Liesbeth Kester
Education
1989 V.W.O. certificate (Dutch equivalent to pre-university education) Berlingh College Beverwijk, the Netherlands
1997 drs degree in Psychology (Dutch equivalent to M.A.) University of Amsterdam Amsterdam, the Netherlands
Major: Clinical Psychobiology and Neuropsychology
2003 Doctors degree in Educational Psychology Open University of the Netherlands Heerlen, the Netherlands
Working experience
2003- Assistant Professor: Open University of the Netherlands, Educational Technology Expertise Center
Expertise
Information presentation, learner control, task selection, prior knowledge activation, knowledge sharing and cognitive assessment in adaptive learning environments.
Awards / Grants
2006 Fulbright Junior Scholar Award ($9000). For carrying out research on Concept mapping as a rapid knowledge-assessment method in task-centered adaptive elearning at the Learning Systems Institute, Florida State University in the period 3 September 2006 8 December 2006.
2007 VENI research grant for the project "Putting testing to the test: The testing effect and adaptive educational systems" (208kEuro), September 2007 - August 2010.
Research Activities
| Editorial work | Computers in Human Behavior (Consulting Board), Educational Technology & Society (Executive Peer-Reviewer), British Journal of Educational Technology (Executive Peer-Reviewer) and active as a reviewer for other journals and conferences in the field of educational psychology and technology. |
| PhD project supervision | Gulikers, J.T.M. (2006). Authenticity is in the eye of the beholder. Dissertation. Daily supervision of current PhD projects concerning: dynamic task selection (Gemma Corbalán Pérez) and prior knowledge activation (Sandra Wetzels) as a function of learner-expertise. |
| Research organizations | 2005-2009: Coordinator of the Special Interest Group Instructional Design of the European Association for Research on Learning and Instruction (EARLI). |
| Organization of meetings |
AERA 2007: Organizing Committee Division C: Instructional Design, Section 5: Learning Environments. EARLI 2008: Organization of the biannual Instructional Design sig-meeting. |
| Consultancy | Research-related consultancy for governmental organizations, for example, the (Dutch) Royal Airforce. |
Publications
Scientific Publications
In press
Kester, L., & Kirschner, P.A. (in press). Effects of fading support on hypertext navigation and performance in student-centered e-learning environments. Interactive Learning Environments.
Van Rosmalen, P., Sloep, P., Kester, L., Brouns, F., De Croock, M., Pannekeet, K., Koper, R. (in press). A learner support model based on peer tutor selection. British Journal of Computer Assisted Learning.
Gulikers, J.T.M., Kester, L., Kirschner, P.A., & Bastiaens, Th.J. (in press). The effect of practical experience on perceptions of assessment authenticity, study approach and learning outcomes. Learning and Instruction.
2007
Kester, L., Van Rosmalen, P., Sloep, P., Brouns, F., Brouwers, M., Koper, R. (2007). Matchmaking in learning networks: Bringing learners together for knowledge sharing. Interactive Learning Environments, 15, 117 - 126.
Kester, L., Sloep, P.B., Van Rosmalen, P., Brouns, F., Koné, M., & Koper, R. (2007). Facilitating community building in learning networks through peer-tutoring in ad hoc transient communities. International Journal of Web Based Communities, 3, 198 - 205.
Kirschner, P.A. & Kester, L. (2007). Avoiding simplicity, confronting complexity: Advances in designing powerful electronic learning environments. Themed issue Computers in Human Behavior.
Kester, L., Kirschner, P.A., & Corbalan, G. (2007). Designing support to facilitate learning in powerful electronic learning environments. Computers in Human Behavior, 23, 1047-1054.
2006
Gulikers, J.T. M., Bastiaens, Th.J., Kirschner, P.A., & Kester, L. (2006). Relations between student perceptions of assessment authenticity, study approaches and learning outcome. Studies in Educational Evaluation, 32, 381-400.
Van Rosmalen, P., Sloep, P., Brouns, F., Kester, L., Koné, M. & Koper, R. (2006). Knowledge matchmaking in learning networks. Alleviating the tutor load by mutually connecting Learning Network users. British Journal of Educational Technology, 37, 881-895.
Corbalán, G., Kester, L., & Van Merriënboer, J.J.G. (2006). Towards a personalized task selection model with shared instructional control. Instructional Science, 34, 399-422.
Paas, F. & Kester. L. (2006). Emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments. Themed issue Applied Cognitive Psychology.
Paas, F. & Kester. L. (2006). Learner and information characteristics in the design of powerful learning environments: Introduction. Applied Cognitive Psychology, 20, 281-285.
Van Merriënboer, J.J.G., Kester, L. & Paas, F. (2006). Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology, 20, 343-352.
Corbalan, G., Kester, L., & van Merriënboer, J.J.G. (2006). Towards a personalized task selection model with shared instructional control. Instructional Science, 34, 399-422.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2006). Just-in-time information presentation: Improving learning a troubleshooting skill. Contemporary Educational Psychology, 31, 167-185.
Kester, L., Lehnen, C., Van Gerven, P., & Kirschner, P.A. (2006). Just-in-time, schematic supportive information presentation during cognitive skill acquisition. Computers in Human Behavior, 22, 93-112.
2005
De Vries, F.J., Kester, L., Sloep, P.B., Van Rosmalen, P., Pannekeet, K., Koper, R. (2005). Identification of critical time-consuming student support activities in e-learning that can be alleviated by learning technologies. Research in Learning Technology (ALT-J), 13, 219-229.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer simulated problem solving. British Journal of Educational Psychology, 75, 1-16.
Kester, L., & Paas, F. (2005). Instructional interventions to enhance collaboration in powerful learning environments. Computers in Human Behavior, 21, 689-696.
2004
Kester, L., Kirschner, P.A., Van Merriënboer, J.J.G. (2004). Timing of information presentation in learning statistics. Instructional Science, 32, 233-252.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2004). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26, 239-256.
Van Merriënboer, J.J.G., Van Gog, T.A.J.M., Hoogveld, B., Kester, L., Martens, R., & Nadolski, R. (2004). EARLI kroniek Domein 6: Learning and instructional technology. Pedagogische Studiën, 81, 171-187.
2003
Van Merriënboer, J.J.G., Kirschner, P.A., & Kester, L. (2003). Taking the load of a learners mind: Instructional design for complex learning. Educational Psychologist, 38, 5-13.
Van Merriënboer, J.J.G., & Kester, L. (2002). EARLI Kroniek 2001: Learning and Technology. Pedagogische Studieën, 79, 76-77.
Kester, L., Kirschner, P.A., Van Merriënboer, J.J.G., & Bäumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373-391.
Book Chapters
Kester, L., Paas, F., & van Merriënboer, J.J.G. (in press). Instructional control of cognitive load in the design of complex learning environments.
Van Merriënboer, J.J.G., & Kester, L. (2008). Whole task models in education. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer and M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp.441-456). New York: Routledge, Taylor & Francis Group.
Kester, L., Kirschner, P.A., & Corbalán Pérez, G. (2005). Learner control over information presentation during complex cognitive skill acquisition in powerful electronic learning environments. In L. Verschaffel, E. De Corte, G. Kanselaar, G., & M. Valcke (Eds), Powerful environments for promoting deep conceptual and strategic learning (pp. 199-211). Leuven: Leuven University Press.
Van Merriënboer, J.J.G., & Kester, L. (2005). The four-component instructional design model: Multimedia principles in environments for complex learning. In R.E. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 71-93). Cambridge: University Press.
Tabbers, H.K., Kester, L., Hummel, H., & Nadolski, R. (2004). Interface-ontwerp voor digitale cursussen. In W. Jochems, J. van Merriënboer, R. Koper, & Bastiaens, T. (Eds.), Een geïtegreerde benadering van e-learning (pp. 127-139). Groningen/Houten: Wolters Noordhoff.
Tabbers, H.K., Kester, L., Hummel, H., & Nadolski, R. (2003). Interface design for digital courses. In W. Jochems, J. van Merriënboer, & R. Koper (Eds.), Integrated e-Learning. Implications for pedagogy, technology & organization (pp. 100-111). London, UK: Taylor & Francis.
Other Publications/Presentations
Kester, L., Kirschner, P.A., & Corbalán Pérez, G. (2005, October). Learner control over information presentation in task-centered e-learning environments. Paper presented at the annual meeting of the Association for Educational Communications and Technology, October 18-22, Orlando, U.S.A.
Kester, L., & Kirschner, P.A. (2005, August). Effects of fading support on hypertext navigation and performance in student-centered e-learning environments. Paper presented at the I3CLEPS workshop, August 30-31, Heerlen, the Nehterlands.
Kester, L., & Kirschner, P.A. (2005, August). Effects of fading conceptual and strategic support on information interaction during task centered learning. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, August 23-27, Nicosia, Cyprus.
Kester, L. (2005, August). Supporting information interaction during problem solving in powerful e-learning environments. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, August 23-27, Nicosia, Cyprus.
Kester, L., Lehnen, C., Van Gerven, P., & Kirschner, P.A. (2004, July). Just-in-time, schematic supportive information presentation and the acquisition of cognitive skills. Paper presented at the Earli special interest meeting: SIG 6 (Instructional Design) and SIG 7 (Learning and Instruction with Computers), July 7-9, Tübingen, Germany.
Kester, L. & Van Merriënboer, J.J.G. (2004, April). 4C/ID model: Ten steps to complex learning. Workshop given at the symposium 'The New Engineer: from HI-Tech to HU-Tech', April 16, Groningen, the Netherlands.
Kester, L. & Van Merriënboer, J. J. G. (2004, April). 4C/ID model: Ten steps to complex learning. Paper presented at the symposium 'The New Engineer: from HI-Tech to HU-Tech', April 16, Groningen, the Netherlands.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2003, August). Just-in-time information presentation during multimedia learning: Effects on search behavior and learning outcomes. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, August 26-30, Padua, Italy.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2003, May). Just-in-time informatie presentatie en het oplossen van problemen in gesimuleerde elektronische schakelingen. Paper presented at the Onderwijs Research Dagen, May 7-9, Kerkrade, The Netherlands.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2002, May). Timing van informatie presentatie en het leren van complexe cognitieve vaardigheden: 2 studies. Paper presented at the Onderwijs Research Dagen, May 29-31, Antwerp, Belgium.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2002, January). Just-in-time information presentation and the acquisition of complex cognitive skills. Paper presented at the International Workshop on Cognitive Load Theory, January 17-18, Erfurt, Germany.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2001, November). Timing of information presentation in learning statistics. Paper presented at a conference meeting Bringing Information Technology to Education, November 23-24, Eindhoven, The Netherlands.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2001, August). Timing of information presentation in statistics. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, August 28 September 1, Fribourg, Switzerland.
Kester, L. & Kirschner, P.A. (2001, May). Just-in-time informatie presentatie: wanneer kan welke informatie het best worden aangeboden om leren te bevorderen? Paper presented at the Onderwijs Research Dagen, June 25-27, Amsterdam, The Netherlands.
Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2001, April). Timing of information presentation in statistics. Roundtable session presented at the annual meeting of the American Educational Research Association, April 10-14, Seattle, U.S.A.
Kester, L., & Kirschner, P.A. (2000, May). Just-in-time informatie presentatie en het verwerven van complexe cognitieve vaardigheden. Paper presented at the Onderwijs Research Dagen, May 24-26, Leiden, The Netherlands.
Dissertation
Kester, L. (2003), Timing of Information Presentation and the Acquisition of Complex Skills
