Hans G K Hummel
Biographic Data
| ID | 1500736 |
|---|---|
| NAME | Hans G K Hummel |
| GIVEN NAMES | Hans G K |
| FAMILY NAME | Hummel |
| SIGNATURE | HUMMEL H G K |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0002-3579-749X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Gamebrics
The mARC instructional design model for more experiential learning in higher education
The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re– and de–contextualisation (both directions of Kolb's learning cycle). This article ai…
Mini-games for entrepreneurship in construction
Entrepreneurship is crucial for economic growth and employment, but conventional didactical approaches appear ineffective. Effective approaches should include experiential learning from real problems. The serious game under study was developed in the context of entrepreneurship training for construction workers (at European Quality Framework levels 3 to 5). The game offers an immersive scenario with players carrying out authentic tasks in authent…
The case of socially constructed knowledge through online collaborative reflection
Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sci…
Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education
Acquiring complex oral presentation skills is cognitively demanding for students and demands intensive teacher guidance. The aim of this study was twofold: (a) to identify and apply design guidelines in developing an effective formative assessment method for oral presentation skills during classroom practice, and (b) to develop and compare two analytic rubric formats as part of that assessment method. Participants were first-year secondary school…
Serious game in introductory psychology for professional awareness
Introductory Psychology courses in Higher Education lack application of knowledge in solving work‐based problems. We develop and study mini‐games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) a…
The Challenge of Designing ‘More’ Experiential Learning in Higher Education Programs in the Field of Teacher Education
Strengthening the ties between theory and practice in higher education
Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluat…
Effects of cueing and collaboration on the acquisition of complex legal skills
Background. To overcome the teacher bandwidth problem in supporting large groups of students, both automated process support (cueing) and face‐to‐face feedback by peers during small group work (collaboration) can be provided to students. Aim. The purpose of this experimental study was to examine whether a multimedia practical containing cueing could be effectively combined with peer feedback to support the acquisition of the complex skill of prep…
The design of a study environment for acquiring academic and professional competence
This article sets out, by incorporating notions drawn from cognitive, constructivist and action psychology, a foundation for the design of a learning environment for the acquisition of competence. It does not make exclusive use of any one school of thought, but synthesises a number of notions and insights from each of the schools into an integrated approach to the education of competent professionals. The outcome of this synthesis is a model for …
No prominent works on this page.
The design of a study environment for acquiring academic and professional competence
This article sets out, by incorporating notions drawn from cognitive, constructivist and action psychology, a foundation for the design of a learning environment for the acquisition of competence. It does not make exclusive use of any one school of thought, but synthesises a number of notions and insights from each of the schools into an integrated approach to the education of competent professionals. The outcome of this synthesis is a model for …
Effects of cueing and collaboration on the acquisition of complex legal skills
Background. To overcome the teacher bandwidth problem in supporting large groups of students, both automated process support (cueing) and face‐to‐face feedback by peers during small group work (collaboration) can be provided to students. Aim. The purpose of this experimental study was to examine whether a multimedia practical containing cueing could be effectively combined with peer feedback to support the acquisition of the complex skill of prep…
Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education
Acquiring complex oral presentation skills is cognitively demanding for students and demands intensive teacher guidance. The aim of this study was twofold: (a) to identify and apply design guidelines in developing an effective formative assessment method for oral presentation skills during classroom practice, and (b) to develop and compare two analytic rubric formats as part of that assessment method. Participants were first-year secondary school…
Serious game in introductory psychology for professional awareness
Introductory Psychology courses in Higher Education lack application of knowledge in solving work‐based problems. We develop and study mini‐games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) a…
The Challenge of Designing ‘More’ Experiential Learning in Higher Education Programs in the Field of Teacher Education
Strengthening the ties between theory and practice in higher education
Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluat…
The mARC instructional design model for more experiential learning in higher education
The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re– and de–contextualisation (both directions of Kolb's learning cycle). This article ai…
Mini-games for entrepreneurship in construction
Entrepreneurship is crucial for economic growth and employment, but conventional didactical approaches appear ineffective. Effective approaches should include experiential learning from real problems. The serious game under study was developed in the context of entrepreneurship training for construction workers (at European Quality Framework levels 3 to 5). The game offers an immersive scenario with players carrying out authentic tasks in authent…
The case of socially constructed knowledge through online collaborative reflection
Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sci…
Gamebrics
Psychology (9 works) · Mathematics education (8 works) · Computer Science (7 works) · Experiential learning (5 works) · Innovative Teaching and Learning Methods (4 works) · Multimedia (4 works) · Pedagogy (4 works) · Reflective Practices in Education (4 works) · Educational Games and Gamification (3 works) · Higher education (3 works)