The authors

Paul

Paul A. Kirschner (1951) is University Distinguished Professor at the Open University of the Netherlands as well as Visiting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the University of Oulu, Finland. He is an internationally recognised expert in the fields of educational psychology and instructional design. He is Research Fellow of the American Educational research Association and the Netherlands Institute for Advanced Study in the Humanities and Social Science. 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 currently a member of the Scientific Technical Council of the Foundation for University Computing Facilities (SURF WTR) in the Netherlands and 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.

MirjMirjamam Neelen (1975) is a Learning Experience Design Expert and a Learning and Development Consultant with over 10 years of industry experience, working at companies such as Houghton Mifflin Harcourt, Google and currently at the Learnovate Centre.  In her current job she leads the learning design processes across various industry segments, such as multinationals, small and medium enterprises, start-ups, and higher education. Mirjam analyses business and performance challenges in close collaboration with her customers, delivers technology-enhanced innovative, effective, and impactful learning strategies and upskills customers to enable them to implement the strategies. Mirjam’s learning experience strategies are always tailored to the specific target audience’s needs and can include a wide variety of learning approaches, such as self-directed learning, social learning, blended learning, on-the-job learning, peer learning, mobile learning, game-based learning, and formative and summative assessment. Mirjam always takes evidence-informed approaches to her work. She recently has been working on projects on xAPI, (transversal) competency assessment and analytics, career development, competency frameworks, learning design models, and learning intervention taxonomies. She presents about projects regularly; both internally to industry partners and externally at conferences.

She has completed an MSc in Learning Sciences and published an article, based on her thesis, in the International Journal of Knowledge and Learning.   Prior to working as a Learning Experience Designer, she completed an MA in Psycholinguistics and a BA in Speech Therapy. She started her career as a Speech Therapist, working with adults with aphasia and children with various neurological disorders.