Search results for author:"Hans G. K. Hummel"
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Distance Education and Situated Learning: Paradox or Partnership?
Hans G. K. Hummel
Educational Technology Vol. 33, No. 12 (1993) pp. 11–22
Discusses the possibilities of using situated learning theory in distance education and describes the instructional design of a course on soil and the environment offered at the Open University of the Netherlands that incorporates situated learning. ...
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Retrospective cognitive feedback for progress monitoring in serious games
Rob J. Nadolski; Hans G. K. Hummel
British Journal of Educational Technology Vol. 48, No. 6 (November 2017) pp. 1368–1379
Although the importance of cognitive feedback in digital serious games (DSG) is undisputed, we are facing some major design challenges. First of all, we do not know to which extend existing research guidelines apply when we stand the risk of...
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Cueing for Transfer in Multimedia Programmes: Process Worksheets vs. Worked-Out Examples
Hans G. K. Hummel; Fred Paas; E J. R. Koper
Journal of Computer Assisted Learning Vol. 20, No. 5 (October 2004) pp. 387–397
We investigate the effects of cueing, in a multimedia programme for the individualized training of the whole task to prepare a plea, on the learning outcomes of 43 sophomore law students. The cueing formats of worked-out examples (WOEs), process...
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Effects of Cueing and Collaboration on the Acquisition of Complex Legal Skills
Hans G. K. Hummel; Fred Paas; Rob Koper
British Journal of Educational Psychology Vol. 76, No. 3 (September 2006) pp. 613–631
Background: To overcome the "teacher bandwidth problem" in supporting large groups of students, both automated process support (cueing) and face-to-face feedback by peers during small group work (collaboration) can be provided to students. Aim: The...
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A Model for Optimizing Step Size of Learning Tasks in Competency-based Multimedia Practicals
Rob J. Nadolski; Paul A. Kirschner; Jeroen J. G. van Merrienboer; Hans G. K. Hummel
Educational Technology Research and Development Vol. 49, No. 3 (2001) pp. 87–103
Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple-step whole-task approach-needed for the process...
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Facilitating Participation: From the EML Web Site to the Learning Network for Learning Design
Hans G. K. Hummel; Colin Tattersall; Daniel Burgos; Francis Brouns; Hub Kurvers; Rob Koper
Interactive Learning Environments Vol. 13, No. 1 (2005) pp. 55–69
This article investigates conditions for increasing active participation in on-line communities. As a case study, we use three generations of facilities designed to promote learning in the area of Educational Modelling Languages. Following a...
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Explicating Development of Personal Professional Theories from Higher Vocational Education to Beginning a Professional Career through Computer-Supported Drawing of Concept Maps
Antoine C. M. van den Bogaart; Hans G. K. Hummel; Paul A. Kirschner
Professional Development in Education Vol. 44, No. 2 (2018) pp. 287–301
This article explores how personal professional theories (PPTs) develop. PPT development of nine junior accountants and nine novice teachers was monitored by repeated measurements over a period of 1.5 years, from the last year of vocational...
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Game-Based Career Learning Support for Youth: Effects of Playing the Youth@Work Game on Career Adaptability
Hans G. K. Hummel; Elizabeth A. Boyle; Sif Einarsdóttir; Arna Pétursdóttir; Aurel Graur
Interactive Learning Environments Vol. 26, No. 6 (2018) pp. 745–759
Choosing a career is one of the most important decisions that youth has to take but many young people find this a hard issue to engage with. Current career counselling practice does not appear very compelling or motivating to young people....
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Architectures for Developing Multiuser, Immersive Learning Scenarios
Rob J. Nadolski; Hans G. K. Hummel; Aad Slootmaker; Wim van der Vegt
Simulation & Gaming Vol. 43, No. 6 (December 2012) pp. 825–852
Multiuser immersive learning scenarios hold strong potential for lifelong learning as they can support the acquisition of higher order skills in an effective, efficient, and attractive way. Existing virtual worlds, game development platforms, and...
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Competence Description for Personal Recommendations: The Importance of Identifying the Complexity of Learning and Performance Situations
Frans J. Prins; Rob J. Nadolski; Adriana J. Berlanga; Hendrik Drachsler; Hans G. K. Hummel; Rob Koper
Journal of Educational Technology & Society Vol. 11, No. 3 (2008) pp. 141–152
For competences development of learners and professionals, target competences and corresponding competence development opportunities have to be identified. Personal Recommender Systems (PRS) provide personal recommendations for learners aimed at...
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A Computer-Supported Method to Reveal and Assess Personal Professional Theories in Vocational Education
Antoine C. M. van den Bogaart; Richel J. C. Bilderbeek; Harmen Schaap; Hans G. K. Hummel; Paul A. Kirschner
Technology, Pedagogy and Education Vol. 25, No. 5 (2016) pp. 613–629
This article introduces a dedicated, computer-supported method to construct and formatively assess open, annotated concept maps of Personal Professional Theories (PPTs). These theories are internalised, personal bodies of formal and practical...
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EMERGO: A Methodology and Toolkit for Developing Serious Games in Higher Education
Rob J. Nadolski; Hans G. K. Hummel; Henk J. van den Brink; Ruud E. Hoefakker; Aad Slootmaker; Hub J. Kurvers; Jeroen Storm
Simulation & Gaming Vol. 39, No. 3 (2008) pp. 338–352
Societal changes demand educators to apply new pedagogical approaches. Many educational stakeholders feel that serious games could play a key role in fulfilling this demand, and they lick their chops when looking at the booming industry of leisure...