Prof. Dr. Marco Kalz
Marco Kalz is full professor of technology-enhanced learning at the Heidelberg University of Education. His research interest lies on the use of open education, pervasive technologies and formative assessment to support self-directed lifelong learning. He has published more than 100 peer-reviewed publications. Marco is a fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). He is elected president of the European Association of Technology-Enhanced Learning (EATEL). In the last 10 years he worked in different roles (principal investigator, cluster leader, work package leader, researcher) in the context of European projects (FP6, FP7, Interreg). He is currently principal investigator of European and national projects on open education and MOOCs. Over the last 5 years he could secure approx. 2 Mio EUR of research funding for his institution. Besides European projects he was and is regularly involved in educational innovation projects with partners inside and outside of his institutions.
Prof. Dr. Liesbeth Kester
Liesbeth Kester is full professor Educational Sciences at Utrecht University (UU). She is chair of the UU division Education and director of the academic master Educational Sciences of the UU. She is also educational director of the Dutch Interuniversity Centre for Educational Research (ICO). She has been the associate editor of the Journal of Computer Assisted Learning from 2012 – 2018. In 2006 she obtained a Fulbright grant and in 2007 she obtained a three-year, personal research grant of the Netherlands Organization of Scientific Research. Her expertise includes multimedia learning, hypermedia learning, personalized learning, cognitive aspects of learning, including for example, prior knowledge and learning, testing and retention or worked examples and learning, and designing and developing flexible learning environments.
Dr. Peter van Rosmalen
Peter van Rosmalen is associate professor and chair of the Taskforce Instructional Design and E-learning at the Department of Educational Development and Research of the Faculty of Health, Medicine and Life Science at Maastricht University. Peter has been active in educational technology since the early 80s both as consultant within international corporate environments and as (co-)initiator of a variety of national and international research projects around the use of technology in education and knowledge management. In 2000 he was co-founder and director of a company in e-learning and knowledge management. Since 2003 he worked on different academic positions, until recently at the Welten Institute of the Open University of the Netherlands. His research interest focus on the interaction of learning and technology and includes topics such as Learning Networks, Open Online Education, Sensors in Education, Learner Support Services, Instructional Design, Serious Games, Application of Language Technologies in Education, and Creativity.
Dr. Jeroen Janssen
Jeroen Janssen is Associate Professor of Education at Utrecht University. His current research focuses on two subjects: collaborative learning and use of ICT in education. In 2008 he successfully defended his PhD-thesis “Using visualizations to support coordination and collaboration in computer-supported collaborative learning”. His work was published in international peer-reviewed journals, such as Educational Psychology Review, Educational Psychologist, , Learning and Instruction, Computers & Education and Computers in Human Behavior. He is co-coordinator of het ICO themegroup Education & ICT. He is also involved in the undergraduate and graduate Educational Sciences programmes offered by Utrecht University.
Dr. ir. Karel Kreijns
Karel Kreijns is associate professor at the Welten Institute of the Open University of the Netherlands. His research interest are 1) the social aspects of computer-supported collaborative learning (CSCL) and networked learning (i.e., social presence, social space, and sociability) using an ecological approach and the affordance theory of Gibson, 2) the application of Self-Determination Theory of Deci and Ryan, the I-Change model of De Vries, and the Reasoned Action Approach framework of Fishbein and Ajzen on teachers’ use of technology/Open Educational resources, enrolling in MOOCs, and teachers’ professional development activities (e.g., innovative behavior, action research, 21st century skills), and 3) BIE-coaching (BIE = bug-in-ear technology) of beginning teachers to reduce attrition and to improve the quality of the teacher.
Dr. Anouschka van Leeuwen
Anouschka’s main interests are centered around “learning”: what is intelligence, how do people learn, how can we facilitate learning? After studying Artificial Intelligence and Educational Sciences, Anouschka completed her PhD thesis at the department of Education at Utrecht University in 2015. Her PhD project concerned teacher regulation of collaborative learning, and she investigated whether learning analytics could support teachers to monitor student collaboration. Anouschka has continued her employment in Utrecht as assistant professor. The topics of her current research projects include collaborative learning, blended learning, and open online education.
Renée Jansen MSc.
Renée recently obtained her master’s degree in Human Technology Interaction at Eindhoven University of Technology. In her thesis she already gravitated towards the learning sciences by focusing on the use of technology to take notes. Sinds 2015, she is working as a PhD-candidate within the SOONER project at the Education department at Utrecht University. In her project she focusses on self-regulated learning behavior in open online education. Questions include how self-regulated learning can be measured in online learning, how self-regulated learning can be supported, and how the learning environment should be designed to encourage self-regulated learning.
Julia Kasch MSc.
Julia’s background lies in Psychology and Learning Sciences. After completing her Master studies at Twente University , she worked at Bartiméus, as a researcher on a short term project (8 months). The project focused on supporting text comprehension, recall and information search in blind and visually impaired high-school students. She is now working as a PhD candidate for the SOONER project at the Welten Institute at the Open University in Heerlen. Within her research her focus is on scalability solutions within Open Online Edcuation regarding several aspects such as support and assessment.
Maartje Henderikx MSc.
Maartje obtained her Master’s degree in Management of Learning at Maastricht University. During this study she developed a fascination for Online Learning Environments and its seemingly endless possibilities. She wrote her master thesis on Online Learning Environments in Higher Education and its relation to student motivation, academic emotions and achievement. She is now working as a PhD candidate and teacher at the Welten Institute at the Open University in Heerlen. Her research is centered around the intention and behaviour of MOOC-learners and the barriers they encounter while learning in MOOCs that hinder or impede learning success. Further studies focus on the influence of implementation intentions as a tool to increase individual learning success in MOOCs.
Martine Schophuizen MSc.
Martine’s background lies in Psychology and Learning Sciences as she holds a Bachelors degree in Cognitive Psychology, and a Masters degree in Management of Learning (Maastricht University). After her studies she was involved in several projects in the field of learning, training and staff development among other topics during a traineeship. She also had some hands on teaching experience as a lecturer at Maastricht University. Martine always had a curiosity towards people and their behaviour, which contributed to her study choice and her work after graduation.
She is now working as a PhD candidate at the Welten Institute of the Dutch Open University in Heerlen. Her research is centered around the question to what extent Open Online Education is embedded in higher learning institutions. She will mainly focus on the organisational (pre)conditions that lead to succes, the effect of Open Online Education on the organisation, and the contribution it has towards the quality of education and educational innovation.
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