Centre for Learning Sciences & Technologies Open University. CELSTEC annual report 2012

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1 Centre for Learning Sciences & Technologies Open University CELSTEC annual report 2012

2 CELSTEC Annual report The Open University develops and provides open higher distance education. There is a special focus on the use of new ICTs and teaching/learning methods to provide effective, efficient, attractive and accessible lifelong learning facilities and education to Dutch citizens. Within the Open University, expertise in the learning sciences and technology-enhanced learning is brought together in the Centre for Learning Sciences & Technologies (CELSTEC). The mission of CELSTEC is to improve learning and knowledge-handling at work, at school, at home and on the move by combining state-of-the-art knowledge in the Learning Sciences with the innovative powers of new Information and Communication Technologies. New technologies and approaches to learning are extensively tested in our laboratories and in practice. The core activities of CELSTEC are research, innovation, education and training. The CELSTEC reports can be ordered from: Open University in the Netherlands/CELSTEC Post Office Box DL Heerlen Tel.: +31 (0) Fax: +31 (0) or downloaded from the Internet:

3 Centre for Learning Sciences & Technologies Open University in the Netherlands Annual report 2012 U2013/02099/MMO

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5 Contents Contents... 5 Preface Introduction Research Learning & Cognition Introduction Cooperation: National and International Output Learning Media (Mobile Media and Immersive Media) Introduction Cooperation: National and International Output Learning Networks Introduction Cooperation: National and International Output Innovation / Valorisation Learning & Cognition Innovation Valorisation Learning Media (Mobile Media and Immersive Media) Innovation Valorisation Learning Networks OpenU Education & Training Institute Introduction Visitation New courses and revised courses Enrolments Graduates in Cooperation/Internationalization Research Online Master Classes Organization CELSTEC Management team Staffing Administration & Support unit (A&S unit) Annex 1 Press releases Annex 2 Blog Entries Annex 3 Publications and memberships of CELSTEC staff Annex 4 Internationally funded projects Annex 5 Cooperation projects

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7 Preface The Centre for Learning Sciences and Technologies (CELSTEC) looks back on the year 2012 with satisfaction. This applies both to the organization itself and to the areas in which CELSTEC is active: research, innovation, education and training. An important development for the OU is the OpenU project, which examines a new business model for the OU by integrating digital lifelong learning services, social media, new subscription services, e-learning and open educational resources into its range of products. CELSTEC has taken the lead in developing and deploying this new approach. In 2012, further efforts have been made to innovate our current educational product range to the new model and infrastructure and to create new free courses and to develop the infrastructure and business model. The number of registered users is increasing rapidly: from 3000 in the beginning of the year to over at the end of the year. Valorisation Innovative and proven solutions for both public and private sector education and training institutions, tried and tested in real-life pilots and consultancy assignments. In 2012 CELSTEC decided to develop the following four products/services to spearhead its valorisation activities: - Professional development programme Learning and teaching in the 21 st century - OPO: Developing practice-based education and training - EMERGO games: Educational games without frills - SAITO: Strategic Advice for the Innovation of Training and Education. Memorable events in 2012 include: Saskia Brand-Gruwel held her inaugural address Leren in een digitale wereld: uitdagingen voor het onderwijs [ Learning in a digital world: challenges for the field of education ]. Jos Franssen defended his PhD thesis titled Teaming up for Learning - Team Effectiveness in Collaborative Learning in Higher Education. Wolfgang Reinhardt defended his PhD thesis titled Awareness support for knowledge workers in research networks. Rory Sie defended his PhD thesis titled Coalitions in cooperation networks: social network analysis and game theory to enhance cooperation networks. Sebastian Kelle defended his PhD thesis titled Game design patterns for learning. Dominique Verpoorten defended his PhD thesis titled Reflection amplifiers in self-regulated learning. Award paper Van Bruggen, J. M. (2012). Nomination for best paper award at International conference on Interpersonal Relationships in Education - April 11-12, Vancouver, Canada (Van den Bogert, Van Bruggen & Jochems. Differences between novice and expert teachers' visual perception of classroom events: an eye-track study). The EU funded OpenScout project was completed not only with satisfactory results, but with excellence as pointed out by the EC project officer and reviewers. It therefore concludes a highly successful three-year project where OUNL contributions to accessibility and competence oriented education received special positive mention by the evaluators. Prof. Dr Rob Koper Dean of CELSTEC 7

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9 1 Introduction The Centre for Learning Sciences and Technologies (CELSTEC) is a Centre of Excellence in the fields of Learning Sciences and Technology Enhanced Learning. The Institute has a leading position nationally and internationally as a research institute. It stands at the heart of the Open Universiteit (OU) and plays a crucial role in the permanent innovation of OU's education and business model. In addition, CELSTEC is active in the national research foundation (NWO) and EU Research funding initiatives. It has successfully acquired substantial external resources for research and innovation. CELSTEC Mission CELSTEC aims to improve learning and knowledge-handling at work, at school, at home and on the move, by combining state-of-the-art knowledge in the Learning Sciences with the innovative powers of new Information and Communication Technologies. New technologies and approaches to learning are extensively tested in our laboratories and in practice. As a Centre of Excellence, CELSTEC carries out three combined functions: 1. Research: The creation of new knowledge, services and technology (scientific research and technology development); 2. Innovation: Experimenting with new knowledge, services and technology in order to acquire practical experience (pilots, pilot projects, collaboration with knowledge and technology partners and faculties within the OU) and implementing these in and outside the OU. Inside the OU, CELSTEC has a leading role in the Instelllingsbreed Programma Onderwijs (IPO) programme, a programme that aims to implement new methods and technologies in OU's education. 3. Education, training and dissemination: Sharing of knowledge, services, technology and experience with others through education, training and dissemination activities. The following sections describe CELSTEC s activities in each programme. 9

10 2 Research 2.1 Learning & Cognition Introduction The mission of the L&C Programme is to support lifelong learners and groups of learners in (1) acquiring skills, knowledge, and attitudes (i.e. competencies), (2) transferring those competencies to a variety of settings and (3) planning, regulating and maintaining their own further learning. The programme does this by research and innovation activities to uncover the cognitive processes underlying learning and using the resulting knowledge to develop a comprehensive theory of instructional design and develop and investigate guidelines to inform the design of effective and efficient learning tasks, learning environments, and learning assessments. The Programme is positioned within the field of the learning sciences making increased use of technology-enhanced methods. This is a broad field with several sub-disciplines, which explicitly encourages a multidisciplinary or even transdiciplinary approach to the study of educational questions, by building on state-of-the-art knowledge in psychology, cognitive science, computer science, and neuroscience. The programme concentrates on five themes: 1. Effective Learning Strategies (Goal: Defining effective study and instruction strategies based on the working of human memory and developing prototypical techniques and environments to achieve this) 2. Information Literacy (Goal: Helping learners to use Internet resources for solving complex information problems) 3. Expertise Development (Goal: Devising instructional strategies designed to aid learners in achieving expertise) 4. Brain, lifestyle and learning (Goal: Determining how psychological and biological factors relevant to lifelong learning can be influenced for optimizing learning) 5. Assessment (Goal: Developing new methods of assessment to meet the challenges of modern societal needs) The programme has a strong focus on theory-based, use-inspired and praxis-oriented basic and applied research to provide valuable output for both the practical field of education (practical guidelines, workshops, models, tools, professional publications) and the international scientific community (publications in high-quality SSCI journals, scientific workshops, participation in international scientific conferences). The programme advises institutes on educational innovation and organizes workshops, presentations and innovation projects. These institutes include: ROC ID College, ROC van Amsterdam, Freudenthal Institute for Science and Mathematics Education, Hogeschool Utrecht/Instituut voor de Gebouwde Omgeving, Sichting SOA Aids Nederland, Service Centrum Leven Lang Leren Limburg and Xios Hogeschool Hasselt (Belgium). New chairs Professor in Learning Sciences: Professor Saskia Brand-Gruwel The chair contributes to the transformation into a knowledge environment in which lifelong learning, personal development and knowledge sharing are the pivotal issues. The research work focuses on search strategies that people use based on formulated search questions, the way the retrieved information is assessed, selected and prioritised, how the acquired information from various sources is integrated with existing knowledge, and the way in which the information is subsequently presented. 10

11 Dr. Gerard Veringa Chair for Multimediale Education: Professor Liesbeth Kester was appointed to the endowed chair financed by the Stichting Afstandseducatie (Institute for Distance Learning), with the goal of carrying out research into the design and use of multimedia for education. Consequently, this research contributes to the formulation of theories in this field Cooperation: National and International There are a number of partners with whom the L&C Programme currently collaborates on with respect to Research and Open Innovation, and which it provides with solutions or education & training. This list is not exhaustive, but gives an impression of the kind of partnerships in which the programme is engaged or which might be established in the future. National: CELSTEC/OUNL and ITS/Radboud Universiteit with regard to the Excel Quadrate Project. The collaboration with ITS takes place via Dr Amber Walraven and Professor Ton Mooij. The project is a longitudinal experimental intervention design in the lower classes of the primary education within the regular school system. By making specific changes in the play and learning situations of pupils with excellent cognitive skills, the project aims at achieving positive effects in the area of cognitive, social, emotional and behavioural aspects. The core of the specific changes concerns the screening of the pupils initial characteristics right at the start of school by their parents and teachers. This is followed by placement - as soon as possible in a pupil group at the same play and learning level. University of Maastricht (Professor Cees van der Vleuten), Hogeschool Zuyd (Dr Dominique Sluijsmans): Review study of the Netherlands Organization for Scientific Research (Dutch: NWO) research into 'toetsen met leerwaarde' (Testing with Learning Value). Stichting Praktijkleren (SPL): Digital Testing of Competencies (Emergo). Hogeschool Zuyd, Fontys Teacher Training College in Tilburg, Hogeschool Arnhem and Nijmegen, Vrije Universiteit: Surf research 'Bewust en bekwaam toetsen' ( Testing consciously and competently ). VU Amsterdam (Professor J. I. P. de Vries) joint research on medical education of foetal movement patterns in ultrasound University of Maastricht (Professor J. J. G. van Merriënboer) PhD project of Thomas Jaarsma Upcoming approved project (PROO): Erasmus University Rotterdam (Professor T. van Gog), & University of Maastricht (Professor J. J. G. van Merriënboer) Joint submitted research proposals (EARLI) with Erasmus University Rotterdam (Prof. T. van Gog), Knowledge Media Research Centre, Germany (Professor K. Scheiter), University of Padova, Italy (Professor L. Mason) SMARTMOVES project (submitted) Dr A.S. Singh: EMGO+ Institute, Department of Social Medicine, VU Medical Centre Amsterdam Professor J. Jolles: Vrije Universiteit, Knowledge & Research Institute LEARN!, Amsterdam Dr D. Collard: Mulier Institute, Utrecht J. de Jong Weissman: Hogeschool Windesheim, Zwolle Dr J. Ravensbergen: Hogeschool van Amsterdam, Amsterdam Day schools (submitted) Dr M. W. J. Jansen, Maastricht University Medical Centre+, School for Public Health and Primary Care (Caphri) H. Erkens, Alderman for Education and Sport, Municipality of Landgraaf, Social and Spatial Development 11

12 Dr P. L. M. Jungbluth, University of Maastricht, Faculty of Economics and Business Administration A. Kraak, Sport & Leisure Park, Supervisory Board, Landgraaf H. Linssen, Movare Educational Institute, Board of Governors, Kerkrade J. Opgenoord, Huis voor de Sport Limburg Dr H. Savelberg PhD, Maastricht University Medical Centre+ Faculty of Health, Medicine and Life Sciences, Department of Human Movement Sciences D.W.H. Schaars, Netherlands Institute for Sport and Physical Activity (NISB) Professor C.P. van Schayck, Maastricht University Medical Centre+ School for Public Health and Primary Care (Caphri) Cooperation with EUR (Huib Tabbers and Peter Verkoeijen) with regard to Optimal adaptive learning by means of tests, diagnostic reflection and self-chosen information Optimalisation of the Read-Recite-Review study strategy focused on learning texts Cooperation with NTR with regard to the chair in Multimedia Education. Cooperation with Ben Groenendijk (chief editor of Education). International collaboration partners in the area of education and research. Professor P. A. Kirschner: Scientific Advisory Board of the Centre for e-learning Technology (CeLTech) at the German Research Centre for Artificial Intelligence (DFKI), Saarland University, Germany Professor P. A. Kirschner: Member of the International Advisory Board of Games and Professional Simulations (GAPS) at the University of Wisconsin, Madison, USA Professor P. A. Kirschner: Visiting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the University of Oulu, Finland Dr Halszka Jarodzka: Humanities Lab, Lund, Sweden cooperation on: o Scientific chair of European Conference on Eye Movements o Organization of EARLI Advanced Study Colloquim 2012 o Joint research projects (http://www.ht.lu.se/o.o.i.s?id=23922&p=586); and publications (e.g., Eye tracking book, articles on scan-path similarity measures, etc.) 12

13 2.1.3 Output A total 12 research staff members (not all full-time; including 1 post-doc) and 17 PhD candidates were responsible for the academic output. In addition to this, 4 staff members, who are mainly involved in valorisation activities, contributed to the professional publications output. In the reporting year, 49 academic publications, 7 publications in conference proceedings, 20 professional publications, 122 conference contributions/presentations and 1 thesis were produced. Schematic representation of output in recent years: Learning & Cognition n u m b e r Scientific publications (articles, conference papers and book chapters) Professional publications Congress contributions / miscellaneous Technical reports / deliverables Software / specifications Books year 13

14 2.2 Learning Media (Mobile Media and Immersive Media) Introduction In 2012 the Learning Media Programme was split into two separate programmes the Immersive Media Programme and the Mobile Media Programme for more focus and selection of two main perspectives on Learning Media. In the Immersive Media Programme the learning environment is dominated by virtual spaces and artefacts. Its focus is on serious gaming and simulation: devising challenging, adaptive and responsive learning environments based on gaming concepts and technologies. In the Mobile Media Programme the focus is on the enrichment and augmentation of physical environments and the linking of physical environments and digital media. The programme researches development in ubiquitous content and learning support, seamless orchestration of learning support, as well as the enhancement of learning experiences by contextual media Cooperation: National and International Mobile Media In 2012, the programme Mobile Media has initiated and carried out important international and national cooperation in the area of education innovation and research. In collaboration with UNHCR mobile apps for training and hostage situations were developed and deployed all over the world. In an innovation project financed by SURFnet, a mobile campus game was developed for promoting energy-conscientious behaviour at work places. In the context of Emurgency (Emurgency.eu), the European cooperation project, the first software package was developed for cross-border cooperation in case of emergencies. In 2012, Mobile Media was co-organizer of the 11th International Conference for Mobile Contextualised Learning and had organized an international workshop about Learning in Context in Brussels. In addition, Mobile Media programme has initiated new European Projects about mobile Inquiry-based Learning (wespot, OU coordinator), linked data (LinkedUP), and mobile support for work processes in the medical world (PATIENT). Immersive Media Research concerning Immersive Media focuses on design demands for serious games, in particularly games linked to EMERGO technology developed by CELSTEC. In 2012, the Immersive Media Programme participated in various externally financed projects. Het GALA project (Games and Learning Association) is a European Network of Excellence in Serious Gaming, financed by the European Commission in which 31 partners specialised in serious gaming collaborate. In this project CELSTEC is responsible for the dissemination, participation in congresses and arranging special issues of scientific journals. In 2012, CELSTEC researchers were co-founders of the Serious Games Society, a European organization that aims to bring together researchers, teachers and game developers. The project will run until the end of In 2012, the CHERMUG Project started, an EU-funded Lifelong Learning project which is an international collaboration of 6 partners aiming to develop game-based solutions for teaching statistics to health students and health workers. The project pursued the research into open game environments (the Streetlearn project that uses Google Streetview) and collaboration 14

15 scripts (didactic structuring measures). Jointly with the Noordelijke Hogeschool Leeuwarden tests and experiments were carried out with regard to collaboration scripts in an online version of the game Meesterschapsspel. In a study into real-time emotion detection, a technical system was set up and configured successfully in which a webcam was used for an experiment into real-time detection of emotions of a human subject Output A total 10 research staff members (not all full-time; including 1 post-doc) and 6 PhD candidates were responsible for the academic output. In addition to this, 3 staff members, who are mainly involved in valorisation activities, contributed to the professional publications output. In the reporting year, Mobile Learning produced: 15 academic publications, 16 publications in conference proceedings, 1 professional publications, 55 conference contributions/presentations and 2 thesis were produced and Immersive Media produced: 4 academic publications, 4 publications in conference proceedings, 1 professional publications, 22 conference contributions/presentations. Schematic representation of output in recent years: Learning Media 100 n u m b e r Scientific publications (articles, conference papers and book chapters) Professional publications Congress contributions / miscellaneous Technical reports / deliverables Software / specifications Books year 15

16 2.3 Learning Networks Introduction The Learning Networks Programme focuses its design-based research and ensuing valorisation activities on all forms of learning in which online, social networks feature large. Such networks are called Learning Networks, and they have been designed to blend informal learning and deliberate instruction in degrees that best suit de learner's needs. Learning Networks could be built from scratch, could make use of a blend of existing social software tools only, or could be designed as a mix of existing and custommade social software tools. Learning Network research focuses on knowledge sharing and knowledge creation, on professional development and innovation enhancement. Of particular research interest are the social affordances and their technical implementation in services that make learning in such environments effective, efficient, accessible, enjoyable and sustainable. Programme members participate in the national research schools SIKS and ICO. The majority of its PhD candidates participate in SIKS Cooperation: National and International The programme validates and valorises its research through a variety of activities mainly national ones - that regard educational innovation with Learning Networks. This ensures that the research carried out is relevant in contexts wider than the scientific community in which it is carried out. To strengthen its valorisation efforts, the programme provides various consultancy services, for instance on blended learning opportunities for vocational, on the job training. Programme members also present their work, write microblogs and blogs and professional publications on the topic of educational innovation with Learning Networks. The programme actively seeks cooperation with a variety of partners, both to increase the quality of its research and to extend the opportunities for valorisation. Cooperative research is carried out mainly but not exclusively in the context of external projects - mainly European (FP7 and Lifelong Learning). The following projects were either continued or started: Teachers Lifelong Learning Networks (TeLLNet), LLLP (completed) BIODESIGN, LLP, focuses on innovation in education and education for innovation in the medical domain (continued) Open Discovery Space (ODS), jointly with learning media programme (started) TRAILER, on blending formal and informal learning through e-portolios, LLL KA3 (continued) HandsOn-ICT, on fostering creative learning in the classroom, LL KA3 (started) PREATTY, promoting 21 st century skills in teaching, LLL (started) PATIENT provides pioneering solutions for patient handover in medical education (Erasmus, LLL) (continued) NIL-MRT, on innovative chemistry education, started. The major innovation projects the programme was involved in are: OERNED, Ministry of Education, Culture and Science Library School, Vereniging Openbare Bibliotheken and Library School Consortium (hosted at OBA Amsterdam). Co-design and implement innovative Blended Learning strategy, learning design and- infrastructure. Biebkracht, Gelders Library Network Conceptional design and implementation of online platform e-knowledge hub for public Libraries staff; this included the organization 16

17 of an international expert meeting with the intent to evaluate the Learning Networks concept for their e-knowledge hub. Zorgacademie Parkstad Limburg, regional collaboration (MBO-HBO Healthcare) Conceptual design and development of Learning network infrastucture DIGCOMP, tendered assignment with JRC-IPTS, Sevilla about digital competencies partnership in campus-wide innovation programme Zuyd Hogeschool. Main topics and expertise for LNP to deliver: (1) assessment and Certification of Zuyd Hogeschool Prior Learning Assessment and Recognition (PLAR) procedures (2) training programme and coaching implementation social media and Blended Learning A+O foundation Metalektro industry. Evaluation of sector-wide pilots programme for workplace and blended learning. Trend analysis for the Surf foundation on OERs and rethinking pedagogical models. The programme was furthermore instrumental in organizing: The Brain 2012 exposition in Continium Workshops on competence frameworks and assessment policies for (in service and pre-service) teachers, in the context of the ELOS programme for teachers training institutes throughout Europe. In collaboration with the Ruud de Moor Centre, currently LOOK, the programme organized the 2012 instalment of the biannual Networked Learning Conference, in Maastricht in April Five new European projects were started, supported by the Lifelong Learning Programme of the Board of Culture and Education. On a national level, the programme collaboration with NUFFIC, on a NICHE-project in Colombia Output A total 11 research staff members (not all full-time; including 1 post-doc) and 4 PhD candidates were responsible for the academic output. In addition to this, 5 staff members, who are mainly involved in valorisation activities, contributed to the professional publications output. In the reporting year, 23 academic publications, 17 publications in conference proceedings, 11 professional publications, 56 conference contributions/presentations and 2 thesis were produced. Schematic representation of output in recent years: Learning Networks num b e r Scientific publications (articles, conference papers and book chapters) Professional publications Congress contributions / miscellaneous Technical reports / deliverables Software / specifications Books year 17

18 3 Innovation / Valorisation 3.1 Learning & Cognition Innovation For the purpose of innovation in the Dutch higher education, the following activities were undertaken: - Partner: Hogeschool Utrecht, Institute for built-up environment Activities: Professionalization and coaching of the design team for the 2-year architecture programme in redesigning the curriculum with the help of the 4C-ID-model. - Partner: Maastricht University, education research and education development Activities: Symposium for users of the 4C-ID-model 2012, 27 April Valorisation Professional development programme Learning and teaching in the 21 st century 1. Keeping up to date with the latest developments in teaching and learning; participating in a professional network; access to all course materials of the Master Learning Sciences; participating in online Master Classes; building up a portfolio of development activities and have these appraised as CPD (Continuous Professional Development) points. All these are part of this online CPD path, targeting all professionals in the teaching and training professions. In 2012 a total of 86 people purchased the programme and 15 sponsored online Master Classes were organized, each of which saw between people participate. OPO: Developing practice-based education and training 2. By applying the OPO methodology to their curriculum design and development, educational institutions will ensure that their graduates meet professional labour market requirements. OPO starts with clarifying the curriculum s design and quality criteria in terms of the graduates professional requirements. The next stage involves the development of real-life tasks and the corresponding learning environment. In the third and final stage, the underlying theory and knowledge are defined and integrated into the learning tasks. In 2012 OPO valorisation activities were carried out at Hogeschool Utrecht (Higher Vocational Education); ID College (Vocational Education); ROC Amsterdam & Lelystad (Vocational Education) and Xios Hogeschool (Higher Vocational Education, Belgium). Input comprised strategy sessions, staff training, moderating design sessions, supporting development teams, and quality assurance. 3.2 Learning Media (Mobile Media and Immersive Media) Innovation In 2012, the project with Stichting PraktijkLeren, in which ROC teachers cooperate on gaming for examining, was continued and expanded. This project utilised the EMERGO method and technology, which was developed by CELSTEC. The target group comprises of ICT students at vocational training level 4, and the players have to create a system 1 Dutch: Leren doceren in de 21 ste eeuw 2 Dutch acronym: Ontwikkelen van praktijkgerichte Opleidingen 18

19 design for their customer Galema Events. The game includes innovative assessment and testing procedures in the context of competence-based learning. The game takes 5-10 hours to play. It will be delivered in early Jointly with the Noordelijke Hogeschool Leeuwarden, the online Mastership game was developed for the purpose of testing scripted collaboration methods. At the EHON conference (the association of education experts in higher education), a workshop and a keynote address were organized. Workshops about serious gaming were also organized during the various events (including TUE/Fontys, Symposium oration Brand-Gruwel, EHON). Mobile Media In 2012, several initiatives have been taken to stimulate and innovate the use of mobile technologies in Dutch higher education. Several workshops and keynote addresses have been held on Augmented Reality for Education and Mobile Technologies for Learning at SURF, KennisNet, IPON, EHON, Dag van het onderwijs). ARLearn as part of SURFNet s "Het Leren van de toekomst" (Learning in the Future) was chosen as the innovation tool for mobile learning. At the AppsOn contest of SURF, ARLearn was cited as an example. Furthermore, ARLearn as an open source solutions for mobile learning support has been introduced in several workshops and has been selected for het leren van de toekomst (Learning in the Future) (http://www.hetlerenvandetoekomst.nl/). This KennisNet innovation programme each year selects innovative ICT solutions and implements them in a test bed with a Dutch Pabo. 24 October 2012: Workshop ARLearn het leren van de toekomst (Utrecht). Iselinge teachers and students practiced with the ARLearn tools in a one-day workshop. 4-6 July 2012: ARLearn (hostage-taking simulation) training session with employees of UNHCR in Budapest. 5 November 2013: ARLearn workshop at Dag van het onderwijs August: Organizing a workshop at the SURF summer school mobiele (web)apps voor Onderwijs en Onderzoek (Mobile web Applications for Education and Research). In this workshop, one lecture was given on mobile platforms. Another lecture was given on development of mobile applications for education. 13 June: ARLearn presentation at the 10th e-learning days in Koblenz April: dissemination of ARLearn results at the Learning in Context workshop in Brussels Valorisation In 2012, a concrete service offer was specified with regard to EMERGO, including descriptions, website and other materials and a product motto: EMERGO games: Educational games without frills 3. Online EMERGO games are the answer to training and educational challenges where theory needs to be put in practice in a challenging but safe environment. EMERGO games are suitable for vocational training (including higher ones), universities, and in both public and private sector training departments. EMERGO games are tailor-made to the customer s specifications, with their preferred look and feel, and are delivered as a turn-key product including hosting. In 2012, also a game design was developed for the Tangaza College in Kenya in the field of Entrepreneurship, sponsored by Agentschap NL. Various presentations were also held for visitors and for the greater public (including public lectures in the Continium) In 2012, several cooperation contracts have been signed for further development of ARLearn. On the one hand, UNHCR stimulated the research and development of ARLearn based solutions and on the other hand, in the project Library school a cooperation 3 Dutch: Educatieve games zonder franje 19

20 agreement has been signed with the Openbaare Bibliotheek (Public Library) Amsterdam for using ARLearn in a pilot study. SURF has supported an innovation project based on ARLearn for learning about efficient energy usage at the workplace with a mobile game (http://www.surfsites.nl/duurzaamheid/projecten/innovatieregeling/innovatieregeling- 2012/energy-conservation-behaviour-toolkit/). 3.3 Learning Networks Innovation and Valorisation SAITO: Strategic Advice for the Innovation of Training and Education 4. SAITO helps policy and decision makers in education and training institutions to come to grips with complex strategic issues. SAITO starts with mapping out the various alternative lines of action through the structured consultation of an expert panel and the application of data analysis techniques. This could be in a face-to-face setting, or online, and may also involve external experts. Next, the generated alternatives are assessed on both their relevance and their feasibility. Finally, this culminates in an advice for prioritized actions. In 2012 SAITO was applied in the European Digital Competence project to define the future digital competences for Europe ; in cooperation with Metalektro (Dutch metalworking and electronics industry) to define the national education and training agenda for the coming five years; and in the BioApp European LifeLongLearning project to generate the target learning outcomes of the project. 3.4 OpenU OpenU (http://www.openu.nl) is the personal learning and work environment in which the Open University puts its innovation objectives into practice. In the past year, OpenU has developed immensely, both in terms of quality and quantity. Among other things, this past year the university invested in a revised user profile, a group discussion tool, a personal dashboard for users (including a personalised overview of the courses and communities in which the person participates) and a catalogue that users can use to subscribe to products and services. This catalogue also contains a flexible payment method that allows users to temporarily access certain facilities, such as the archive of online master classes. Furthermore, a didactic concept of online master classes has been devised as well as a concept for professional development programmes ( leertrajecten ) as an alternative manner of professionalization for professionals in education and teaching. At the end of 2012, an Internet marketing campaign for learning tracks was also launched. In the past year, educational sciences has sold 86 learning tracks and organized four online lectures, an online round table and 15 online master classes. Thanks to the cooperation with Kennisnet, five online master classes were made freely accessible. Furthermore, in 2012, the Faculty of Management started to provide online seminars and lectures within OpenU, and the Faculty of Psychology also started to develop a portal. The Faculty of Informatics has used the OpenU for the purpose of communities for alumni and as an information community for the new master programme in software engineering. In 2012, OpenU also began to operate as a platform in which students who study education sciences, informatics and psychology and who participate in OUx can communicate about their studies. At the end of 2012, the Open University discussed the possibility of embedding the OpenU further. The Executive Board has decided to invest further in the development of OpenU. For the time being though, the Executive Board has decided not to designate the 4 Dutch acronym: Strategisch Advies voor Innovatie van Training en Onderwijs 20

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