Instrumentation
Participants who focus on instrumentation will deal with design and implementation issues with respect to media in the broadest sense (including linear and interactive video, computer-based multimedia, computer-controlled simulations, hypertext applications, applications of knowledge engineering, and computer-mediated communication). The different courses present a diversity of theoretical perspectives and results of research and development projects concerning the design of dedicated as well as open-learning environments. Additionally, the course present techniques and models for organising media applications in specific contexts, content-related structuring of information storage and access, learning-goal directed presentation forms and interactive patterns, and interface design and navigation issues.
Elective courses:
- Groupware (1995810)
- Technology and Web Applications (197203)
- Technology and Principles of Video Design (197205)
- Technology and Simulations (197204)
- Technology Implementation and Planning (197206)
- Visualisation and Navigation
in Virtual Environments
(197650) - Selected Issues in Technology
for Learning
(197201) - Cost-effectiveness of Technology in Education and Training (1995560)
- (Tailor-made) Design Project (197207)
Please note that the listed Elective Courses reflect the state-of-the-art for the current class. Based on the dynamic and tailor-made characteristics of the Programme, the overview may change, depending on such variables as the needs of the participants or the content-related developments in the area of Telematics Applications in Education and Training.
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Groupware |
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| Dr. Joachim Wetterling |
With more and more people being connected via the Internet, groupware is the technology that enables learners and workers to work together while being at a distance and working at flexible times. In this course the topic of groupware and it’s possible components will be covered. Students will be actively involved in collecting and building knowledge on this topic. The course includes a project work in which the students will work on pedagogical / design / technical issues related to the application of groupware in realistic settings in their own environment or elsewhere. The course will use groupware components for collaboration by participants.
Study materials: Annotated reader
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Technology and Web Applications |
 |
| Dr. Wim de Boer |
The use of Web-based systems in education is rapidly
emerging. "E-learning" is a currently used generic term to indicate a learning
situation in which some level of use is made of Web-based tools and resources. Web
functionalities in such systems offer a large potential for higher education and within
company training for flexibility and efficiency increase. What are the characteristics of
e-learning systems and materials? What divisions can be made? How can these be used in
practice in education? What are good examples which give a good indication of the
possibilities of this moment and the future? After answering these questions, students
will work (together) on a assignment. There will be two possibilities: (1) the design of a
e-learning system or (2) analysing, advising and evaluating e-learning solutions both
simulating the situation of a project in which this is the case.
After finishing this course, students know how to:
- discriminate different e-learning systems;
- distinguish the use of a number of systems in different situations;
- possess an overview of the most up-dated possibilities in e-learning;
- name the most important characteristics of e-learning systems;
- give examples of e-learning systems;
- choose and adapt a design methodology for designing an e-learning system;
- make a choice from design tools, and make use of these;
- distinguish and index the most important criteria for e-learning systems;
- add own (context specific) criteria;
- use these criteria in analysing and evaluating e-learning systems.
Study materials: Annotated reader
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Technology and Principles of Video Design |
 |
 |
| Prof. Dr. Ir. Plon Verhagen | Drs. Ria Verleur |
Design of video depends on intended functions, context of use and available technology. The course provides an overview of typical video applications for learning-related purposes and examples of best practices as a starting point for an in depth analysis of principles of video design. Three major categories are at stake: Video as carrier for narrative structures, video for showing content that requires moving images, and video as a real-time communication channel. Related theory and research concern visual literacy and message design; instructional, cognitive and affective properties of visualisation and audiovisual story telling; and conversational interaction through video-conferencing technology. The students develop a frame work for video usability through analysis of the literature as well as the analysis of samples of video material. They contribute to further understanding of identified mediavariables by manipulating selected variables in a series of small video experiments in a Web-based environment.
Study materials: Annotated reader
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Technology and Simulations |
 |
| Dr. Ir. Rik Min |
This course is a 'design and production course'. It has
theoretical and practical moments. The aim of the course is: to design a complex
simulation applet for the world wide web, around a mathematical model, specially prepared
for this course, and to prepare and realise the design with our tools (the 'javaTHESIS
system'). The subjects (and the papers the student have to study) in this course are:
methods and techniques for simulations; theories for building courseware based on
simulation; design-theories; systems and tools for realising model-driven web-based
simulations. Students learn to assemble a complete interactive dynamical
learning-environment for doing online experiences with 'real phenomenas' (virtual).
The course objectives are:
- to be aware of the defining characteristics of the major categories of simulations for learning-related processes;
- to be aware of major examples of such systems in use in the field, of the theoretical principles (of learning with them) most important to the design of such systems, and of design and development methodologies being used for such systems;
- to become familiar with examples of such systems that have been designed and developed, comparing the examples with the general characteristics and other major examples;
- to gain insight into the ways that the Faculty designers and developers of the cases translated and applied a design and development theory (the PI-theory);
- to position object-oriented authoring environments for educational simulations within the broader context of authoring environments for educational software;
- to develop a web-based simulation-(a Java-based applet) (incl instruction, exercises, cases etc.) with simple-in-use tools (without learning all about Java).
Study materials: Paper-based and web-based resources
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Technology Implementation and Planning |
 |
| Gerard Gervedink Nijhuis MSc |
This course will focus on aspects that are important during the process of project management of the implementation of a learning-related technology object (product or system). The following elements will be included: collecting information about the project, making a choice for a specific product or system to be implemented, writing a project proposal, and dealing with contractual and marketing issues. The focus is on managing the process of implementing a specific technology product or system in a specific situation. By using different information sources in relation to project management and studying existing project proposals, students will do a case study. By doing a simulation of parts of a project through a role-playing activity the students learn which actors and factors are important when writing a project proposal for implementing a specific learning-related product or system in a specific situation. After engaging in the role-playing activity students write a project proposal.
Study materials:
England, E., & Finney, A. (1998). Managing multimedia.
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Visualisation and Navigation in Virtual Environments |
 |
| Dr. Piet Kommers |
Media like laptop and desktop computers, the portable
PDAs (Personal Digital Assistants) and the so-called 'public information systems' like
kiosks and large-screen projections, are becoming increasingly important as perceptual,
communicational and conceptual human senses. This course highlights the emerging
opportunities and subsequent complications if those media become 3-dimensional and
immersive. This requires a "Spatial Didactics": the attempt to increase the
effectiveness and the quality of learning via immersive experiences. Besides the
physical orientation and navigation in VR (Virtual Reality) also the social, emotional and
cognitive implications play a role. Via case studies and participating in prototyping
teams students will experience opportunities of VR for learning, communication and
collaborative design. Also the application of VR in training and education will be
highlighted. Finally the student will complete an assignment in which a spatial
model is built in Cosmo World and a written report upon the chosen design rational and the
usability aspects.
Upon completing this course successfully, the student:
- has an overview of the processes during spatial visual perception and the role of conceptual guidance like schematic overviews;
- knows the more dominant mechanisms in VR, avatars and virtual communities;
- knows and understands typical problems and current solutions to overcome disorientation and alienation in VR space;
- can choose adequate visualizations for a complex task such as learning a 3D model in biology, chemistry, geography, engineering of architecture;
- can determine to what extent an existing VR application meets the ergonomic, cognitive, emotional and motivation needs of users in the target group;
- can deliver a plan for the redesign of a VR program that will increase its effectiveness and fit to the user;
- can design and implement a VR model that meets the foregoing
Study materials: Annotated reader
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Selected Issues in Technology for Learning |
 |
| Prof. Dr. Betty Collis |
The course in the 2002-2003 study year
will focus on different aspects of evaluation and impact measurement for technology
supported learning, particularly in companies. Using a model under development for
evaluation of TeleTOP-supported "blended learning" courses in a corporate
learning context, participants will select different evaluation focuses, such as formative
evaluation for course design, business impact evaluation, technology cost and performance
evaluation, participant and instructor evaluations, etc., and go deeply into the
literature regarding such sorts of evaluations as well as identify cases and examples from
practice relating to technology use and impact in both companies and other learning
settings. Participants will get experience of interacting with the evaluation team from
the learning centre of a large multinational corporation, making innovative use of
technology for blended learning. The course will build upon the work done in CC4 of the
HRD programme, but students from the TAET and ETSD programmes can also fully participate.
Together, the participants will create a Web environment that will serve as support for
persons involved in technology-related evaluations in corporate learning settings. This
environment will be tested by persons in such a position in a company, so that students
will get feedback from actual practitioners.
The majority of the work for the course will take place via interactions that occur
between the contact sessions, using the TeleTOP environment. There will be guest
interventions from people in corporate settings responsible for technology-related
evaluations.
Study materials:
Collis, B.A., & Moonen, J.C.M.M. (2001). Flexible learning in a digital world.
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Cost-effectiveness of Technology in Education and Training |
|
| Dr. Joachim Wetterling |
Most Western educational organisations such as universities and vocational training institutes are introducing on-line learning facilities these days. Economic considerations are a prime reason for the introduction of on-line learning. In addition quality and efficiency reasons are mentioned as well. But there is a general understanding that there is a long way to go before quality and efficiency improvements will show up and that the return-on-investment perspective still has to be worked out. In this course we will analyse the role of cost-effectiveness in the decision of an educational and training organisation to start using Information and Communication Technology in educational or training activities. Attention will be paid to factors that stimulate the introduction of ICT, the major stakeholders in this process, cost and benefit issues and return-on-investment.
Study materials: Paper-based and web-based resources
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(Tailor-made) Design Project |
 |
 |
| Dr. Gerd Spenkelink | Drs. Allard Strijker |
In addition to the other Elective Courses in
this Specialisation, students may extend their design and development skills in an
individual project that will focus on one or more key issues in the domain of telematics
in education and training, and may span a wide range of assignments. The main aspect
of the course is that there must be an approved project plan that describes how the
project is managed and the (limited) time that the assignment must be developed in. The
budget and facilities that are made available by the project facilitator determine the
prerequisites. In this respect, the efficiency of management is an important aspect
of the course. Besides, a lot of attention has to be paid to the concept of
creativity. Creativity is an essential part of every design trajectory. Both in the early
phases of analysis and in the later phases of conceptual and detailed design, moments of
creativity are of crucial importance to the end result. The effectivity of the design
process and the quality of the outcome can be improved by the systematic application of
creativity methods.
The course is a good preparation for the Final Project that has to be carried out as
a culmination of the Specialisation Phase.
Study materials: depends on topic of the design project
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Other programme elements
Click on a link below to learn more about the main phases of the programme (or elements
thereof).
- Introductory Module
(2 weeks)
- Core Phase (18 weeks) - 6 Core Courses
- Specialisation Phase
(24 weeks) - 6 Specialisations
- Organisation & Management - Curriculum - Instruction - Instrumentation - Evaluation - Training Systems Design for HRD
- home -
© University of Twente, 2002
