• Digital pedagogy in teacher education – 360 degree videos
    PhD student Hanneke Theelen focused her research project on enhancing interpersonal competences of student teachers with digital tools. Emphasis was on the use of 360 degree videos of everyday situations in classrooms. By allowing student teachers to watch these videos from their own preferred perspective, rather than from a fixed camera viewpoint, their obervational skills
  • Interdisciplinary engineering education: A review of vision, teaching, and support
    The Journal of Engineering Education (JEE) published our review on interdisciplinarity in engineering education. It is available open access https://bit.ly/cee_review. Background Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise
  • Towards an understanding of social media use in the classroom: a literature review
    Finally our review study on social media in the classroom is available open access via bit.ly/revsocmed. Also the teacher companion (in Dutch) can be downloaded via bit.ly/boeksocmed. The importance of social media for today’s youth often elicits teachers to explore educational use of these media. However, many teachers appear to struggle with the tension between
  • Analysing Structured Learning Behaviour in MOOCs
    The International Review of Research in Open and Distributed Learning just published our article in which we combined Process Mining techniques and Clustering to analyse learning behaviour in MOOCs. Abstract The increasing use of digital systems to support learning leads to a growth in data regarding both learning processes and related contexts. Learning Analytics offers
  • Classroom simulations in teacher education to support pre-service teachers’ interpersonal competence
    Computers & Education published PhD student’s first article on 360 degree videos in teacher education. Abstract Computer-based classroom simulations have been argued to be a promising way to practice preservice teachers’ (PSTs’) interpersonal competence and to ease the gap between teacher education and educational practice. The systematic literature review presented in this paper examined existing