Curriculum Vitae - Martin Valcke

Coordinates
Short description of professional career
Current activities
PhD -research
Recent finalized PhD's
Recent conference contributions and keynotes
Selected journal publications
Selected publications: books, chapters in books
Invited addresses
National research grants
University research grants
R&D Grants
Examples of eLearning courses
Organisation of recent conferences
Review activities (journals, research projects, European Projects)

Integrated CV: , including (update August 15, 2009):

· Career development overview, including teaching experience

· Complete list of all publications (books, book chapters, articles, conference proceedings, internal reports)

· International Study leaves, international workshops

· Organisation of international/national conferences, symposia

· Active participation in international conferences, symposia

· Active participation in national conferences, sympoisa

· Lectures, on invitation of universities and scientific organisations

· Grants, project grants

· PhD Promotorship, PhD Support committee, PhD examination boards

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Coordinates

· Family name: Valcke

· First name: Martin

· Nationality: Belgian

· Date of Birth: 06 December 1957

· Current Position: Head Department of Education; Professor Instructional Sciences

· Work address: Ghent University, Department of Educational Studies, H. Dunantlaan 2, B9000 Ghent, Belgium

· Phone office: +32 9 264 8675, Fax office: +32 9 264 8688, Website office: www.onderwijskunde.ugent.be, Email office: Martin.Valcke@UGent.be

Short description of professional career

Dr. Martin Valcke is full professor in the field of ‘Instructional Sciences’ at the Ghent University, Belgium and head of the Department of Educational Studies in the Faculty of Psychology and Educational Sciences. Building on his PhD-work in the field of educational information sciences, his actual field of research focuses mainly on the innovation of Higher Education and the integrated use of Information and Communication Technologies (ICT). In addition, he is promotor of studies in the field of performance indicators, teacher education, ICT in primary schools, learning styles and learning approaches.

He has been and is being involved in a large number of national and international research and consultancy projects in countries of Africa (Uganda, Mozambique, South Africa, Zimbabwe), Middle America (Ecuador, Peru), and Asia (Cambodia, China, Vietnam). Next, he is regularly involved in activities and projects of the World Bank, the European Commission (Flexible Universities, Multi-Media programme, TEMPUS, Socrates, IST, FP7, …), and other international organisations. He has published a wide variety of international journals and international books. He is editor/reviewer for the Australian journal Distance Education, Computers in Human Behaviour, the Online Medical Journal, and involved in a number of other journals (Computers & Education, Learning & Instruction, Review of educational Research, Contemporary Educational Psychology, Teaching and Teacher Education, ...).

Formerly, he has been working at the Dutch Open University, focusing on the design of ODL-information systems: systems to design, develop and exploit flexible electronic learning materials to be delivered just-in-time, on-demand, via the Internet, cd-rom or by printing-on-demand.

Since April 2006 (till March 2011), he is visiting professor at the Beijing Normal University, Faculty of Education.
Since June 2005, he is a Distinguished Fellow of the University of Western Australia (Perth).

Current activities

Currently, he coordinates implementation projects to introduce ICT-based open and distance learning strategies in the face-to-face setting of traditional Higher Education institutes; next to primary and secondary education.

Typical projects:

International studies: World Bank study on evaluating digital distance learning programs and activities; alfa-programme (Ecuador-Colombia-Venezuela) about the evaluation of distance education (http://www.javeriana.edu.co/cua/rueda ).

Studies in developing countries: Cambodia (ICT in teacher education and Distance Education), China (Impact of culture in e-learning environments; teacher beliefs and the use of ICT in education, mathematics performance in primary schools), Ecuador (Teacher Education and ICT in primary schools to foster new ways of teaching and learning; Design and development of en interactive learning environment to foster the acquisition of skills in the field of bio-statistics), Zimbabwe (e-learning in Informatics), Mozambique (capacity building project Universidad Eduardo Mondlane), Uganda (e-learning and Teacher-Education), Vietnam (Distance education and e-Learning).

National studies: Coordination of the ICT teacher training in primary and secondary education for the East-Flemish region (25.000 staff members). Needs analysis in the field of ICT in service training of primary school teachers.

PhD-studies: He coordinates about 20 PhD studies related to teaching, learning or e-learning in a variety of knowledge domains: medicine, pharmaceutical sciences, business sciences, informatics, teacher training and instructional sciences.

Next to ICT, major topics of his research are related learning styles, alternative assessment and evaluation procedures, work-based training and performance indicator studies. As to the latter, he e.g., coordinates the Flemish part of the worldwide TIMSS (mathematics and sciences), PISA studies (performance indicators in sciences, mathematics and literacies), and PIAAC (adult literacy).

Next to his teaching and research activities at the Ghent University, he is an active member of the WTR (the Scientific Technical Council) of SURF (Dutch higher education and research partnership organisation for network services and information and communications technology WWW.SURF.NL ). In this context, he is again involved in large scale national projects (e.g., audit programs, conferences, workshops), and international collaboration activities (e.g. JISC, ALT-C). A recent international activity was the elaboration of a comparative study of Australian Higher Education in a collaborative effort between 8 UK-researchers and 7 Dutch researchers: Keeping up with our neighbours (http://www.surf.nl/en/download/Australian_book.pdf).

PhD

May 1990, Ghent University, Highest Distinction

Title: EFFECTEN VAN HET WERKEN MET LOGO-MICROWERELDEN - Kwantitatief en kwalitatief onderzoek naar het verweven van planningsvaardigheden en wiskundige basisvaardigheden en inzichten bij leerlingen van het derde tot en met het zesde leerjaar van de lagere school
[Effects of working with Logo-microworlds: quantitative and qualitative study of the acquisition of planning skills and mathematical knowledge by 3^rd to 6^th graders in primary school]

Most recent PhDs

2009

- Katrien De Westelinck: Generalizability of the design principles for learning materials derived from the Cognitive Theory of Multimedia Learning.

- Sofie Timmers: Implementation of an innovative pharmaceutical curriculum: analysis of the impact on readiness for pharmacy profession

- Zhu Chang (China): E-learning in higher education: student and teacher variables in the Chinese and Flemish cultural context

- Luc Degrez: Optimizing the instructional environment to learn presentation skills

2008

- Jos Vanderveken: In depth analysis of the impact on learning patterns and knowledge acquisition of a curriculum innovation in medical education

- Marijke Desmet: Online peer tutoring behaviour in a higher education context

- Johan Ferla: The effect of student cognitions about learning on self-regulated learning: A study with freshmen in higher education

2007

- Jo Tondeur: Development and validation of a model of ICT integration in primary education

2006:

- Li Ling (China): Peer Tutoring and Strategy Instruction: The effects on Chinese Pupils’ Reading Skills and Attitudes.

- Gudula Naiga Basaza (Uganda): Distance education and a Realistic Teacher Education Pedagogy in Uganda: impact of an ICT-supported learning environment

- Isabel Raemdonck: Self-directedness in learning and career processes: a study among low-qualified employees in Flanders

- Bram De Wever: The impact of structuring tools on knowledge construction in asynchronous discussion groups

2004:

- Tammy Schellens: Studying in a blended learning environment: researching congruency between learning environment and student characteristics and the impact of CSCL on knowledge construction: http://allserv.ugent.be/~tschelle/doctoraat/ (username: gast and password: enter)

- Ella Desmedt: Research into the theoretical base of learning styles in view of educational applications in a university setting

- Katherine Chiluiza Garcia (Ecuador): The effect of an ICT based teacher training programme – based on a social constructivist model – on the teaching and learning activities in primary schools in the Ecuador setting

Recent conference contributions and keynotes

Go to the download site to get the powerpoint presentation ~ the keynote presented on the occasion of the IAMSE conference, Leiden June 29 - July 3, 2009.

Selected journal publications (selection since 2005, English language; for articles that are accepted or in press, we provide provisional preprints)

In press

Valcke, M., De Wever, B., Zhu, C., & Deed, C. (in press). Supporting active cognitive processing in collaborative groups: The potential of Bloom’s taxonomy as a labeling tool. Accepted for publication in Internet and Higher Education.

De Smet, M., Van Keer, H., De Wever, B., & Valcke, M. (in press). Studying Thought Processes of Online Peer Tutors through Stimulated-Recall Interviews. Accepted for publication in Higher Education.

Sang, G., Valcke, M., van Braak J., & Tondeur J. (in press). Student teachers' thinking processes and ICT integration: predictors of prospective teaching

behaviors with educational technology. Accepted for publication in Computers & Education.

Verhaeghe, G., Vanhoof, J., Valcke, M., & Van Petegem, P. (in press). Perceptions of Primary School Principals About School Performance Feedback Use. Accepted for publication in School Effectiveness and School Improvement.

Sang, G., Valcke, M., van Braak J., & Tondeur J. (in press). Investigating teachers’ educational beliefs in Chinese primary schools: socio-economic and geographical perspectives. Accepted for publication in Asia-Pacific Journal of Teacher Education

Van Steenbrugge, H., Valcke, M., & Desoete, A. (in press). Mathematics learning difficulties in primary education: Teachers’ professional knowledge and the use of commercially available learning packages. Accepted for publication in Educational Studies.

Ferla, J., Valcke, M., & Cai, Y. (in press). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Accepted for publication in Learning & Individual Differences.

Burny, E. Valcke, M., & Desoete A., (in press). Towards an Agenda for Studying Learning and Instruction Focusing on Time-Related Competences in Children. Accepted for publication in Educational Studies. 35(5). Approximate publication date December 2009.

Zhu, C., Valcke, M., & Schellens, T. (in press). A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. Accepted for publication in European Journal of Teacher Education.

Degrez, L., Valcke, M., & Roozen, I. (in press). The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education. Accepted for publication in Computers & Education. (doi:10.1016/j.compedu.2009.01.005).

Van der Veken, J., Valcke, M., De Maeseneer, J., & Derese, A. (in press). Impact of the Transition from a Conventional to an Integrated Contextual Medical Curriculum on Student’s Learning Patterns: a Longitudinal Study. Accepted for publication in Medical Teacher. (DOI: 10.1080/01421590802141159)

Degrez, L., Valcke, M., & Roozen, I. (in press). The Impact of Goal Orientation, Self-reflection and Personal Characteristics on the Acquisition of Oral Presentations Skills. Accepted for publication in the European Journal for the Psychology of Education.

2009

Van der Veken J., Valcke M., De Maeseneer J., Derese A., & Schuwirth L. (2009). Impact of the Integrated Contextual Medical Curriculum on Knowledge Acquisition. Medical Education, 43, 704-713.

De Smet, M., Van Keer, H., & Valcke, M. (2009). Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support. Instructional Science, 37(1) 1573-1952.

Tondeur, J., Devos, G., Van Houtte, M., van Braak, J., & Valcke, M., (2009). Understanding structural and cultural school characteristics in relation to educational change: The case of ICT integration. Educational Studies, 25(1).

Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2009). Tagging Thinking Types in Asynchronous Discussion Groups: Effects on Critical Thinking. International Journal of Interactive Learning Environments, 17(1), 77-94.

Zhu, C., Valcke, M. & Schellens, T. (2009). Cultural differences in the perception of a social constructivist e-learning environment. British Journal of Educational Technology, 40(1), 164-168.

Zhu, C., Valcke, M., Schellens, T. & Li, Y. (2009). Chinese students, perceptions of an e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context. Asia Pacific Education Review, 10(2), 225-235.

Ferla, J., Valcke, M., & Schuyten, G. (2009). Student Models of Learning and their Impact on Study Strategies. Studies in Higher Education, 34(2), 185 – 202.

De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2009). Structuring asynchronous discussion groups: The impact of role support and self-assessment on students' levels of knowledge construction through social negotiation. Journal of Computer Assisted Learning, 25, 177-188.

2008

De Wever, B., Schellens, T., Van Keer, H., & Valcke, M. (2008). Structuring Asynchronous Discussion Groups by Introducing Roles: Do Students Act in Line with Assigned Roles? Small Group Research, 39(6), 770-794

Zhu, C., Valcke, M. & Schellens, T. (2008). The relationship between epistemological beliefs, learning conceptions, and approaches to study: a cross-cultural structural model? Asia Pacific Journal of Education, 28(4), 411-423.

Van der Veken, J., Valcke, M., De Maeseneer, J. & Derese, A. (2008). The potential of the Inventory of Learning Styles to study student’s learning patterns in three types of medical curricula. Medical Teacher, 30(9-10), 863-869.

Ferla, J., Valcke, M. & Schuyten, G. (2008). Relationships between student cognitions and their effects on study strategies. Learning and Individual Differences, 18(2), 271-278.

Tondeur, J. Van Keer, H., Valcke, M. & van Braak, J. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212-223.

Tondeur, J., Hermans, R., Valcke, M., & van Braak, J. (2008). Exploring the link between teachers' educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541-2553.

Hermans, R.; Tondeur, J., Valcke, M., & van Braak, J. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Accepted for publication in Computers & Education, 51(4), 1499-1509.

Tondeur, J., Valcke, M., & van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. Accepted for publication in Journal of Computer Assisted Learning, 24, 494-506.

De Smet, M., Van Keer, H., & Valcke, M. (2008). Cross-age peer tutors in asynchronous discussion groups: Studying the impact of tutors labeling their interventions. Journal of Computer Assisted Learning, 24, 462-473.

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Timmers, S., Valcke, M., De Mil, K. & Baeyens, W.R.G. (2008). CSCLE and internships of pharmacy students - The Impact of Computer Supported Collaborative Learning on Internship Outcomes of Pharmacy Students. International Journal of Interactive Learning Environments, 16(2), 131-141.

De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers and Education, 50(1), 207-223.

De Wever, B., Van Winckel, M., & Valcke, M. (2008). Discussing Patient Management Online: The Impact of Roles on Knowledge Construction for Students Interning at the Paediatric Ward. Advances in Health Sciences Education, 13, 25-42.

Zhu, C., Valcke, M. & Schellens, T. (2008). A cross-cultural study of Chinese and Flemish university students: Do they differ in learning conceptions and approaches to learning? Learning and Individual Differences, 18(1), 120-127

2007

Schellens, T., Van keer, H., De Wever, B., & Valcke, M. (2007). Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups? International Journal of Computer-Supported Collaborative Learning.2(2-3), 225-246.

Tallir, E., Lenoir, M., Valcke, M., & Musch, E., (2007). Do alternative instructional approaches result in different game performance learning outcomes? Authentic assessment in varying game conditions. International Journal of Sport Psychology, 38(3).

Valcke, M., Schellens, T., Van Keer, H. & Gerarts, M. (2008). Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study. Computers in Human Behavior. 23(6), 2838-2850

De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling on content analysis data: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups. Learning and Instruction. 17(4), 436-447.

Tondeur, J., van Braak, J., & Valcke, M. (2007). Primary school curricula and the use of ICT in education. Two worlds apart? British Journal of Educational Technology, 38,962-975.

Valcke, M., Rots, I., Verbeke, M. & Van Braak, J. (2007). ICT teacher education: Evaluation of the curriculum and training approach in Flanders. Teaching and Teacher Education. 23, 795–808

Tondeur, J., van Braak, J. & Valcke, M. (2007). Towards a typology of computer use in primary education. Accepted for publication in Journal for Computer Assisted Learning, 23(3), 197-206.

De Smet, M., Van keer, H., & Valcke, M. (2007). Peer tutoring in het Hoger Onderwijs. Een studie naar tutorgedrag binnen een onlin en face-to-face setting. Tijdschrift voor Hoger Onderwijs. 25(1), 32-44.

Schellens, T., Van Keer, H., Valcke, M. & De Wever, B. (2007). Learning in asynchronous discussion groups: A multilevel approach to study the influence of student, group, and task characteristics. Behaviour and Information Technology - An International Journal on the Human Aspects of Computing, 26(1), 55-71.

2006

Schellens, T. & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers & Education. 46(4), 349-370.

Valcke, M. & Martens, R. (2006). Special Issue: Methodological Issues in Researching CSCL. Computers & Education, 46(1).

Valcke, M & Martens R. (2006). The problem arena of researching computer supported collaborative learning. Computers & Education, 46(1), 1-5.

De Wever, B., Schellens, T.,Valcke, M & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review. Computers & Education, 46(1), 6-28.

Valcke, M. & De Wever, B. (2006). Information and communication technologies in higher education: evidence-based practices in medical education. Medical Teacher, 28(1), 1-9.

Tallir, E., Lenoir, M., Musch, E., Valcke,M. & Raab, M. (2006). Explicit motor learning enhances performance under fatigue. Journal of Sport & Exercise Psychology, 28, 181-182.

2005
Tallir, E., Lenoir, M., Valcke, M., & Musch, E., (2005). The Effects of Two Instructional Approaches on The Cognitive Learning Outcomes of Two Video-based Basketball Tests. International Journal of Sport Psychology, 36(2).

Raemdonck, I., Thijssen, J. & Valcke, M. (2005). Self-directed learning and career processes. Lifelong Learning in Europe, X(2), 76-81.

Schellens, T., Van Keer, H. & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups: a multilevel analysis. Small Group Research, 36, 704-745.

Valcke, M., Chiluiza, K., De Smet, M., De Wever, B., Schellens, T., Timmers, S. & Van Keer, H. (2005). Collaborative Learning and ICT: The Flemish Experiences. Educational Technology Magazine, 45(5), 13-17.

Tallir, E. Musch, E., Lenoir, M. & Valcke,M. (2005). The Effects of Two Instructional Approaches for Basketball on decision-making and recognition ability. International Journal of Sport Psychology, 36(2), 107-126.
Hulpia, H. & Valcke, M. (2005). The use of performance indicators in a school improvement policy: the theoretical and empirical context. Evaluation and Research in Education, 18 (1,2), 102–119.

Schellens, T. & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: what about the impact on cognitive processing? Computers in Human Behavior, 21(6), 957-975.

De Westelinck, K., Valcke, M., De Craene, B. & Kirschner, P. (2005). The Cognitive Theory of Multimedia Learning in the Social Sciences Knowledge Domain: Limitations of External Graphical Representations. Computers in Human Behavior, 21(4), 555-573.

Van Braak, J., Tondeur, J. & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, XIX (4), 407-422.

Desmedt, E. & Valcke, M. (2004). Mapping the learning styles “Jungle”?. An Overview of the literature based on Citation Analysis. Educational Psychology, 24, 445-464.

Valcke, M. (2002). Cognitive load: updating the theory? Learning & Instruction, 11 (4), 147-154.

Schellens, T. & Valcke, M. (2000). Re-engineering conventional university education: Implications for students’ learning styles. Distance Education, (2), 361-384.

Valcke, M. (1999). Educational re-design of courses to support large groups of university students by building upon the potential of ICT. CC-AI, The Journal for the Integrated Study of Artificial Intelligence Cognitive Science and Applied Epistemology, 16(1/2), 11-26.

Martens, R., Valcke, M., Poelmans & Daal, M. (1996). Functions, use and effects of embedded support devices in printed distance learning materials. Learning and Instruction, 6(1), 77-93.

Martens, R.L., Valcke, M.M.A., & Portier, S.J. (1996). Interactive learning environments to support independent learning: the impact of discernability of embedded support devices. Computers & Education, 28(3), 185-197.

Valcke, M. & Thorpe, M. (guest editors 1995). Research in Distance Education Materials. Special Issue of the Journal European Journal of Psychology of education, X (2).

Valcke, M. & Thorpe, M. (1995). Distance Education: A particular context for teaching and learning. European Journal of Psychology of Education, X (2), 111-121.

Martens, R.L. & Valcke, M.M.A. (1995). Validation of a theory about functions and effects of embedded support devices in distance learning materials. European Journal of Psychology of Education, 10 (2), 181-196.

Kirschner, P. & Valcke, M. (1994). From supply driven to demand driven education: New conceptions and the role of information technology therein. Computers in Human Services. 10(4), 31-53.

Selected publications: books and chapters in books (selection)

Valcke, M. (2007). Onderwijskunde als ontwerpwetenschap - Een inleiding voor ontwikkelaars van instructie en toekomstige leerkrachten. (4th completely revised and extended edition). Gent: Academia Press.
See for a sample of this newest version of the handbook: Chapter 11 Learning and Individual differences

Denis, B., Valcke, M. & van Braak, J. (2008). Education in Belgium and trends in the use of ICT. In. T. Plomp, R. Anderson, N. Law, & A. Quale (Eds.), Cross-national ICT policies and Practices in Education (pp.xxx-yyy). Charlotte, NC: Information Age Publishing Inc.

Valcke, M.. Sang, G., Rots, I., & Hermans, R. (2008). Taking prospective teachers’ beliefs into account in teacher education. In E. Baker, B. McGaw, and P. Peterson (Eds.), International Encyclopedia of Education, Third Edition, (xxx-yyy). Oxford: Elsevier Ltd.

Brusselmans-Dehairs, C. & Valcke, M. (2007). Belgium. In W. Horner, H. Dobert, B. von Kopp and W. Mitter (Eds.), The Education Systems of Europe, pp.104-127. Dordrecht: Kluwer Academic Publishers.

De Westelinck, K., & Valcke, M. (2005, in press). Stappenplan voor het ontwerpen van multimedia leermaterialen: Hoe de real-time leereffecten bij lerenden verhogen? In losbladige uitgave, ICT en onderwijsvernieuwing, x(y), (pp. xx-yy, Mechelen: Wolters-Plantyn.

Jo Tondeur, J., Valcke, M. & van Braak, H.J. (2005). ICT-competenties in het lager onderwijs: een nieuwe fase van ICT-integratie. In losbladige uitgave, ICT en onderwijsvernieuwing, 9(15), pp.1-20. Mechelen: Wolters-Plantyn.

Valcke, M. (2005). Elektronische Leeromgevingen in het volwassenenonderwijs: van visies op zin en onzin van ELO’s naar een strategische discussie. In D. Gombeir (Ed.). xxx

De Westelinck, K. & Valcke, M. (2005, in press). The impact of external graphical representations in different knowledge domains: is there a domain specific effect? In L. Verschaffel, E. De Corte, G. Kanselaar, & M. Valcke (Eds.). Designing powerful learning environments to promote deep conceptual and strategic learning in major curricular domains, pp. 213-232. Leuven: Studia Paedagogica - Leuven University Press

De Wever, B., Schellens, T. & Valcke, M. (2005). Samenwerkend leren via informatie- en communicatietechnologie. In I. D’haese & M. Valcke, M. (Eds.), Digitaal leren. ICT toepassingen in het Hoger Onderwijs, pp. 75-92. Tielt: Lannoo Campus.

Valcke, M. & D’haese (2005). Naar een digitale didactiek? In I. D’haese & M. Valcke, M. (Eds.), Digitaal leren. ICT toepassingen in het Hoger Onderwijs, pp. 15-32. Tielt: Lannoo Campus.

De Westelinck, K. & Valcke, M. (2005). Ontwerpen van multimedia leermaterialen. In I. D’haese & M. Valcke, M. (Eds.), Digitaal leren. ICT toepassingen in het Hoger Onderwijs, pp. 33-54. Tielt: Lannoo Campus.

ICT en de ondersteuning van communicatie: de lange weg naar samenwerkend leren. In Wetenschappelijke Technische Raad (Ed.), De vruchten plukken – Trends en Visie over informatie- en communicatietechnologie voor het hoger onderwijs – Deel 2 Onderzoek en Visie, pp.135-150. Utrecht: SURF.

Valcke, M. (2004). Mindtools. In P. Kirschner (Ed.), ICT in het onderwijs-: the next generation, pp.113-128, Alphen aan den Rijn: Kluwer.

De Westelinck, K., & Valcke, M. (2005, in press). Stappenplan voor het ontwerpen van multimedia leermaterialen: Hoe de real-time leereffecten bij lerenden verhogen? In losbladige uitgave, ICT en onderwijsvernieuwing, x(y), (pp. xx-yy, Mechelen: Wolters-Plantyn.

Valcke, M. (2005). Elektronische Leeromgevingen in het volwassenenonderwijs: van visies op zin en onzin van ELO’s naar een strategische discussie. In D. Gombeir (Ed.). xxx

Jo Tondeur, J., Valcke, M. & van Braak, H.J. (2005). ICT-competenties in het lager onderwijs: een nieuwe fase van ICT-integratie. In losbladige uitgave, ICT en onderwijsvernieuwing, 9(15), pp.1-20. Mechelen: Wolters-Plantyn.

Hanson, J. & Valcke, M. (2003). University of Melbourne: ICT to transform the curriculum. In P. Boezerooy (ed.), Keeping up with our neighbours: ICT developments in Australian Higher Education, pp.87-92. Oxford - York: ALT - LTSN GC (http://www.surf.nl/en/download/Australian_book.pdf)

Valcke, M. & van der Veen, J. (2003). Southern Cross University: Flexibility and quality. In P. Boezerooy (ed.), Keeping up with our neighbours: ICT developments in Australian Higher Education, pp.41-46. Oxford - York: ALT - LTSN GC (http://www.surf.nl/en/download/Australian_book.pdf)

Valcke, M. (2003). Promoting innovation through ICT in Higher Education: Case study Flanders. In van der Wende, M. (2003), "ICT in Higher Education: a Mirror of Europe, pp. 163-180. Dordrecht: Kluwer.

Valcke, M., Gombeir, D., Armstrong, J.S., Francis, A., Fraff, M., Hill, J., Rayner, S., Sadler-Smith, E. & Spicer, D. (2002). Learning Styles: Reliability & Validity. Gent: Academia Press.

Valcke, M. (2001). Models for web-based education: have we forgotten lessons learned? In H. van der Molen (ed.). Virtual University: Educational Environments of the Future, pp. 51-66. London: Portland Press.

Valcke, M. (2000). Los materiales educatives : cursos segun la auto-demanda y hechos a medida. Re-ingeniera del proceso de diseno, produccion e implementacion en un marco de educacion a distancia. In B. Fainholc (ed.), Formacion del Profesorado para el nuevo Siglo, pp.125-178. Buenos Aires : Grupo Editorial Lumen.

Valcke, M. & Leeuw, F. (2000). Evaluating digital distance learning programs and activities. Washington: World Bank/WBI.

Kirschner, P., Valcke, M. & Sluijsmans, D. (1999). Design and Development of Third Generation Distance Learning Materials : From an Industrial Second Generation Approach towards realizing Third Generation Distance education. In J. van den Akker, R. Branch, K. Gustafson, N. Nieveen & T. Plomp (eds.), Design approaches and tools in Education and training, pp.81-94. Dordrecht/Boston/London: Kluwer Academic Publishers.

Valcke, M. (1999). Self- and peer-assesment within the context of innovation in assessment & evaluation: An editorial introduction - Thematic issue. European Journal for Open and Distance Learning, 29-03-99

Valcke, M., Kirschner, P. & Bos, E. (1999). Enabling technologies to Design, Produce and Exploit Flexible Electronic Learning Materials. In J. van den Akker, R. Branch, K. Gustafson, N. Nieveen & T. Plomp (eds.), Design approaches and tools in Education and training, pp.249-264. Dordrecht/Boston/London: Kluwer Academic Publishers.

Valcke, M. & Vuist, G. (1995). A model-based design approach for the flexibilisation of courses, in F. Lockwood (ed.), Open and distance learning today, pp.185-196. London: Routledge.

Invited addresses (selection)


June 29-July 3, 2009	International Association of Medical Science Educators (IAMSE), Leiden, the Netherlands Invited address: Computer Supported Collaborative Learning in Higher Education: Looking for the Evidence
8 June, 2009	EAHEP Workshop International Partnerships in Higher Education: Policies, Practices and Lessons Learned, Jakarta, Indonesia. Invited address: Research-based strategies to foster interuniversity collaboration
18-20 March, 2009	First International elearning conference, Riyadh, Saoudi Arabia Invited address: Computer supported collaborative learning in higher education: an overview of evidence based approaches
18 June, 2008	4th CDIO conference 16-19 June 2008, Belgium Invited address: Evidence-based approaches to activate learning of higher education students.
2 February 2008	International Workshop on Higher Education, University of Hamburg, Hamburg, Germany Invited address: Innovations in Higher Education.
23 November, 2007	VOR-ICT Special Interest Group (Vereniging voor OnderwijsResearch), Open University of the Netherlands, Heerlen, The Netherlands Invited address: Determinanten van types ICT-gebruik in de lagere school in Vlaanderen
11 September, 2007	Acta Physiologica, Federation of European Physiological Societies , Bratislava, University of Bratislava September 10-12, 2007. Invited address: Collaborative learning as the base for developing innovative learning environments in higher education
4 April, 2007	4th Eleum Syposium, Maastricht: University of Maastricht Invited address: E-learning, blended en/of virtueel leren in het hoger onderwijs: evidence-based aanpakken of een strategisch verhaal?
5 December, 2006	1^ste Colloqium “Chemische risico’s op het werk: de zaak van iedereen - Prevention des risques chimiques au travail: l’affaire de tous”. FOD Werkgelegenheid, Arbeid en Sociaal Overleg & European Social Fund, Brussel. Invited address: · E-learning: evidence-based aanpakken voor hoger onderwijs.
21-24 November 2006	International conference on Strengthening innovation and quality in education, VVOB – CEGO - K.U.Leuven Invited address: · Recipe for Improving the Quality of Education
23-26 August 2006	16^th AEEE conference - Association of European Economics Education, Ghent University, Ghent Invited address: · Curriculum innovations to foster student learning processes: impact of elearning strategies and collaborative learning
6-8 May, 2006	DUN 2006 – Annual Conference of the Denmark University Network, Aarhus, Denmark Invited addresses: · Evidence based use of ICT in higher education: the complex nature of integrating technologies · Collaborative learning and workspaces in higher education
19-21 September, 2005	eFest 2005 - Rising to the Challenge, ITPNZ, Wellington, New Zealand Invited addresses: · Rising to the challenge of working together · Rising to the challenge of being relevant to industry
30 August – 3 September, 2005	International conference of the Association for Medical Education in Europe (AMEE), RAI Congress Center Amsterdam Invited address: Evidence based use of ICT in medical education
June 6, 2005	eLearning Forum, University of Western Australia, Perth, Australia Invited address: eLearning in research intensive universities
5-8 December, 2004	ASCILITE Conference “Beyond the comfort zone”, Perth, Unversity. Invited address: ICT in higher education: An uncomfortable zone for institutes and their policies.
26 November, 2003	International Workshop on E-LEARNING in the Fields FOOD SAFETY and ENVIRONMENT (104934 - CP - 3 - 2004 - 1 - PT - ERASMUS – TN) UCP-Escola Superior de Biotecnologia, Porto, Organised in Sliema, Malta Invited address: The state of the art in e-Learning
9-11 September, 2002	Annual ALT-C conference, University of Sunderland, UK Invited address: "ICT in Dutch and Flemish Higher Education: moving from IT to ICT in adopting new ways of learning and instruction"
2-4 September, 2002	European conference 'The New Educational Benefits of ICT in Higher Education: A Mirror of Europe, Institutional Responses, and Regional Context.Rotterdam, The Netherlands. Invited address: Promoting innovation through ICT in higher education: Case study Flanders
30 June, 2001	EYL 2001 Conference: Multilingualism and New Learning Environments, Freie Universität Berlin, Berlin, Germany Invited address: Methodological and pedagogical needs emerging from the introduction of independent learning
30 May – 1 June, 2001	International conference of the European Association for Distance Learning (EADL), Antwerp, Belgium Invited address: Interactive, experiential, fun ... Tailoring technology to suit new didactic models
31 August – 3 September, 2000	HERMES: New Technologies for distance Education, Samos: University of the Aegean, Greece. Invited address: ICT in Higher Education: threats and opportunities
15-17 August, 2000	Regional Latin-American Conference of the Council for open and Distance Education (ICDE), “Distance Education and Learning Materials” Sao Paulo, Brasil. Invited address: Creating new learning environments through didactic materials

List of grants (> 2002)

National Research Grants

Ministry of the Flemish Community, Department of Education and Department of Work and Social Economy

January 1, 2009 - December 31, 2011

Budget: 750.000 €

Programme for the International Assessment of Adult Competences’ (PIAAC)

VLIR-IUC (Interuniversity Developmental cooperation programme)

April 2008 – March 2013

Budget: 353.949,00 €

IUC Partner programme (PP) with the University Eduardo Mondlane, Maputo (Mozambique). Phase I 2008-2013, Projectleader for Subproject 6, Capacity Building

Ministry of the Flemish Community, Department of Education

March 2007 –February 2011

Budget 900.000,00 €

PISA 2009 - Performance indicator studies, 4th cycle Reading Literacy (including Electronic Reading Assessment, and Minors Mathematics proficiency and Science Proficiency)

VLIR-IUC (ICT Infrastructure Fund for Collaboration with developing countries)

2007-2008

Budget: 101,000 €

Project in collaboration with ESPOL (Ecuador)

VLIR-IUC (ICT Infrastructure Fund for Collaboration with developing countries)

2007-2008

Budget: 158.000 €

Project in collaboration with Can Tho University (Vietnam)

VLIR-IUC (Interuniversity Developmental cooperation programme)

October 2006-September 2008

Budget: 50.000 €

Statistics Education in Applied Biological Sciences – partners Ghent University– Vietnam (Can Tho University), Ecuador (ESPOL)

June-August 2007

Budget 14.000,00 €

R&D, OCMW, City of Ghent, Evaluation of Multi-cultural competencies

Ministry of the Flemish Community, Department of Education

September 2006- August 2011

(Collaborative project Gent University, Catholic University Leuven and Antwerp University

Budget part for Ghent University, department of education 130.000,00

Second Phase of the Policy Research Centre on Pathways through education and the transition from school to work

SBO-IWT project

June 2006 – May 2010

2.280.600 €

A mirror for each school. The development and implementation of a school performance feedback system to support internal quality assurance in the Flemish educational system] (Collaborative project Gent University, Catholic University Leuven and Antwerp University)

European Social Fund

January 2005-December 2006

25.000,00€

e-WOCQ Evaluatie van een online trainingsprogramma bij een stresstool – Evaluation of an online training program to operate a stress management tool

IBBT-research project (broadband technology) in collaboration with industry:

October 2005-September 2009

Overall budget 1.503.000 €; budget for the for Ghent University, Department of Education, 168.205,00 €

ASCIT sick children - Again at my School by fostering Communication through Interactive Technologies for long term sick children