Bos N.,University of Amsterdam |
Saskia B.-G.,Open University of Netherlands
ACM International Conference Proceeding Series | Year: 2016
The majority of the learning analytics research focuses on the prediction of course performance and modeling student behaviors with a focus on identifying students who are at risk of failing the course. Learning analytics should have a stronger focus on improving the quality of learning for all students, not only identifying at risk students. In order to do so, we need to understand what successful patterns look like when reflected in data and subsequently adjust the course design to avoid unsuccessful patterns and facilitate successful patterns. However, when establishing these successful patterns, it is important to account for individual differences among students since previous research has shown that not all students engage with learning resources to the same extent. Regulation strategies seem to play an important role in explaining the different usage patterns students' display when using digital learning recourses. When learning analytics research incorporates contextualized data about student regulation strategies we are able to differentiate between students at a more granular level. The current study examined if regulation strategies could account for differences in the use of various learning resources. It examines how students regulated their learning process and subsequently used the different learning resources throughout the course and established how this use contributes to course performance. The results show that students with different regulation strategies use the learning resources to the same extent. However, the use of learning resources influences course performance differently for different groups of students. This paper recognizes the importance of contextualization of learning data resources with a broader set of indicators to understand the learning process. With our focus on differences between students, we strive for a shift within learning analytics from identifying at risk students towards a contribution of learning analytics in the educational design process and enhance the quality of learning; for all students. © 2016 ACM.
Roubtsova E.,Open University of Netherlands
BMSD 2012 - Proceedings of the 2nd International Symposium on Business Modeling and Software Design | Year: 2012
The Object Management Group predicts that the Business Process Modelling Notation will be eventually merged with the Business Motivation Model to be implemented in integrated tool suites. However, conventional modelling semantics have asynchronous semantics and therefore have difficulties to accommodate motivation of objectives specified on the basis of synchronous semantics. This paper shows how Protocol Modelling semantics can be used both for business process modelling and motivation modelling corresponding to objectives. ProtocolModelling uses synchronous composition and this synchronization gives to Protocol Modelling the expressive means needed to accommodate motivation of objectives and business processes in one model.
Seitzinger S.P.,Rutgers University |
Mayorga E.,Rutgers University |
Mayorga E.,University of Washington |
Bouwman A.F.,Netherlands Environmental Assessment Agency |
And 11 more authors.
Global Biogeochemical Cycles | Year: 2010
An integrated modeling approach was used to connect socioeconomic factors and nutrient management to river export of nitrogen, phosphorus, silica and carbon based on an updated Global NEWS model. Past trends (1970-2000) and four future scenarios were analyzed. Differences among the scenarios for nutrient management in agriculture were a key factor affecting the magnitude and direction of change of future DIN river export. In contrast, connectivity and level of sewage treatment and P detergent use were more important for differences in DIP river export. Global particulate nutrient export was calculated to decrease for all scenarios, in part due to increases in dams for hydropower. Small changes in dissolved silica and dissolved organics were calculated for all scenarios at the global scale. Population changes were an important underlying factor for river export of all nutrients in all scenarios. Substantial regional differences were calculated for all nutrient elements and forms. South Asia alone accounted for over half of the global increase in DIN and DIP river export between 1970 and 2000 and in the subsequent 30 years under the Global Orchestration scenario (globally connected with reactive approach to environmental problems); DIN river export decreased in the Adapting Mosaic (globally connected with proactive approach) scenario by 2030, although DIP continued to increase. Risks for coastal eutrophication will likely continue to increase in many world regions for the foreseeable future due to both increases in magnitude and changes in nutrient ratios in river export. Copyright 2010 by the American Geophysical Union.
McKenney S.,Open University of Netherlands |
McKenney S.,University of Twente
Research in Learning Technology | Year: 2013
Internationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, 2013 insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is technologically possible - exploring innovative uses of new and emerging technologies. There is no disputing that such work is greatly needed to seek out new ways to potentially enhance the quality of teaching and learning. However, in the excitement of exploring what is possible, tomorrow, insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be effective technology-enhanced learning (TEL) in theory, 2013 andwhat can be effective TEL in practice. This paper calls for designers/researchers of TEL to devote attention to not only fine-grained issues of pupil learning and instruction but also to broader factors that determine if and how innovations are understood, adopted and used by teachers and schools, by designing innovations to align with their zone of proximal implementation. Methodological considerations are given for designing and studying interventions that are prone to implementation by being: value-added, clear, harmonious and tolerant. © 2013 S. McKenney.
Vyas D.,INTERACTION MEDIA GROUP |
van der Veer G.,Open University of Netherlands |
Nijholt A.,INTERACTION MEDIA GROUP
Cognition, Technology and Work | Year: 2013
For the purpose of developing collaborative support in design studio environments, we have carried out ethnographic fieldwork in professional and academic product design studios. Our intention was to understand design practices beyond the productivity point of view and take into account the experiential, inspirational and aesthetical aspects of design practices. Using examples from our fieldwork, we develop our results around three broad themes by which design professionals support communication and collaboration: (1) use of artefacts, (2) use of space and (3) designerly practices. We use the results of our fieldwork for drawing implications for designing technologies for the design studio culture. © 2012 The Author(s).