This article reports what information members of a virtual project team specifically find important for the formation of an initial impression of the trustworthiness of their colleagues.Collaboration in virtual project teams heavily relies on interpersonal trust, for which perceived trustworthiness is an important determinant.We reviewed different trust-requiring and collaborative online environments to determine what information people have available through profiles.Taking this analysis as a starting point, a group of 226 students with experience in virtual project teams was questioned on signals they preferred to use to form an impression of trustworthiness.On the basis of the results obtained we have formulated several recommendations for the design of groupware environments.They pertain in particular to personal identity profiles.

This chapter describes the architecture for an enterprise-level big data infrastructure at the Open University of the Netherlands. This infrastructure aims to capture dispersed data from various heterogeneous data sources into a single ledger of immutable data, which allow the development of the so-called ‘smart services’. Four major requirements for this infrastructure are derived: scalability, availability, reliability, and flexibility. These requirements together with the sheer size of the ledger lead to an architecture that is horizontally scalable by using distributed data systems. Next, the Lambda and Kappa reference architectures are discussed as they both meet the requirements. However, the authors argue that the Kappa architecture is more appealing due to a reduced complexity by using a single technology stack. Finally, the resulting architecture is outlined in detail.

Background. The EMERGO method and online platform enable the development and delivery of scenario-based serious games that foster students to acquire professional competence. One of the main goals of the platform is to provide a user-friendly authoring environment for creating virtual environments where students can perform authentic tasks. Aim. We present the findings of an in-depth qualitative case study of the platform's authoring environment and compare our findings on usability with those found for comparable environments in literature. Method. We carried out semi-structured interviews, with two experienced game developers who have authored a game for higher education, and a literature review of comparable environments. Findings. The analysis shows that the usability of the authoring environment is problematic, especially regarding understandability and learnability, which is in line with findings of comparable environments. Other findings are that authoring is well integrated with the EMERGO method and that functionality and reliability of the authoring environment are valued. Practical implications. The lessons learned are presented in the form of general guidelines to improve the understandability and learnability of authoring environments for serious games.

Since the publication of the IMS Learning Design (IMS LD) specification in 2003, many initiatives have been undertaken to build authoring tools that are simple enough to be used by non-technical instructors and teachers. IMS LD's technical complexity is believed to be a major burden for the adoption of the specification. We have developed a new approach for course authoring and delivery that hides most of the complexities and is powerful enough to create highly flexible online courses. Key aspects in this approach are (1) integration of IMS LD authoring and delivery tools in order to enable teachers to adapt courses in runtime and (2) the use of templates to standardize aspects of the LD. This article reports on the research and development of this approach, as well as a first implementation by the Open University of the Netherlands as part of an integrated e-learning system.

How do (potential) students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevant for the promotion and design of online and distance teaching? In this study, three groups (enrolled students, N=1939; prospective students, N=296, people in the target group of the course or program, N=255) completed a survey consisting of 28 items with which to identify their preferences. Various significant differences in preferences between the groups were found in the item scores. Exploratory factor analysis resulted in five meaningful factors that were used to create 32 preference profiles that are identified by the dichotomized scores on the factors. In this way, the profiles conserve their dimensional relationship instead of presenting profiles as distinct types. The factors in which student preferences differ are: collaboration (group work versus self-study), pacing (fixed time schedule versus flexibility in time and tempo), the degree to which the study has a practical orientation, the degree of proactive (versus reactive) teaching and a preference for indepth learning versus superficial learning. Significant associations have been found between preference profiles and the discipline in which the student group studies, the type of program (e.g., bachelor, master), and the number of study points obtained in the last year per discipline. The results indicate that the enrolled students are more aligned to the characteristics of the teaching-learning process than the other two groups.

Realizamos una revision sobre el estado de la cuestion en el tema de  las comunidades virtuales, los grupos de trabajo y los proyectos de investigacion centrados en la especificacion de e-learning IMS Learning Design o desarrollados en torno a ella. Esta especificacion se esta convirtiendo de facto en el estandar mas versatil y respaldado para modelar procesos completos de aprendizaje como complemento de estructuras de contenidos educativos. Posteriormente, y como consecuencia del estudio, desarrollamos un analisis y lectura del panorama actual con una indicacion de los factores clave que muestran su impacto y relevancia y los principales retos a abordar en un futuro inmediato

In this paper we argue that a centrally governed Learning Management System (LMS) still has ample legitimacy in an information society that is ever more adopting cloud computing services in daily life. We argued that control over services and produced data is essential from the perspective of an educational institute for reasons of accountability, quality control, legislation, privacy and reliability. However, the current generation learning management systems are primarily geared to provide ‘additional’ online learning. In ‘real’ online learning teachers and students almost never need to meet face-to-face. All instruction, tests, communication and collaboration is organised using internet and mobile technologies. We propose a paradigm shift for the next generation LMS, discarding the course as key concept in favour of the social learning network concept. We argue that a generic social collaborative portal platform is a good foundation for the development of this next generation LMS. We support our arguments by presenting a real world case and we conclude that we can reuse 80% of the standard code.

Reference: Koper, E.J.R. (2014). Towards a more effective model for distance education. e-Learning and Education. e-Learning and Education, 10. urn:nbn:de:0009-5-40105 http://eleed.campussource.de/archive/10/4010

Specifications can be considered "hidden" technology: they are deployed in tools and applications without being directly visible. This poses a challenge regarding quality assessment of this type of technology. This chapter describes a framework for quality assessment of learning technology specifications and how it was used to evaluate and improve a case in point: the Learning Path Specification. However, although the importance of raising the quality of a specification is beyond question, this in itself is no guarantee for its (wider) adoption. The final section of this chapter discusses how quality assessment of the Learning Path Specification at best informs us on its chances of gaining adoption, but by no means suffices to establish it. For this discussion, the authors draw on Rogers's work regarding five perceived characteristics of innovations influencing their diffusion: relative advantage, compatibility, complexity, triability, and observability.

Purpose – The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional context, the personal context for learning management, and the social peer context. The paper outlines how the Open University of the Netherlands (OUN) implemented this model in the OpenU system and has piloted this system within the field of a MSc Program in the learning sciences. Design/methodology/approach – The paper describes the design and development of an integrated e-learning system following an ADDIE-based strategy and shows how the resulting system has been piloted. Findings – The result of the design and development process is an integrated e-learning system that was piloted with the OUN. Research limitations/implications – The limitations of the paper are that the paper reports only on the learner perspective. The paper does not report on the implication for faculty and staff. Additionally, a key question that needs further research is how the integrated approach will affect learner dropout rates. Originality/value – The value of the paper is that it provides an integrated e-learning approach, bringing together the personal, formal as well as informal context into one system.

Personal information is an important precursor for the trust formation process in virtual project teams. However, till today it has remained unclear what specific personal information most trustors prefer. Insight in their preferences as well as in their foundation could support the development of templates that provide communication support to virtual teams. In this paper, we describe and empirically test an approach that links trustors’ common information preferences and a TrustWorthiness’ ANtecedents (TWAN) framework. Thus, we provide ‘the mind’s eye’ on interpreting and valuing information elements.

This explorative study identifies information elements that are commonly perceived as important to inform initial trustworthiness assessments of colleagues within virtual project teams. Collaboration in virtual project teams heavily relies on interpersonal trust, for which perceived trustworthiness is an important determinant. Knowing what information elements are used to form a first impression of trustworthiness, one can optimize the design of personal profiles so that they support trustworthiness assessments in virtual project teams. The authors reviewed various trust-requiring online environments to determine what elements were available through profile templates. A group of 226 students with experience in virtual project teams indicated the importance of the elements thus found for the formation of a first impression of trustworthiness. On the basis of the results obtained, the authors formulated recommendations for the design of personal identity profiles in groupware environments.

Sloep, P. B., Rajagopal, K., Fetter, S., Koper, R., Gijselaers, J., Kalz, M., Wolff, C., Brand-Gruwel, S., Berkhout, J., Storm, J., & Blankestein, H. (2012, 9 maart). Leren in en met netwerken. Masterclass in de OpenU community. Open universiteit, Heerlen, Nederland. Beschikbaar op http://portal.ou.nl/web/masterclass-netwerkleren/introductie/

Westera, W., Koper, R., Kalz, M., Janssen, J., Bahreini, K., Storm, J., Berkhout, J., Heinen, M., & Vos, M. (2011, 4 november). Hoe gebruik je serious games in het onderwijs? Masterclass in de OpenU community. Open Universiteit, Heerlen, Nederland. Beschikbaar op http://portal.ou.nl/web/masterclass-serious-gaming/masterclass