Open educational resources in Europe: A triptych of actions to support participation in higher education

In contrast to the face-to-face learning of campus based universities and the focus on traditional students, distance teaching universities focus on a mix of distance learning, e-learning, open learning, virtual mobility, learning communities, and the integration of earning and learning. In doing so, they are taking a leading role in helping to increase and widen participation in lifelong open and flexible learning in higher education by non-traditional groups. This paper discusses three leading-edge European Open Educational Resource initiatives. The initiatives are special in nature and differ from the offers of traditional universities in the sense that they: consist of pedagogically-rich learning materials, specifically designed and developed for distance learning and intended for independent self-study; are compiled in the national languages, with the EADTU initiative being multilingual, reflecting the European dimension; and, support and are supported by the policies of the national governments and the European Commission

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

Use of expertise by beginning experts solving wicked problems

Unpublished paperIn this paper we study how groups of beginning experts solve a type of problem that has been referred to as ‘wicked’ or ‘social science problem’. An example of such a problem is that of school drop-out, which can be defined as a school and curriculum problem, a socio-economic problem, a cultural problem, a behavioral problem, et cetera. Mono-disciplinary teams of beginning experts in different fields addressed the problem of advising the State Board of Governors on measures to reduce school drop-out. One group demonstrated expert-like behavior in solving the problem. The other groups concentrated on particular aspects of the problem and its proposed solution whilst neglecting other aspects. Their approach contained a mixture of (beginning) expert and novice behavior, demonstrating that the expert-novice continuum is not clear-cut for these types of problem. The use of external representations that signal which aspects of the problem solving process need additional effort is discussed as a promising support, in particular to inter-disciplinary teams

Surface spin polarization of the non-stoichiometric Heusler compound Co2Mn(alpha)Si

Using a combined approach of spin-resolved photoemission spectroscopy, band structure and photoemission calculations we investigate the influence of bulk defects and surface states on the spin polarization of Co2Mn(alpha)Si thin films with bulk L21 order. We find that for Mn-poor alloys the spin polarization at EF is negative due to the presence of Co_Mn antisite and minority surface state contributions. In Mn-rich alloys, the suppression of Co(Mn) antisites leads to a positive spin polarization at the Fermi energy, and the influence of minority surface states on the photoelectron spin polarization is reduced

GrassPlot v. 2.00 – first update on the database of multi-scale plant diversity in Palaearctic grasslands

Abstract: GrassPlot is a collaborative vegetation-plot database organised by the Eurasian Dry Grassland Group (EDGG) and listed in the Global Index of Vegetation-Plot Databases (GIVD ID EU-00-003). Following a previous Long Database Report (Dengler et al. 2018, Phyto- coenologia 48, 331–347), we provide here the first update on content and functionality of GrassPlot. The current version (GrassPlot v. 2.00) contains a total of 190,673 plots of different grain sizes across 28,171 independent plots, with 4,654 nested-plot series including at least four grain sizes. The database has improved its content as well as its functionality, including addition and harmonization of header data (land use, information on nestedness, structure and ecology) and preparation of species composition data. Currently, GrassPlot data are intensively used for broad-scale analyses of different aspects of alpha and beta diversity in grassland ecosystems