLENDING YOUR EDUCATION: LESSONS LEARNED DURING COVID. (v. 9.3.2022 ed.) EADTU. https://digitelpro.eadtu.eu/images/Blending_Your_Education__Lessons_Learned_During_COVID.pdf

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The effect of the COVID-19 pandemic on a MOOC in Aerospace Structures and Materials

Article written by Ioana Jivet and Gillian N. Saunders-Smits and published in the Proceedings of the SEFI 49th Annual Conference.

Abstract

In March 2020 COVID-19 brought the world and with that aviation to a standstill. Also in March 2020, the third run of the DelftX MOOC Introduction to Aerospace Structures and Materials started on edX. This MOOC generally attracts a mixture of young aviation enthusiasts (often students) and aviation professionals. Given the large interest MOOCs have received as the pandemic hit, we investigate how the new global context affected the motivation and the way learners interact with our course material. For this project, we will use learning analytics approaches to analyse the log data available from the edX platform and the data from pre- and post-course evaluations of two runs of the same MOOC (2019 and 2020). With the insights gathered through this analysis, we wish to better understand our learners and adjust the learning design of the course to better suit their needs. Our paper will present the first insights of this analysis.

Keywords

MOOC, Aerospace Engineering, Learning Analytics, Lifelong Learning

Reference

Jivet, I., & Saunders-Smits, G. (2021). THE EFFECT OF THE COVID-19 PANDAMIC ON A MOOC IN AEROSPACE STRUCTURES AND MATERIALS. In H-U. Heiß, H-M. Järvinen, A. Mayer, & A. Schulz (Eds.), Blended Learning in Engineering Education: challenging, enlightening – and lasting? (pp. 258-267)

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Presentation

Presentation of the work of dr. ir. I. Jivet and dr.ir. Gillian N. Saunders-Smits at the 49th Annual SEFI conference held online from 13-16 September 2021 hosted by TU Berlin:

Development of a maturity model for blended education: A delphi study

Article written by Katie Goeman, Wiebe Dijkstra, Stephan Poelmans, Pavani Vemuri, Willem Van Valkenburg and published in the International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education.

Abstract

In order to embed blended learning environments in a strategic and sustainable manner, a multi-actor, multidimensional approach is necessary. This paper reports the results of a 3-round Delphi study involving 28 experts which focuses on the refinement and validation of a layered maturity model that assesses key aspects of blended practices in higher education. The study examines the wording of the proposed assumptions, dimensions and indicators, whether they bear validity and if there are others that are not accounted for. We present the findings of each round, the confirmed maturity model and a series of recommendations for its future usage. As such, it is helpful for lecturers, program coordinators, support services or institutional leaders to decide upon follow-up actions and to achieve up-scaled blended programs and courses in higher education institutions.

Keywords

Maturity model, blended learning, blended teaching, blended education, EMM, higher education

Reference

Goeman, K., Dijkstra, W., Poelmans, S., Vemuri, P., & Van Valkenburg, W. (2021). DEVELOPMENT OF A MATURITY MODEL FOR BLENDED EDUCATION: A DELPHI STUDY. International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 20(3), 229-258. https://www.learntechlib.org/primary/p/217682/

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De lerende als rode draad: Weten wat de (werkende) student nodig heeft

Artikel geschreven door Nida K. van Leersum, Willem F. van Valkenburg en Rob F. Mudde en gepubliceerd in het Tijdschrift voor Hoger Onderwijs

Samenvatting

Het permanent najagen van kennis en vaardigheden voor onze persoonlijke en professionele ontwikkeling zal ons steeds meer veranderen in levenslang lerenden. Maar wat houdt ‘een leven lang ontwikkelen’ precies in, en welke rol kunnen universiteiten daarin spelen?

Keywords

Higher education, lifelong learning

Referentie

van Leersum, N. K., van Valkenburg, W. F., & Mudde, R. F. (2021). DE LERENDE ALS RODE DRAAD: WETEN WAT DE (WERKENDE) STUDENT NODIG HEEFT. Tijdschrift voor Hoger Onderwijsjaargang 28(2), 32-37. https://www.themahogeronderwijs.org/bladerversie/

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Book Review of Responsive Open Learning Environments: Outcomes of Research from the ROLE Project

Book review written by Naomi Wahls and published in Open Praxis.

Abstract

In summary, Responsive Open Learning Environments (ROLE): Outcomes of Research from the ROLE Project is an ebook that covered the Responsive Open Learning Environment (ROLE) Project between multiple universities. ROLE investigated and operationalized PLEs. PLEs could provide new outlets for online education. Student or participant responses could have been covered more in the book and how ROLE affects culture could have been explored. The academic book is commendable for the number of authors and universities represented and is recommend for those interested in OER.

Reference

Wahls, N. (2019). BOOK REVIEW OF RESPONSIVE OPEN LEARNING ENVIRONMENTS: OUTCOMES OF RESEARCH FROM THE ROLE PROJECT. Open Praxis. https://doi.org/10.5944/openpraxis.11.3.988

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License

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/licenses/by/4.0/), which permits reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.

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