Eerste ontwerp format voor de beschrijving van virtuele klas scenario’s – Memo:Deliverable D2.2

Deze deliverable beschrijft een eerste ontwerp van een format voor de beschrijving van virtuele klas scenario's

Information Problem Solving: Analysis of a Complex Cognitive Skill

In (higher) education students are often faced with information problems: tasks or assignments which require the student to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. It is often assumed that students master this complex cognitive skill all by themselves. In our point of view, however, explicit and intensive education is required. In order to design education that fosters the information problem solving skill, a skill decomposition is required. In this research the complex cognitive skill of information problem solving is analysed. Experts and novices were observed while solving an information problem. Preliminary results reveal that experts spend more time on the sub-skills 'defining the problem', 'processing the information' and 'presenting the information'. They also regulate their process more oftenIn: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-

Virtuele klas:praktijkcases en groeimodellen: Deliverable 2.1

Deze deliverable beschrijft de drie scenario's voor online samenwerkend leren in de virtuele klas die in het BISON project worden uitgewerkt en de ontwerpgerichte aanpak die daarbij wordt gevolgd

BISON ontwerpgerichte evaluatie:criteria, indicatoren en instrumenten

Deze deliverable van het BISON project beschrijft de criteria en instrumenten die gebruikt zijn in de (formatieve) evaluatie van drie scenario's voor samenwerkend leren in de virtuele klas

Seeking Serendipity: The Art of Finding the Unsought in Professional Music

Serendipity is a valuable constituent of professional work. In order to ‘control’ the phenomenon it is important to gain insight in its processes and influencing factors. This study examined two cases of serendipitous information behavior in professional improvised music, a domain often associated with unpredictability. The aim of the study was to validate McCay-Peet and Toms’ latest model on work-related serendipitous experiences. The study followed a semi-structured interview procedure that consisted of three one-hour interview sessions to select cases and collect data. Results show that our data fit the model. Process elements like ‘trigger’, ‘connection’, ‘valuable outcome’, ‘unexpected thread’, and ‘perception of serendipity’ were identified, as well as factors such as ‘trigger-rich’, ‘openness’, and ‘prepared mind’. We also identified other factors (i.e., ‘curiosity’, ‘interest’, and ‘initiative’) that might influence serendipitous discovery. Additional (multi) case studies are necessary to generalize findings

Teacher Perspectives on Whole-Task Information Literacy Instruction

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed according to a modern design approach, named Four-Component Instructional Design (4C/ID). They noted their perceptions on course quality by means of a standardized course evaluation questionnaire and a SWOT analysis. Results of the questionnaire showed that teachers were positive on whole-task information literacy instruction, confirming the results of an earlier study on 4C/ID-caused instructional effects. The SWOT analysis indicated that teachers recognized the value of applied 4C/ID principles like whole-task-centeredness, structured guidance, and scaffolding. We added suggestions on enhancing the positive effects of whole-task instructional design based on identified educational weaknesses such as relatively poor constructive alignment and threats such as imperfect curriculum coherence

Determinants of post-prandial plasma bile acid kinetics in human volunteers

The authors are thankful for the funding received through the EU 7th Framework, to all study participants and all members of the NutriTech consortium. The microbiota analysis was funded by the TNO Systems Biology program

Metabolic cutis laxa syndromes

Cutis laxa is a rare skin disorder characterized by wrinkled, redundant, inelastic and sagging skin due to defective synthesis of elastic fibers and other proteins of the extracellular matrix. Wrinkled, inelastic skin occurs in many cases as an acquired condition. Syndromic forms of cutis laxa, however, are caused by diverse genetic defects, mostly coding for structural extracellular matrix proteins. Surprisingly a number of metabolic disorders have been also found to be associated with inherited cutis laxa. Menkes disease was the first metabolic disease reported with old-looking, wrinkled skin. Cutis laxa has recently been found in patients with abnormal glycosylation. The discovery of the COG7 defect in patients with wrinkled, inelastic skin was the first genetic link with the Congenital Disorders of Glycosylation (CDG). Since then several inborn errors of metabolism with cutis laxa have been described with variable severity. These include P5CS, ATP6V0A2-CDG and PYCR1 defects. In spite of the evolving number of cutis laxa-related diseases a large part of the cases remain genetically unsolved. In metabolic cutis laxa syndromes the clinical and laboratory features might partially overlap, however there are some distinct, discriminative features. In this review on metabolic diseases causing cutis laxa we offer a practical approach for the differential diagnosis of metabolic cutis laxa syndromes