Peter Van Rosmalen

Maastricht University | UM · Department of Educational Research and Development

Graduates require employability competences, such as flexibility and team working skills, to gain and maintain employment. Online learning platforms (OLPs) can provide students with resources for reflection, which is a key competence for employability. However, little is known about the design of OLPs meant to provide reflective practices that fost...

For predicting and improving the quality of essays, text analytic metrics (surface, syntactic, morphological and semantic features) can be used to provide formative feedback to the students in higher education. In this study, the goal was to identify a sufficient number of features that exhibit a fair proxy of the scores given by the human raters v...

Providing and receiving feedback requires a certain openness in individuals which is referred to as feedback orientation. Although this openness is also required in peer-feedback processes personal factors that influence student’s openness (i.e. peer-feedback orientation) are less researched. Inspired by feedback orientation studies in a workplace...

Although VPs have been applied in various medical and dental education programmes, it remains uncertain whether their design was based on specific instructional design (ID) principles, and therefore, how to improve on them. In this study, we evaluated the extent to which ID principles have played a role in the development of VPs for clinical skills...

Objectives: Students would like to see more creativity and flexibility in the performance of problem-based learning (PBL). Therefore, we applied flipped classroom formats in a course of the Bachelor European Public Health at Maastricht University to investigate the experiences of the students. The main objective was to stimulate interaction between...

Self-directed learning is generally considered a key competence in higher education. To enable self-directed learning, assessment practices increasingly embrace assessment for learning rather than the assessment of learning, shifting the focus from grades and scores to provision of rich, narrative, and personalized feedback. Students are expected t...

Purpose In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a refle...

Introduction In dental education, students must learn to integrate and coordinate complex knowledge, skills and attitudes and to transfer this learning to clinical practice. One major issue of concern in education in general and dental education in particular, is to fill the gap between knowledge and practice. Methods The purpose of this study was...

This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ conc...

Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students’ peer-feedback skills, it is important to focus on the underlying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online c...

Background. Programming is a challenging and highly important topic for introducing learners to our digital world. Research has shown that motivation plays a key role in programming performance. Gamification using digital badges has the potential to influence motivation, provide social recognition and encourage learner participation. More research...

For predicting and improving the quality of essays, text analytic metrics (surface, syntactic, morphological and semantic features) can be used to provide formative feedback to the students. In this study, the intent was to find a small number of features that exhibit a fair proxy of the scores given by the human raters. Using an existing corpus an...

There is scarcity of research on scalable peer-feedback design and student’s peer-feedback perceptions and therewith their use in Massive Open Online Courses (MOOCs). To address this gap, this study explored the use of peer-feedback design with the purpose of getting insight into student perceptions as well as into providing design guidelines. The...

Educational practitioners have stressed the relevance of providing learners with a set of 21th century skills that will allow them to face current life challenges. Among others this includes communication and social skills such as public speaking, argumentation, negotiation, etc. Besides the acquisition of knowledge and techniques, these skills hav...

In today's technological era, emerging educational technologies, such as digital badges, have shown the potential for fostering student learning. To examine the major considerations undergirding the design of digital badges used in an educational context, a conceptual literature review of multidisciplinary electronic databases oriented towards comp...

In this study we explored the use of a research assignment on instructional design of MOOCs by MOOC students. The use of a research assignment was expected to be of interest for both students and the designer. The assignment is based on a framework to analyse MOOC designs with the objective to identify best practices. It builds on four principles:...

In recent years, research on multimodal sensor-based technologies has produced different prototypes designed to support the development of public skills. These prototypes are able to analyze the nonverbal communication of learners and provide them with feedback, in cases where human feedback is not available. One of these prototypes is called the P...

The ability to present effectively is essential for professionals; therefore, oral communication courses have become part of the curricula for higher education studies. However, speaking in public is still a challenge for many graduates. To tackle this problem, driven by the recent advances in computer vision techniques and prosody analysis, multim...

Although the terms scale and scalable are often used in the context of Open Online Education (OOE), there is no clear definition about these concepts from an educational perspective on the course level. This paper critically discusses the origins of these concepts and provides a working definition for educational scalability. A heuristic framework,...

In our pursue to study effective real-time feedback in Technology Enhanced Learning, we developed the Presentation Trainer, a tool designed to support the practice of nonverbal communication skills for public speaking. The tool tracks the user’s voice and body to analyze her performance, and selects the type of real-time feedback to be presented. T...

The acquisition of knowledge is a key aspect for learners. However, in moments of stress the cognitive capacities of learners decrease considerably, making it very difficult for learners to get access and use their already acquired knowledge. Therefore we developed The Booth, a prototypical toolkit designed to support learners to prepare for key si...

The increasing accessibility of sensors allows the study and development of multimodal learning tools that create opportunities for learners to practice while receiving feedback. One of the potential learning scenarios addressed by these learning applications is the development of public speaking skills. First applications and studies showed promis...

The Metalogue project aims to develop a multi-modal, multi-party, dialogue system with metacognitive abilities that will advance our understanding of natural conversational human-machine interaction, and interfaces that incorporate multimodality into virtual and augmented reality environments. In this paper we describe the envisaged technical syste...

Professional development can be achieved by interacting with the abundance of learning materials provided by Internet-based services and by collaborating with other learners. However, knowledge sources are scattered across the Internet, while suitable co-learners are hard to find. Learning professionals require strong self-direction powers to fully...

The Presentation Trainer is a multimodal tool designed to support the practice of public speaking skills, by giving the user real-time feedback about different aspects of her nonverbal communication. It tracks the user's voice and body to interpret her current performance. Based on this performance the Presentation Trainer selects the type of inter...

The paper presents the evolution of Presentation Trainer, a prototypical sensor-based toolkit that works as a public speaking instructor. It tracks the learner’s body posture, movements and voice in order to provide instructional feedback on nonverbal communication skills. Based on our design-based research the current version of the Presentation T...

The increasing accessibility of sensors has made it possible to create instructional tools able to present immediate feedback to their users. In order to study how this type of instruction can have an effect on learning, we created the Presentation Trainer: a prototype designed to help users to develop their nonverbal communication skills for publi...

The Metalogue project aims to develop a multi-modal, multi-party dialogue system with metacognitive abilities that will advance our understanding of natural conversational human-machine interaction and dialogue interfaces. This paper introduces the vision for the system and discusses its application in the context of debate skills training where it...

Background. Despite the continuous and abundant growth of the game market the uptake of serious games in education has been limited. Games require complex technologies and are difficult to organise and to embed in the curriculum. Aim. This article explores to what extent game templates and game authoring processes can be designed so that they can e...

Open learning environments, such as Massive Open Online Courses (MOOCs), often lack adequate learner collaboration opportunities; they are also plagued by high levels of drop-out. Introducing project-based learning (PBL) can enhance learner collaboration and motivation, but PBL does not easily scale up into MOOCS. To support definition and staffing...

In recent years sensor components have been extending classical computer-based support systems in a variety of applications domains (sports, health, etc.). In this article we review the use of sensors for the application domain of learning. For that we analyzed 82 sensor-based prototypes exploring their learning support. To study this learning supp...

This paper discußes the design and development of the instructional aspects of a multimodal dialogue system to train youth parliament members' presentation and debating skills. Real-time, in-action feedback informs learners on the fly how they perform key skills and enables them to adapt instantly. About-action feedback informs learners after finis...

With the advent of social media, it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically, one strand of technology-enhanced learning (i.e. game-based learning) aligns only slightly to this development. Games, while there to e...

Despite the growth of interest in serious games, there is little systematic guidance on how to assure a game fits the instruction required. Game design frameworks are still under development and do not help to articulate the educational merits of a game to a teacher nor fit with their background. In this paper we discuss the results of a GaLA works...

The paper presents and outlines the demonstration of Presentation Trainer, a prototype that works as a public speaking instructor. It tracks and analyses the body posture, movements and voice of the user in order to give instructional feedback on non-verbal communication skills. Besides exploring the background of the feedback theory used by the pr...

Research methodology involves logical reasoning and critical thinking skills which are core competences in developing a more sophisticated understanding of the world. Acquiring expertise in research methods and statistics is not easy and poses a significant challenge for many students. The subject material is challenging because it is highly abstra...

Innovation, in general, requires teamwork among specialist of different disciplines. The idSpace project developed ideas on how teams of collaborating innovators could best be supported. These ideas were embodied in a platform that the project developed. This idSpace platform allows its users to choose between various creativity techniques, pedagog...

Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based learning and team formation services in Open Learn...

With the advent of social media, it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically, one strand of technology-enhanced learning (i.e. game-based learning) aligns only slightly to this development. Games, while there to e...

With the advent of social media, it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically, one strand of technology-enhanced learning (i.e. game-based learning) aligns only slightly to this development. Games, while there to e...

The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks do not readily support effective, coherence-creati...

Secondary education students have difficulty to comprehend text, let alone, hypertext. Summarizing is an effective strategy to improve text com-prehension. It enables students to link the text content to existing prior knowl-edge, promotes self-testing which helps them to identify their comprehension gaps and fix them and directs students' attentio...

Despite the continuous and abundant growth of the game market the uptake of games in education has been hampered by the general impression that games require complex technologies and that games are difficult to organise and to embed in education curriculums. This paper explores to what extent a simple serious game scenario that can be easily adopte...

Learners, particularly lifelong learners, often find it difficult to determine the scope of their expertise. Formative feedback could help them do so. To use this feedback productively, it is essential to then suggest to them the remedial actions they need to overcome the gaps in their knowledge. This paper presents the design considerations of a s...

This paper presents an ongoing research towards the use of Language Technologies to provide lifelong learners with formative feedback. To this end, the paper briefly elaborates the theoretical background of conceptual development and existing Language Technology applications that can be used to identify and approximate learner’s conceptual developm...

Game environments tend to be highly responsive and demanding and thus provoke active learner involvement. Surprisingly, gaming and in the same line also serious gaming, still make little use of one of people’s most common type of interactions i.e. natural language. Despite the presumed positive effect in e-learning of interactive online characters,...

Van Rosmalen, P. (2012, 21 August). Overview serious gaming research CELSTEC. Online Mini-seminar Virtual Worlds in Education, Heerlen, The Netherlands.

Van Rosmalen, P., Boon, J., Bitter-Rijpkema, M., & Sie, R. (submitted). The idSpace creativity support platform: evaluating for co-creating

Van der Baaren, J., Nadolski, R., & Van Rosmalen, P. (2012, 7 juni). Serious Games: wat kun je er mee in het hoger onderwijs? Workshop tijdens de EHON 2012-conferentie, Heerlen, Nederland.

Research methods and statistics are core competences across various disciplines but pose significant challenges for many students. The CHERMUG project aims to develop a digital game to support students in acquiring methodological and statistical expertise. A key issue that has to be addressed in developing a game is to identify the desired learning...

Effective collaborative creativity is crucial to contemporary professionals who have to continuously produce innovative products and services. The technological nature and complexity of the innovations require team work, among specialists from different disciplines. Often these teams work in a distributed fashion, across boundaries of time and plac...

Formative feedback enables comparison to be made between a learner’s current understanding and a desired learning goal. Obtaining this information is a time consuming task that most tutors cannot afford. We therefore wished to develop a support software tool, which provides tutors and learners with information that identifies a learner’s progress,...

Despite the continuous and abundant growth of the game market the uptake of serious games in education has been quite limited. The uptake of serious games is seriously hampered by the general impression that games require complex technologies and that games are difficult to organise and to embed in education curriculums. Moreover, the education of...

Spoelstra, H., Van Rosmalen, P., & Sloep, P. B. (unpublished). Supporting Project Team Formation for Self-directed Learners.

Poster presentatie OTEC Kennismarkt juli 2004

In het eerste hoofdstuk van dit boek is gesteld dat leernetwerken diverse doelen kunnen dienen. Een leernetwerk kan ondersteuning bieden aan vaste groepen professionals die van elkaar willen leren over specifieke onderwerpen, maar ook aan wisselende groepen professionals die alleen behoefte hebben om actuele kennis en ervaring uit te wisselen. Leer...

The following article presents a Mash-up Personal Learning Environment called ReMashed that recommends items from the emerging information of a Learning Network. In ReMashed users can specify certain Web 2.0 services and combine them in a Mash-Up Personal Learning Environment. The users can rate information from an emerging amount of Web 2.0 inform...

Van Rosmalen, P., & Westera, W. (2011, 17 februari). Wiki-games: Wiki-gebaseerde games in het hoger onderwijs. Presentatie op SURF Academy: Seminar innovatie en inspiratie, Utrecht, Nederland.

In this contribution we introduce SWeMoF, a semantic framework to discover patterns in learning networks and the blogosphere. Based on a description of the state of the art in data mining, text mining and blog mining we discuss the architecture of the Semantic Weblog Monitoring Framework (SWeMoF) and provide an outlook and an evaluation perspective...

The following article presents a Mash-Up Personal Learning Envi- ronment called ReMashed that recommends learning resources from emerging information of a Learning Network. In ReMashed learners can specify certain Web2.0 services and combine them in a Mash-Up Personal Learning Environ- ment. Learners can rate information from an emerging amount of...

The 14th International Conference on Artificial Intelligence in Education (AIED2009) is being held July 6--10 2009 in Brighton, UK. AIED2009 is part of an ongoing series of biennial international conferences for top quality research in intelligent systems ...

This poster presents an ongoing European project: Language Technologies for Lifelong Learning (LTfLL). The aim of the project is to create a next-generation of support and advice services to enhance individual and collaborative building of competences and knowledge creation in educational and organizational settings. The project makes extensive use...

Formative feedback can provide information about how learners develop their competences in a knowledge domain. This information can determine learners' progress and is essential in suggesting remedial actions which overcome gaps in knowledge. Finding this information, however, is a time consuming task. This paper elaborates the theoretical backgrou...

9th IEEE International Conference on Advanced Learning Technologies (ICALT2009)

The previous chapters of this section discussed why the social structure of Learning Networks is important and present guidelines on how to maintain and allow the emergence of communities in Learning Networks. Chapter 2 explains how Learning Networks rely on social interaction and active participations of the participants. Chapter 3 then continues...

Dessus, P., Trausan-Matu, S., Van Rosmalen, P., & Wild, F. (Eds.) (2009). AIED 2009 Workshops Proceedings Volume 10 Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. In S. D. Craig & D. Dicheva (Eds.), AIED 2009: 14th International Conference in Artificial Intelligence in Education, Workshop Proceedings. July,...

Kalz, M., Berlanga, A., Van Rosmalen, P., Stoyanov, S., Van Bruggen, J., & Koper, R. (2009). Semantic Networks as Means for Goal Directed Formative Feedback. In V. Hornung-Prähauser & M. Luckmann (Eds.), Kreativität und Innovationskompetenz im digitalen Netz - Creativity and Innovation Competencies in the Web, Sammlung von ausgewählten Fach- und Pr...

Van den Berg, B., Van Rosmalen, P., Sloep, P. B., Brouns, F., Fetter, S., & Berlanga, A. J. (2009). Ad-Hoc Transient Communities Simulation. The Netlogo application is distributed as a java applet and for that matter part of an archive which contains also the NetlogoLiteJar and the index.htm to start the application. The simulation model is availab...

Tutors have only limited time to support students. In this paper, we discuss a model that addresses the question of how to help students answer content-related questions. A small group of students is created, which consists of the student who asked the question and peers who should be able to answer it. Criteria used to compose the group are the co...

Abstract The introduction of elearning often leads to an increase in the time staff spends on tutoring. To alleviate the workload of staff tutors, we developed a model for organizing and supporting learner-related interactions in elearning systems. It makes use of the knowledge and experience of peers and builds on the assumption that (lifelong) le...

To enhance users' social embedding within learning networks, we propose to establish ad hoc transient communities. These communities serve a particular goal, exist for a limited period of time and operate according to specific social exchange policies that foster knowledge sharing. This paper explores the theoretical underpinnings of such communiti...

Van Rosmalen, P., Sloep, P. B., & Brouns, F. (2008). Online ondersteuning door middel van automatisch geselecteerde medestudenten. In W. Jochems, P. den Brok, T. Bergen & M. van Eijck (Eds.), Licht op Leren - Proceedings van de 35e Onderwijs Research Dagen (pp. 164-166). June, 18-20, 2008, Eindhoven, The Netherlands.

Van Rosmalen, P. (2008). Een model voor peer-support bij studievragen. Presentatie gegeven op de Moodlemoot in Antwerpen. Mei, 28, 2008, Antwerpen, België.

This deliverable contains the following 3 topics: - An analysis of the current status of the project in relation to the lessons learned in the first two years of the project and the changes observed in the world outside of the project. In addition an approach is outlined what to achieve and how to achieve this in the remaining life-time of the proj...

In this article we describe a system that matches learners with complementary content expertise in reaction to a learner-request for knowledge sharing. It works through the formation of ad hoc, transient communities, that exist for a limited period of time and stimulate learners socially to interact. The matchmaking system consists of a request mod...

In an e-learning environment there is a need to integrate various e-learning services like assessment services, collaboration services, learning design services and communication services. In this article we present the design and implementation of a generic integrative service framework, called CopperCore Service Integration (CCSI). We will concen...

A Learning Network is an ensemble of individual users, institutions and learning resources which are mutually connected through and supported by information and communication technologies. Learning Networks are particularly attractive to self-directed learners, who themselves decide on their learning programme as well as on the timing, pace and pla...