University of Twente
Faculty of Behavioral Management and Social Sciences
ELAN, Department for Teacher Development
PO Box 217
7500 AE Enschede
Frances Wijnen graduated in 2014 for her master Instruction, Learning and Development (Psychology) at the University of Twente. Her thesis focused on learning from erroneous models in secondary education. She compared this new method of learning by modeling with two commonly used ways of learning by modeling: building a model and simulating a model.
After her graduation she worked as a Junior Researcher at the department ELAN. She was involved in the project: Expressive Agents for Symbiotic Education and Learning (EASEL) in which she explored the interaction between children and a social robot in the context of inquiry learning.
Frances currently works as a PhD-student on the project: Technology as a tool for 21st century learning. In this project she explores the factors that stimulate and/or obstruct primary school teachers to use technology for stimulating higher order thinking skills with children.
Charisi, V., Davison, D. P., Wijnen, F. M., van der Meij, J., Reidsma, D., Prescott, T., van Joolingen, W., & Evers, V. (2015). Towards a child-robot symbiotic co-development: a theoretical approach. In M. Salem, A. Weiss, P. Baxter & K. Dautenhahn (Eds.), Fourth International Symposium on New Frontiers in Human-Robot Interaction, Canterbury, UK.
Wijnen F.M., Charisi, V., Davison, D., van der Meij, J., Reidsma, D., & Evers, V. (2015). Inquiry learning with a social robot: can you explain that to me? Proceedings of the New Friends 2015 Conference: Almere.
Wijnen, F.M., Mulder, Y.G., Alessi, S., & Bollen, L. (2015). The potential of learning from erroneous models: comparing three types of model instruction: System Dynamics Review, 31, 250-270.