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24
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Introduction
Dr. Esther Tan is currently a researcher at Leiden-Delft-Erasmus Center for Education and Learning (LDE-CEL) at Delft University of Technology. In 2015, she earned her doctoral degree in pedagogy at the University of Munich, Germany where her dissertation work examined how the sequencing and distribution of classroom activities could impact the individual and collaborative learning processes and outcomes. She was an assistant professor from 2016 to 2018 at the Open University of the Netherlands. Her research areas include mobile learning, knowledge building, technology-enhanced learning, as well as learner agency in future learning environments.
Current institution
Additional affiliations
January 2010 - September 2012
November 2015 - January 2017
July 2001 - December 2005
Publications
Publications (24)
Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction. However, not much is known about the individual and collaborative learning processes during collaborative concept mapping (CCM) in interdisciplinary knowledge construction. Premised on literature on collaborat...
Using Artificial Intelligence (AI) and machine learning technologies to automatically mine latent patterns from educational data holds great potential to inform teaching and learning practices. However, the current AI technology mostly works as "black box"-only the inputs and the corresponding outputs are available, which largely impedes researcher...
This workshop aims to engage participants in discussing and deriving the problem-space surrounding assessment and environment for knowledge building. The problem-space aims to map the types of data (text-based and multimodal data), hypotheses of the learning attributes (visible and invisible) to be derived from these data, and the related annotatio...
This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N = 40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups' discourse...
Collaborative learning involves the collaborative regulation of cognitive activities to establish common ground for the coordination of content. Drawing on research on cognitive scripts to embed collaboration in learning, this study examines the effect of the quality of the grounding and testing processes on the quality of the inquiry processes (i....
This document contains the Quality Reference Framework (QRF) developed by the European Alliance for the Quality of Massive Open Online Courses (MOOCs), called MOOQ.
The Quality Reference Framework consists of three dimensions:
Dimension 1: Phases Analysis, Design, Implementation, Realization, Evaluation
Dimension 2: Perspectives Pedagogical, Tec...
Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeho...
This paper aims to address the quality issues of open online education and learning with a focus on MOOCs. Specifically, our research goal is to develop a Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. Based on a rigorous literature review and analysis of existi...
Research has argued that the way learning activities are sequenced over different social levels has an effect on learning effectiveness. This study investigates the effect of embedding an individual preparation phase prior to collaborative concept mapping (CCM) on the epistemic and social dimension of the CCM process. Using a quasi-experimental des...
This study examined how students leveraged different types of knowledge resources on an outdoor learning trail. We positioned the learning trail as an integral part of the curriculum with a pre-and post-trail phase to scaffold and to support students' meaning-making process. The study was conducted with two classes of secondary two students. We cod...
> This study discusses the design, enactment and evaluation of a Collaborative Knowledge Building (CKB) workshop, designed to resolve the prevalent problem that Asian students tend to lack the necessary skills and appreciation for collective cognitive responsibility. The study was conducted with Secondary one (13-year-old) students in one of the fu...
In this chapter, we trace the design and enactment of two mobile learning trails, which were designed to provide seamless learning experiences where students could apply and build knowledge across varying contexts, content, and situations. Employing design-based research as a methodological tool, we conducted a retrospective analysis to unpack crit...
This paper attempts to investigate how learners employ semiotic resources present in the material and physical world to construct and to negotiate shared meanings in an outdoor mobile learning context. We investigate the collaborative meaning-making and interaction process of two groups of 13-year-old students (Grade 7) during an outdoor mobile lea...
Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspec- tives on the role of technology in education, it is of utmost importance to engage them in a participatory design process. Adopting a case study methodology, we aim to reveal in what wa...
This paper investigates the relationship between activity design and discourse on a mobile learning trail, considering the physical affordances of the real world platform in designing contextual learning experiences. We adopted a context-oriented and process-oriented pedagogical approach in designing the mobile learning trail conducted at Singapore...
This chapter foregrounds a knowledge-centered pedagogy as an overarching framework to design future learning environments. Specifically, we present our research work in a particular future school in Singapore that aims to make pervasive knowledge building as a core practice of student learning. By pervasive knowledge building in the context of our...
In this paper, we presented and discussed our implementation path of the design-based research toward fostering collaborative knowledge building culture in the context of teaching and learning integrated humanities in a Singapore secondary school. Specifically, we focused on the design and enactment of two mobile learning trails and related activit...
This present study discusses the design and the facilitation of a collaborative knowledge building workshop, a move towards the enculturation of knowledge building practices. This skill-based workshop aims to raise students' meta-cognitive awareness of the four key phases of knowledge building, namely, idea generation, idea connection, idea improve...
This research study investigates students' capacity at greater autonomy in an inquiry-based mobile learning trail in relation to the agent of the teacher (e.g., instructional design, facilitation and scaffold support). To afford a more coherent study, narrative interviews and web-based data capturing student-student and teacher-student interaction...
