Letter from the Editor-in-Chief     

Rob Kling 《The Information Society》2002,18(3):147-149

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A conflict of interest--when scientists sign articles that appear in the press, we need to be told if they are not quite all they seem     

Edwards R 《New scientist (1971)》2004,182(2453):19

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Communication skills training exploiting multimodal emotion recognition     

Kiavash Bahreini  Rob Nadolski  Wim Westera 《Interactive Learning Environments》2017,25(8):1065-1082

The teaching of communication skills is a labour-intensive task because of the detailed feedback that should be given to learners during their prolonged practice. This study investigates to what extent our FILTWAM facial and vocal emotion recognition software can be used for improving a serious game (the Communication Advisor) that delivers a web-based training of communication skills. A test group of 25 participants played the game wherein they were requested to mimic specific facial and vocal emotions. Half of the assignments included direct feedback and the other half included no feedback. It was investigated whether feedback on the mimicked emotions would lead to better learning. The results suggest the facial performance growth was found to be positive, particularly significant in the feedback condition. The vocal performance growth was significant in both conditions. The results are a significant indication that the automated feedback from the software improves learners’ communication performances.  相似文献   

An interactive learning and course development environment: Context,theoretical and empirical considerations     

Martin M.A. Valcke  Rob L. Martens 《Distance Education》1997,18(1):7-23

In this contribution, a theoretical and empirical framework based on work carried out at the Open universiteit (Ou) for a new approach towards the design, production and delivery of flexible, interactive learning materials for distance education is presented.

In the Research and Development centre of the Ou, a project has concentrated on the innovation of current approaches. This framework can also be considered as an advance organizer to reading the remaining articles from the Open universiteit in this issue of Distance Education.

A key feature of the innovation is that during the design phase, course developers have to define ‘models’ of the materials to be developed: a content model, a support model, a student model and the learning path. From a flexibility point of view especially, the ‘student model’ is of importance since it defines the student variables that will be taken into account when developing/ presenting alternative materials (basic content and/or embedded support). A computer‐based system, the ‘Interactive Learning and Course Development Environment (ILCE)’, was developed to support the work of course development teams and tutors on the one hand, and students on the other hand. The development system supports the work of the developers; the delivery system supports the study process of students. The delivery is realised as an on‐line course, on the World Wide Web.

Students start working with the ILCE‐system by following an intake procedure. They can make choices in relation to student variables that have been defined in the student model (profession, study intentions, context, etc.). Next, they can ‘on the fly’ generate a course. Rom the large repository of learning materials only those materials are selected and compiled that are in line with the student model of this specific student Furthermore, they can choose to study the materials on screen and/or make prints of the materials. Of course, in printing the materials they lose the interactive and dynamic possibilities of the computer learning environment  相似文献   

Megabits     

Andrew Stein  Con Nikakis  John Bentley  Rob Jovanovic 《TechTrends》2001,45(2):27-27

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Integrating assessment, learning and instruction: Assessment of domain-specific and domaintranscending prior knowledge and progress     

Filip J.R.C. Dochy  George Moerkerke  Rob Martens 《Studies in Educational Evaluation》1996,22(4):309-339

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The Design of Competency-Based Performance Assessment in E-Learning     

Dominique M. A. Sluijsmans  Frans J. Prins  Rob L. Martens 《Learning Environments Research》2006,9(1):45-66

This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model. This model enables the construction of realistic whole tasks instead of advocating education that is restricted to more isolated skills. A new assessment procedure also implies an alternative view of instructional design, learning and assessment. The requirements for the learning environment are addressed. Examples from a virtual seminar are presented to illustrate the design approach. The article concludes with the identification of possible pitfalls related to the approach and gives directions for future research.  相似文献   

Television,Space, Education: rethinking relations between schools and media     

Rob Morgan 《Discourse: Studies in the Cultural Politics of Education》1995,16(1):39-57

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Effects of Web-based Support for the Construction of Competence Maps     

Angela Stoof  Rob L. Martens  Jeroen J. G. van Merriënboer 《Instructional Science》2006,34(3):189-211

Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning. In a full factorial experiment, 266 educational science students constructed a competence map, whether or not supported by different combinations of the three supportive aids. The availability of the construction kit and the phenomenarium had positive effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence maps. in final form: 2 February 2006  相似文献   

Letter from the Editor-in-Chief     

Rob Kling 《The Information Society》1998,14(1):1-2

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