Prof. dr. Paul Kirschner - Open Universiteit

Distinguished University Professor / Universiteitshoogleraar

Contactgegevens

Prof. dr. Paul Kirschner

pki

Personeel onder college van bestuur

Paul.Kirschner@ou.nl

paul.kirschner@gmail.com

https://nl.linkedin.com/in/paulkirschner

paul.kirschner

http://www.twitter.com/p_a_kirschner

Expertise, onderzoek en publicaties

Expertise

Onderzoek

Paul A. Kirschner (1951) is Distinguished University Professor at the Open University of the Netherlands and Visiting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the University of Oulu, Finland. He was previously professor of Educational Psychology and Programme Director of the Fostering Effective, Efficient and Enjoyable Learning environments (FEEEL) programme at the Welten Institute, Research Centre for Learning, Teaching and Technology at the Open University of the Netherlands. He is an internationally recognised expert in his field. He was President of the International Society for the Learning Sciences (ISLS) in 2010-2011, member of both the ISLS CSCL Board and the Executive Committee of the Society and he is an AERA Research Fellow (the first European to receive this honour). He is a member of the Scientific Technical Council of the Foundation for University Computing Facilities (SURF WTR) in the Netherlands and is a Fellow at NIAS (Netherlands Institute for Advanced Study in the Humanities and Social Sciences). He was a member of the Dutch Educational Council and, as such, was advisor to the Minister of Education (2000-2004). He is chief editor of the Journal of Computer Assisted Learning, associate editor of Computers in Human Behavior, and has published two very successful books: Ten Steps to Complex Learning (now in its second revised edition and translated/published in Korea and China) and Urban Legends about Learning and Education. He also co-edited two other books (Visualizing Argumentation and What we know about CSCL). His areas of expertise include interaction in learning, collaboration for learning (computer supported collaborative learning), and regulation of learning.

Publicaties

Kirschner, P. A. (1978). The effect of adjunct question position, type, and the presence or absence of feedback on learning from a videotaped lesson. D. Brook & P. Rice (eds.), Aspects of Educational Technology XII, London: Kogan Page.

Van den Brink, H. J., & Kirschner, P. A. (1978). Het effect van ingelaste vragen op het leren van op videoband opgenomen lesmateriaal: Veldexperiment [The effect of adjunct questions on learning van videotaped learning materials: Field experiment]. Registratie, 10(3), 13-18.

Van den Brink, H. J., & Kirschner, P. A. (1978). Het effect van ingelaste vragen op het leren van op videoband opgenomen lesmateriaal: Laboratorium experiment [The effect of adjunct questions on learning van videotaped learning materials: Laboratory experiment]. Registratie, 20(4), 4-9.

Jonasson, D. H. & Kirschner, P. A. (1982). Explicit techniques for structuring text. In D. H.. Jonasson (Ed.), The technology of text: Principles for structuring, designing, and displaying text (pp. 123-136). Englewood Cliffs, NJ: Educational Technology Publications.

Kirschner, P. A. & Meester, M. A. M. (1988). The laboratory in higher science education: Problems, premises and objectives. Higher Education, 17(1), 31-98.

Kirschner, P. A. & Meester, M. A. M. (1991). Practical objectives at the Open University of the Netherlands. Journal of Distance Education, 6(1), 5-27.

Kirschner, P. A., Van den Brink, H. & Meester, M. A. M. (1991). Audiotape feedback for essays in distance education. Innovative Higher Education, 15, 185-195.

Kirschner, P. A. (1991). Practicals in higher science education. PhD Thesis. Utrecht, NL: Lemma.

Kirschner, P. A. (1992). Epistemology, practical work and academic skills in science education. Science and Education, 1, 273-299.

Kirschner, P. A., Meester, M. A. M. Hermans, H. & Middelbeek, E. (1993). Agreement between student expectations, experiences and actual objectives of practicals in the natural sciences at the Open University of the Netherlands. International Journal of Science Education, 15, 175-197.

Kirschner, P. A. & Valcke, M. A. (1993). From supply driven to demand driven education: New conceptions and the role of information technology therein. Computers in Human Services, 6(4), 31-53.

Kirschner, P. A., & Meester, M. A. M. (1993). Learning objectives for science practicals at traditional and distance universities. Distance Education, 14(2), 260-282.

Meester, M. A. M. & Kirschner, P. A. (1995). Using and developing media. International Newsletter on Chemical Education, 41, 7-10.

Kirschner, P. A., & Meester, M. A. M. (1995). Practical work at the Open University of the Netherlands. Journal of Science Education and Technology, 4(2), 127-140.

Cilliers, J., Kirschner, P. A,. & Basson, I. (1996). Psychometric testing as a predictor of student performance in first year physics practicals. Journal of Science Education and Technology, 5(1), 47-57.

Kirschner, P. A., Valcke, M., & Hermans, H. (1996). From course to study environment: The integration of the workplace in education with a business game learning environment (BuGLE). Through the looking glass: Reflections on the future of work and learning. CAUCE: New Brunswick, 159-182.

Kirschner, P. A. (1996). A vision of higher education: An educational technology approach. In J.H. Coetzee & T.G. Smith (Eds.) Proceedings International Conference on Education and Change, Pretoria: University of South Africa, 1996.

Kirschner, P. A. (1996). Design, development and delivery of distance study materials: An industrial approach to distance education. In J.H. Coetzee & T.G. Smith (Eds.) Proceedings International Conference on Education and Change, Pretoria: University of South Africa, 1996.

Cilliers, J. A., Kirschner, P. A., & Basson, I. (1996). Physics education and change at UNISA. In J.H. Coetzee & T.G. Smith (Eds.) Proceedings International Conference on Education and Change, Pretoria: University of South Africa, 1996.

Kirschner, P. A., Wolf, H. C. de, Hermans, H., & Valcke, M. A. (1996). Netherlands: Networks and materials. In Adult learning and technology in OECD countries. OECD: Paris, 1996.

Kirschner, P. A., Vilsteren, P. van, Hummel, H., & Wigman, M. (1997). The design of a study environment for acquiring academic and professional competence, Studies in Higher Education, 22, 151-171.

Kirschner, P. A., Valcke, M., & Vilsteren, P. van (1997). Business game learning environment: Design and development of a competency-based distance education business curriculum at the Open University of the Netherlands. Distance Education, 18, 153-177.

Kirschner, P. A., Valcke, M., & Storm, P. (1997). Placing the student at the centre: Higher distance education facing the challenges of the 21st century. In M. Wassenberg & H. Philipsen (Eds.) Placing the student at the centre: Current implications of student-centred education, Maastricht University: Maastricht.

Westerterp-Plantenga, M. S., Valcke, M. A. M., Kirschner, P. A., Algers, A., Alden, K. I., & Leach, C. K. (1997). Developments in educational technology for professionals and the public applied to nutrition education. In: Proceedings of the International Congress on Nutrition, Montreal, 770-776.

Kirschner, P. A., & Huisman, W. (1998). Dry laboratories in science education: Computer-based practical work. International Journal of Science Education, 20, 665-682.

Westerterp-Plantenga, M. S., & Kirschner, P. A. (1998). Information and communication technology in nutrition and dietetic education. British Journal of Nutrition, 79, 1-2.

Kirschner, P. A., Valcke, M., & Sluijsmans, D. M. A. (1999). Design and development of distance learning materials: From an industrial second generation approach towards realising third generation distance education. In J. van den Akker R. M. Tromp, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp.81-94). Dordrecht, NL: Kluwer Academic Publishers.

Valcke, M., Kirschner, P. A., & Bos, E. (1999). Enabling technologies to design, produce and exploit flexible electronic learning materials. In J. van den Akker, R. M. Tromp, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp.249-264).Dordrecht, NL: Kluwer Academic Publishers.

Kirschner, P. A. (2000). The inevitable duality of education: Cooperative higher education. Inaugural address, Universiteit Maastricht.

Kirschner, P. A. (2000). Using integrated electronic learning environments for collaborative teaching/learning. Research Dialogue in Learning and Instruction, 2(1), 1-10.

Kester, L., Kirschner, P. A., Merriënboer, J. J. G. van, & Baumer, A. (2001) Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373-392.

Kirschner, P. A. (Ed.) (2001). Special issue on Web enhanced higher education. Computers in Human Behavior, 17(4)

Kirschner, P. A., & Paas, F. (2001). Web enhanced higher education: A tower of Babel. Computers in Human Behavior, 17, 347-354.

Merriënboer, J. J. G. van, & Kirschner, P. A. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29, 429-441.

Nadolski, R. J., Kirschner, P. A., Merriënboer, J. J. G. van, & Hummel, H. G. K. (2001). A model for optimizing step size of learning tasks in competency-based multimedia practicals. Educational Technology Research and Development, 49(3), 87-103.

Plugge, L, Kirschner, P. A., & Beckers, J. (2001). Creating a collaborative working and learning environment. Life Long Learning in Europe, 6, 214-221.

Kirschner, P. (2002). Can we afford CSCL? Educational, social and technological affordances for learning. In P. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL. Inaugural address, Open University of the Netherlands.

Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1-10.

Kirschner, P. A. (Ed.) (2002). Special issue on cognitive load theory. Learning and Instruction, 12(1).

Kirschner, P. A., Carr, C. S., Merriënboer, J. van, & Sloep, P. (2002). How expert designers design. Performance Improvement Quarterly, 15(4), 86-104.

Kirschner, P. A., Jochems, W., & Schlusmans, K. (2002). Open University, the Netherlands. In V. Venogopal Redy & S. Manjulika (Eds.). Towards visualization: Open and distance learning. New Delhi: Kogan Page.

Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). Sociability in computer-supported collaborative learning environments. Educational Technology and Society, 5, 8-22.

Van Bruggen, J., Kirschner, P. A., & Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. Learning and Instruction,12, 121–138.

Beers, P. J., Asselt, M. B. A. van, Vermunt, J. D., & Kirschner, P. A. (2003). Policy makers, information and learning: A phenomenographical study. The Journal of Workplace Learning, 15(2), 70-79.

Boshuizen, H. P. A. & Kirschner, P. A. (2003). Coaching and training in integrated electronic learning environments. In W. Jochems, J. van Merriënboer, & R. Koper (Eds.), Integrated e-learning: Implications for pedagogy, technology & organization. London: Taylor & Francis Books Ltd.

Bruggen, J. M. van & Kirschner, P. A.. (2003). Designing external to support solving wicked problems. In J. Andriessen,. Baker, and D. Suthers (Eds.) Cognitions: Arguing to learn (pp. 177-203). Dordrecht: Kluwer Academic Press.

Bruggen, J. M. van, Boshuizen, H. P. A., & Kirschner, P. A. (2003). A framework for cooperative problem solving with argument. In P. A. Kirschner, S. J. Buckingham Shum, & C. S. Carr (Eds.), Visualizing Argumentation: Software Tools for and Educational Sense-Making (pp. 25-47). London: Springer-Verlag.

Dool, P. van den, & Kirschner, P. A. (2003). Integrating the educative functions of ICT in ‘the teachers and learners toolboxes’: A reflection on pedagogical benchmarks for ICT in teacher education. Technology, Pedagogy and Education, 12, 163-173.

Kester, L., Kirschner, P. A., & Merriënboer, J. J. G. van (2004). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26(2/6), 239-256.

Kirschner, P. A., & Davis, N. (2003). Pedagogic benchmarks for ICT teacher education. Technology, Pedagogy and Education, 12, 127-149.

Kirschner, P. A., & Selinger, M. (2003). The state of affairs of teacher education with respect to ICT. Technology, Pedagogy and Education, 12, 5-17.

Kirschner, P. A., & Wopereis, I. G. J. H. (2003). Mindtools for teacher communities: A European perspective. Technology, Pedagogy and Education, 12, 107-126.

Kirschner, P. A., Bruggen, J., & Duffy, T. (2003). Validating a representational notation for collaborative problem solving. In B. Wasson, S. Ludvigsen, & U. Hoppe. (Eds.). Designing for change in networked learning environment (pp. 163-172). Dordrecht: Kluwer Academic Publishers.

Kirschner, P. A., Buckingham Shum, S. J., & Carr, C. S. (2003). Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making. London: Springer Verlag.

Kirschner, P. A., Kreijns, K., & Jochems, W. (2003). Measuring the perceived quality of social space in distributed learning groups. In B. Wasson, S. Ludvigsen, & U. Hoppe. (Eds.). Designing for change in networked learning environment (pp. 323-332). Dordrecht: Kluwer Academic Publishers.

Kirschner, P. A., Strijbos, J. W., & Kreijns, K. (2003). Designing integrated collaborative e-learning. In W. Jochems, J. van Merriënboer, & R. Koper (Eds.), Integrated e-learning: Implications for pedagogy, technology & organization. London: Taylor & Francis Books Ltd.

Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A Review of the Research. Computers in Human Behavior, 19, 335-355.

Merriënboer, J. J. G. van, Kirschner, P. A., & Kester, L. (2003). Taking the load off the learner’s mind: Instructional design for complex learning. Educational Psychologist, 38(1). 5-13.

Bruggen, J. M. van, & Kirschner, P. A. (2004). External representations of argumentation. International Journal of Continuing Engineering Education and Lifelong Learning, 14, 121-141.

Elen, J., Gerjets, P., Joiner, R., & Kirschner, P. A. (Eds.) (2004). Instructional design for effective and enjoyable computer-supported learning. Tübingen, Germany: Knowledge Media Research Center.

Gulikers, J. T. M., Bastiaens, Th. J., & Kirschner, P. A. (2004). A five-dimensional model for authentic assessment. Educational Technology Research and Development, 52(3), 67-86.

Kester, L., Kirschner, P. A., Merriënboer, J. J. G. van (2004). Timing of information presentation in learning statistics. Instructional Science, 32, 233-252.

Kirschner, P. A. & van Bruggen. (2004). Learning and understanding in virtual teams. Cyberpsychology and Behavior, 7, 135-140.

Kirschner, P. A. (2004). Design, development and implementation of integrated electronic learning environments for collaborative learning. Educational Technology Research and Development, 52(3), 39-46.

Kirschner, P. A., & Kreijns, K. (2004). Designing sociable CSCL environments: Applying interaction design principles. In P. Dillenbourg (Series Ed.) & J. W. Strijbos, P. A. Kirschner & R. L. Martens (Vol. Eds.), Computer-supported collaborative learning: Vol 3. What we know about CSCL ... and implementing it in higher education (pp. 241-263). Boston, MA: Kluwer Academic Publishers.

Kirschner, P. A., Martens, R. L., & Strijbos, J. W. (2004). CSCL in higher education? A framework for designing multiple collaborative environments. In P. Dillenbourg (Series Ed.) & J. W. Strijbos, P. A. Kirschner & R. L. Martens (Vol. Eds.), Computer-supported collaborative learning: Vol 3. What we know about CSCL ... and implementing it in higher education (pp. 3-30). Boston, MA: Kluwer Academic Publishers.

Kirschner, P. A., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47-66.

Kreijns, K. & Kirschner, P. A., (2004). Determining sociability, social space and social presence in (a)synchronous collaborating teams. Cyberpsychology and Behavior, 7, 155-172.

Kreijns, K., Kirschner, P. A., Jochems, W., & Buuren, H. van (2004). Measuring perceived quality of social space in distributed learning groups. Computers in Human Behavior, 20, 607-632.

Stoyanov, S. & Kirschner, P. A. (2004). Expert’s concept mapping method for defining the characteristics of adaptive e-learning: ALFANET project case. Educational Technology Research and Development, 52(2), 41-56.

Strijbos, J-W, Kirschner, P. A., & Martens, R. L. (2004). What we know, don’t know and need to know about CSCL. In P. Dillenbourg (Series Ed.) & J. W. Strijbos, P. A. Kirschner & R. L. Martens (Vol. Eds.), Computer-supported collaborative learning: Vol 3. What we know about CSCL ... and implementing it in higher education (pp. 245-260). Boston, MA: Kluwer Academic Publishers.

Strijbos, J-W, Kirschner, P. A., & Martens, R. L. (Eds.) (2004). What we know about CSCL in higher education. In P. Dillenbourg (Series Ed.), Computer-supported collaborative learning: Vol 3. Boston, MA: Kluwer.

Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., & Gijselaers, W. H. (2005). Computer support for knowledge construction in collaborative learning envir

Ervaring en opleiding

Opleiding

December 1991   Open University of the Netherlands – PhD Thesis on Practicals in Higher Science Education

October 1978      City University of Amsterdam (UvA) – Masters in Educational Psychology – Masters Thesis on Adjunct Questions in Videotaped Learning Materials

September 1975  City University of Amsterdam - Bachelor in Psychology

December 1972   State University of New York at Stony Brook, New York, USA - Bachelor of Arts in Psychology and Teacher Certification in Mathematics, Biology, Chemistry and General Science

 

June 1968            Bronx High School of Science, New York City, USA

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