Roland vanOostveen

Director, EILAB, Canada | Professor, Faculty of Education, OntarioTechU

Email: ROLAND.VANOOSTVEEN@ontariotechu.ca

Dr. Roland van Oostveen holds a Ph.D. in Curriculum, Teaching and Learning from the University of Toronto. He spent 18 years as a science educator in private and public K-12 formal education settings, concluding as Science Curriculum Coordinator for Toronto District School Board. Dr. van Oostveen currently serves as Director of the Educational Informatics Laboratory (EILab) at Faculty of Education, UOIT, an innovative research facility, which focusses on Human Computer Human Interactions (HCHI).

Follow Roland vanOostveen on ResearchGate

Mnaymneh, M., vanOostveen, R., Kapralos, B., & Dubrowski, A. (2021). Effective collaboration through activity theory and knotworking in clinical settings. Cureus, 13(11), e19860. https://doi.org/10.7759/cureus.19860
Barber, W., Harrison, R., vanOostveen, R., & Childs, E. (2021). Building better online communities in the post pandemic world. 59–XIII. https://www.researchgate.net/publication/353843661_Building_Better_Online_Communities_in_the_Post_Pandemic_World
Yagci, U., & vanOostveen, R. (2021). Developing coding structures for becoming affect-savy in the fully online community model. Journal of Educational Informatics. https://www.researchgate.net/publication/349443727_Developing_Coding_Structures_For_Becoming_Affect-Savvy_in_the_Fully_Online_Community_Model
Plawuszczak Pidzamecky, U., & vanOostveen, R. (2021). The pedagogical evolution of Repertory Grid Technique for diverse learning communities: A review. Trends in Social Sciences, 3(1), 10–23. https://www.researchgate.net/publication/352132588_The_pedagogical_evolution_of_Repertory_Grid_Technique_for_diverse_learning_communities_A_review
vanOostveen, R., Hunter, B., Childs, E., Barber, W., & Gerbrandt, J. (2021). Collaborative learning in co-created digital space: The fully online learning community model. In Dhir, H. K. (Ed.), Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization (pp. 197–214). IGI Global. https://doi.org/10.4018/978-1-7998-6967-2
vanOostveen, R., Atkins, B., Babin-Larochelle, M., Barber, W., Robertson, L., Scheidler-Benns, J., & Simmons, C. (2021). Handbook - Bachelor of arts in educational studies and digital technology (V6). https://education.ontariotechu.ca/undergraduate/ba-handbook_v6_final_feb2021_rk.pdf
vanOostveen, R., Gagnon, C., Barber, W., McGuckin, D., & Childs, E. (2020, November 20). Pedagogical paradigms: Transformational professional online learning. Knowledge Building Summer Institute 2020 (Virtual Event), Toronto, ON Canada. https://www.researchgate.net/publication/349443263_Pedagogical_Paradigms_Transformational_Professional_Online_Learning
vanOostveen, R., & Childs, E. (2020, September 17). Preparing students to self-assess their own readiness for online learning. Contact North Webinar. https://doi.org/10.13140/RG.2.2.20336.79367
vanOostveen, R. (2020). Using digital technology and fully online readiness surveys to develop skills and competencies. In Naffi, N., Davidson, A.-L., Snyder, D. M., Kaufman, R., Clark, R. E., Patino, A., Gbetoglo, E., Duponsel, N., Savoie, C., Beatty, B., Wallace, G., Fournel, I., Ruby, I., & Paquelin, D., Akle, B., Baroud, F., Bates, T., Dede, C., Desjardins, …Winer, L.  Whitepaper: Disruption in and by centres for teaching and learning during the COVID-19 pandemic leading the future of Higher Ed. (pp. 105–107). Observatoire international sur les impacts sociétaux de l’IA et du numérique (OBVIA). https://www.docdroid.com/L0khasC/whitepaper-disruption-in-and-by-centres-for-teaching-and-learning-during-the-covid-19-pandemic-leading-the-future-of-higher-ed-21-08-2020-pdf
vanOostveen, R., Barber, W., & Childs, E. (2020, May 18). GELO and GreX: A framework and dashboard to investigate technology competency and culture. https://doi.org/10.13140/RG.2.2.35855.71840
vanOostveen, R., Barber, W., & Childs, E. (2020, May 1). Introducing GELO and GREx: Tools to study digital technology competencies and cultural orientations. Fourth International Symposium on Higher Education in Transformation, Oshawa, ON Canada.
Yagci, U., & vanOostveen, R. (2020, May 1). Exploring the affective states of social presence in fully online learning communities. Fourth International Symposium on Higher Education in Transformation, Oshawa, ON Canada. https://www.researchgate.net/publication/349443091_Exploring_the_Affective_States_of_Social_Presence_in_Fully_Online_Learning_Communities
Barber, W., vanOostveen, R., Childs, E., McGuckin, D., & Vohra, S. (2020). Developing online courses through university professional partnerships. 613–620. https://doi.org/10.21125/edulearn.2020.0243
Fancy, I., & vanOostveen, R. (2020). Examining digital competencies at the University of Trinidad and Tobago. OTESSA20 at the annual conference of the Canadian Society for the Study of Education, London, ON.
Blayone, T. J. B., & vanOostveen, R. (2020). Prepared for work in Industry 4.0? Modelling the target activity system and five dimensions of worker readiness. International Journal of Computer Integrated Manufacturing, 34(1), 1–19. https://doi.org/10.1080/0951192X.2020.1836677
vanOostveen, R., Barber, W., Childs, E., DiGiuseppe, M., & Colquhoun, K. (2019). Exploring the fully online learning community model: Comparing digital technology competence and observed performance on PBL tasks. In Advances in Web-Based Learning (pp. 348–351). https://doi.org/10.1007/978-3-030-35758-0_36
vanOostveen, R., Childs, E., Barber, W., DiGiuseppe, M., Percival, J., & Desjardins, C. (2019). Introducing the global educational learning observatory (GELO) and the global readiness explorer (GREx): A framework and dashboard to investigate tech competence and culture. 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET), 1–6. https://doi.org/10.1109/ITHET46829.2019.8937340
Webb, S., vanOostveen, R., Barber, W., Percival, J., & Childs, E. (2019). Co-creation of the digital space: Examining the use of web-based tools in fully online learning community (FOLC) environments. 1255–1260. https://www.learntechlib.org/primary/p/210135/
DiPasquale, J. P., Hunter, B., vanOostveen, R., Goodman, W., Barber, W., & DiGiuseppe, M. (2019). Assessing general technology competency and use: Correlates of confidence and experience with a range of communications devices. EdMedia + Innovate Learning, 800–805.
Barber, W., vanOostveen, R., Childs, E., & Harvey, J. (2019, June 12). Situating resilience, grit and growth mindset as constructs of social presence in the fully online learning community model (FOLC). ECEL 2019, Aalborg University, Copenhagen, Denmark. https://www.researchgate.net/publication/333729780_Situating_Resilience_Grit_and_Growth_Mindset_as_Constructs_of_Social_Presence_in_the_Fully_Online_Learning_Community_Model_FOLC
vanOostveen, R., Desjardins, F., & Bullock, S. (2019). Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning. Education and Information Technologies, 24. https://doi.org/10.1007/s10639-018-9686-6
Webb, S., vanOostveen, R., Barber, W., & Childs, E. (2018, October 30). Examining the use of web-based tools in fully online learning community environments. https://www.researchgate.net/publication/323994803_Examining_the_use_of_Web-based_Tools_in_Fully_Online_Learning_Community_Environments
vanOostveen, R., Digiuseppe, M., Barber, W., & Blayone, T. (2018, July 20). GELO: The global educational learning observatory. Universal Design and Higher Education in Transformation, Dublin, Ireland. https://www.researchgate.net/publication/326521852_GELO_The_Global_Educational_Learning_Observatory
Fancy, I., vanOostveen, R., & Rauch, U. (2018, July). Examining digital competence and use for the determination of technology readiness at the university of Trinidad and Tobago. Universal Design and Higher Education in Transformation, Dublin, Ireland. https://www.researchgate.net/publication/326521865_Examining_Digital_Competence_and_Use_for_the_Determination_of_Technology_Readiness_at_the
Plawuszczak Pidzamecky, U., & vanOostveen, R. (2018). From Ephemera to building blocks: Capturing new understandings about efficacy beliefs among teachers in learning communities using repertory grid elicitation. 1304–1314. https://www.learntechlib.org/primary/p/184345/
vanOostveen, R., Childs, E., Gerbrandt, J., & Awwadah, K. (2018). Exploring social immediacy/intimacy in fully online learning communities through synchronous tools. 2138–2141. https://www.learntechlib.org/primary/p/184455/
vanOostveen, R., Digiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2018, February 11). Exploring cross-cultural digital competencies: Building the global educational learning observatory, GELO. EdMedia + Innovate Learning, Amsterdam. https://www.researchgate.net/publication/323113981_Exploring_cross-cultural_digital_competencies_Building_the_Global_Educational_Learning_Observatory_GELO
Hunter, B., vanOostveen, R., Goodman, W., Barber, W., & DiGiuseppe, M. (2018). Assessing general technology competency and use: Correlates of confidence and experience with a range of communications devices. The Universal Design & Higher Education in Transformation Congress, Dublin, Ireland.
Gerbrandt, J., vanOostveen, R., Childs, E., & DiGiuseppe, M. (2018). Investigating transactional distance in fully online learning community (FOLC) environments. The Universal Design & Higher Education in Transformation Congress, Dublin, Ireland.
Blayone, T. J. B., Mykhailenko, O., Kokhan, M., Kavtaradze, M., vanOostveen, R., & Barber, W. (2018). Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine. International Journal of Educational Technology in Higher Education, 15(1), 1–22. https://doi.org/10.1186/s41239-018-0119-9
Blayone, T. J. B., Mykhailenko, O., vanOostveen, R., & Barber, W. (2018). Ready for digital learning? A mixed-methods exploration of surveyed technology competencies and authentic performance activity. Education and Information Technologies, 23(3), 1377–1402. https://doi.org/10.1007/s10639-017-9662-6
Blayone, T. J. B., Mykhailenko, O., vanOostveen, R., Grebeshkov, O., Hrebeshkova, O., & Vostryakov, O. (2018). Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning. Technology, Pedagogy and Education, 27(3), 1–18. https://doi.org/10.1080/1475939X.2017.1391871
vanOostveen, R., & Barber, W. (2017, October 27). Developing communities in fully online spaces: Exploring interactions using the fully online learning community model. 27th International Council for Open and Distance Education (ICDE) World Conference, Toronto, Ontario, Canada. https://www.researchgate.net/publication/318278002_Developing_Communities_in_Fully_Online_Spaces_Exploring_Interactions_using_the_Fully_Online_Learning_Community_Model
Barber, W., & vanOostveen, R. (2017, October 27). Critical competencies for success in digital learning environments: A comparison of actual vs. predicted competencies. 27th International Council for Open and Distance Education (ICDE) World Conference, Toronto, Ontario, Canada. https://www.researchgate.net/publication/318278048_Critical_Competencies_for_Success_in_Digital_Learning_Environments_A_Comparison_of_Actual_vs_Predicted_Competencies
Plawuszczak Pidzamecky, U., & vanOostveen, R. (2017, October 27). Ubiquitous professional learning through informal online communities of practice: a study of second/foreign-language teachers. 27th International Council for Open and Distance Education (ICDE) World Conference, Toronto, Ontario, Canada. https://www.researchgate.net/publication/318277905_Ubiquitous_professional_learning_through_informal_online_communities_of_practice_a_study_of_secondforeign-language_teachers
DiGiuseppe, M., vanOostveen, R., Childs, E., Blayone, T., & Barber, W. (2017, October 17). Assessing readiness for online learning via the digital competency profiler. 27th International Council for Open and Distance Education (ICDE) World Conference, Toronto, Ontario, Canada. https://www.researchgate.net/publication/318277193_Assessing_Readiness_for_Online_Learning_via_the_Digital_Competency_Profiler
Digiuseppe, M., vanOostveen, R., Childs, E., Blayone, T., & Barber, W. (2017, June 22). Are you ready? Assessing digital competencies for online learning via the general technology confidence and use (GTCU) instrument. EdMedia: World Conference on Educational Media and Technology, Washington, D.C. https://www.researchgate.net/publication/318278069_Are_you_ready_Assessing_Digital_Competencies_for_Online_Learning_via_the_General_Technology_Confidence_and_Use_GTCU_Instrument
vanOostveen, R. (2017). Purposeful action research: Reconsidering science and technology teacher professional development. The College Quarterly, 20(2). http://collegequarterly.ca/2017-vol20-num02-spring/purposeful-action-research-reconsidering-science-and-technology-teacher-professional-development.html
Blayone, T., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: Theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14(13), 1–16. https://doi.org/10.1186/s41239-017-0051-4
vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2017). Chapter 15 New conceptions for digital technology sandboxes: Developing a fully online learning communities (FOLC) model. In Education and Information Technology Annual 2017: A Selection of AACE Award Papers (pp. 143–150). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/180392/
Mykhailenko, O., Blayone, T., & vanOostveen, R. (2016, October 25). Exploring democratized learning and dimensions of culture for educational transformation in Ukraine. RIDRU Conference: Higher Education Reforms in Post-Maidan Ukraine, University of Alberta, Alberta, Canada. https://www.researchgate.net/publication/318135383_Exploring_democratized_learning_and_dimensions_of_culture_for_educational_transformation_in_Ukraine
vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2016). New conceptions for digital technology sandboxes: Developing a fully online learning communities (FOLC) model. 665–673. https://www.learntechlib.org/primary/p/173015/
vanOostveen, R., Davidson, A.-L., Naffi, N., David Price, & Blayone, T. (2016, June 1). Exploring problem-based learning in higher education: case studies about the changing roles of the teacher and the learner. Canadian Society for the Study of Education, 44th CSSE Conference, University of Calgary, Calgary, AB Canada. https://www.researchgate.net/publication/303838227_Exploring_Problem-Based_Learning_in_Higher_Education_Case_Studies_About_the_Changing_Roles_of_the_Teacher_and_the_Learner
vanOostveen, R., & Childs, E. (2016, June 1). Moving beyond read, post, repeat in online courses: the integration of PBL methodologies into online learning courses and programs. Canadian Society for the Study of Education, 44th CSSE Conference, University of Calgary, Calgary, AB Canada. https://www.researchgate.net/publication/303837992_MOVING_BEYOND_READ_POST_REPEAT_IN_ONLINE_COURSES_THE_INTEGRATION_OF_PBL_METHODOLOGIES_INTO_ONLINE_LEARNING_COURSES_AND_PROGRAMS
vanOostveen, R., Childs, E., Clarkson, J., & Flynn, K. (2016). Becoming close with others online: Distributed community building in online PBL courses • College Quarterly. College Quarterly, 19(1). http://collegequarterly.ca/2016-vol19-num01-winter/becoming-close-with-others-online.html
Desjardins, F., & vanOostveen, R. (2015). Faculty and student use of digital technology in a “laptop” university. 990–996. https://www.learntechlib.org/primary/p/151370/
Davidson, A.-L., Suárez, W., Naffi, N., Arabuli, N., Desjardins, F., & vanOostveen, R. (2015, June 22). A case study about the Implementation of problem-based learning and mobile technologies in Ecuador. EdMedia. World Conference on Educational Media and Technology 2015, Montreal, QC Canada. https://www.researchgate.net/publication/349350393_A_Case_Study_About_the_Implementation_of_Problem-Based_Learning_and_Mobile_Technologies_in_Ecuador
Kapralos, B., Fisher, S., Trinier, J., & vanOostveen, R. (2015). A course on serious game design and development using an online problem-based learning approach. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-10-2014-0033
vanOostveen, R., Childs, E., Flynn, K., & Trinier, J. (2015, April 1). Community building in online PBL courses: instigating criticality. Higher Education in Transformation Symposium, Dublin, Ireland. https://doi.org/10.13140/RG.2.1.3141.0080
[dc_social_wall id="885"]