The design process of a questionnaire measuring teachers’ innovative behavior

Teachers’ Innovative Behavior (TIB) is increasingly important for today’s education. However, available instruments do not meet the complexity of TIB as an individual, collective, planned and unplanned construct. The aim of the present study was to construct a new instrument that meets the requirements of this complexity. We started with a compilation of the most suitable items from 12 existing questionnaires, selected by experts. After determining the most appropriate items, face-validity was investigated by interviewing primary and secondary school teachers concerning essential terminology. Lastly, with a sample of 178 primary and 159 secondary school teachers, we preliminary assessed the dimensionality of the questionnaire by means of an explorative factor analysis (EFA). The results show that the new questionnaire appears face-valid and structurally solid, but still needs to be tested in practice among large groups of teachers, in order to confirm dimensionality and other forms of validity.</p

The networked student: contextualizing scientific knowledge for educational practice

Paper prososal for ICLS 2018, 23-27 June, London, Great Britain To study how stimulating networked learning in a formal education program contributes to teachers’ meaning making and their contextualizing of scientific knowledge for their educational practice, a pilot was conducted. In an online distance learning course for teachers aspiring an academic degree in Educational Sciences principles of networked learning were applied to course design in a three-phase intervention: (1) creating of network awareness, (2) providing learners with tools for developing networking skills and (3) assessing of the value created in the network throughout the course. By combining Social Network Analysis and a value creation perspective on learning, teachers meaning making processes between scientific knowledge and the applicability of this knowledge in their everyday educational practice were reconstructed. This short paper provides an overview of the design of the study, results expected December 2017

From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education

Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.</p

From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education

Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.Web Information System

The influence of microvascular injury on native T1 and T2* relaxation values after acute myocardial infarction: implications for non-contrast-enhanced infarct assessment

Objectives: Native T1 mapping and late gadolinium enhancement (LGE) imaging offer detailed characterisation of the myocardium after acute myocardial infarction (AMI). We evaluated the effects of microvascular injury (MVI) and intramyocardial haemorrhage on local T1 and T2* values in patients with a reperfused AMI. Methods: Forty-three patients after reperfused AMI underwent cardiovascular magnetic resonance imaging (CMR) at 4 [3-5] days, including native MOLLI T1 and T2* mapping, STIR, cine imaging and LGE. T1 and T2* values were determined in LGE-defined regions of interest: the MI core incorporating MVI when present, the core-adjacent MI border zone (without any areas of MVI), and remote myocardium. Results: Average T1 in the MI core was higher than in the MI border zone and remote myocardium. However, in the 20 (47%) patients with MVI, MI core T1 was lower than in patients without MVI (MVI 1048±78ms, no MVI 1111±89ms, p=0.02). MI core T2* was significantly lower in patients with MVI than in those without (MVI 20 [18-23]ms, no MVI 31 [26-39]ms, p<0.001). Conclusion: The presence of MVI profoundly affects MOLLI-measured native T1 values. T2* mapping suggested that this may be the result of intramyocardial haemorrhage. These findings have important implications for the interpretation of native T1 values shortly after AMI. Key points: • Microvascular injury after acute myocardial infarction affects local T1 and T2* values. • Infarct zone T1 values are lower if microvascular injury is present. • T2* mapping suggests that low infarct T1 values are likely haemorrhage. • T1 and T2* values are complimentary for correctly assessing post-infarct myocardium