Roland van Oostveen
University of Ontario Institute of Technology
Canada - Oshawa
University of Ontario Institute of Technology2003-Present
- From Ephemera to Building Blocks: Capturing New Understandings About Efficacy Beliefs Among Teachers in Learning Communities Using Repertory Grid Elicitation
- Exploring cross-cultural digital competencies: Building the Global Educational Learning Observatory, GELO
- Are you ready? Assessing Digital Competencies for Online Learning via the General Technology Confidence and Use (GTCU) Instrument
- New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model
- Faculty and student use of digital technology in a “laptop” university
- Becoming close with others online: Distributed community building in online PBL courses
- A Case Study About the Implementation of Problem-Based Learning and Mobile Technologies in Ecuador
- Exploring University Students’ Use of Ict
- Transforming Learning: Digital Technologies and Educational Change: A Symposium to Explore Interdependent Effects of Society and Technology on the Future of Education, Part 1
- Transforming Learning: Digital Technologies and Educational Change: A Symposium to Explore Interdependent Effects of Society and Technology on the Future of Education, Part 2
As the Administrative Director of the EILab at the Faculty of Education, UOIT, his major research interests lie in the use of technology and its assistance in learning, the use of action research as a mechanism for the professional development of teachers, and the use of video cases in teacher professional learning. He is currently working on a number of projects (see below).
There are a number of goals for these projects. The integration of technology projects are focused on an evaluation of the efficacy of these systems and applications in the support of learning strategies. The major part of his work centres on professional learning opportunities that have traditionally been carried out in face-to-face meetings. He is concerned with the possibilities of moving these opportunities into virtual environments and determining the efficacy of this shift and characterizing the affordances that must be present to meet the needs of the learners.