Home‎ > ‎ICO News‎ > ‎

Cum laude for PhD Graduation of Omid Noroozi

posted 15 Jan 2013, 23:50 by ICO Education   [ updated 30 Jan 2013, 04:20 ]
On January 11, 2013, the PhD student Omid Noroozi of the Education and Competence Studies Group at Wageningen University graduated with distinction, cum laude, after having successfully defended his thesis entitled ‘Fostering Argumentation-Based Computer-Supported Collaborative Learning in Higher Education’. 

Omid Noroozi’s research was supervised by Prof. dr. Martin Mulder (promotor) and Dr. Harm Biemans (co-promotor). Omid will continue his career as Assistant Professor in Tenure Track at the Education and Competence Studies (ECS) Group, Wageningen University.

The reader can find the link where the pdf of the full text is made available.

The assessment committee consisted of: 
Prof. dr. ir. J. Tramper, Wageningen University 
Prof. dr. J.J.G. van Merriënboer, Maastricht University, the Netherlands 
Prof. dr. P. Häkkinen, University of Jyväskylä, Finland 
Prof. dr. T. Schellens, Ghent University, Belgium

Furthermore to grant him Cum Laude distinction, the opinions of two additional experts in the field (Prof. Paul Kirschner and Prof. Pierre Dillenbourg) were sought. 

Short summary
Arguing, critical thinking and logical reasoning are essential objectives in education. Students of all ages need to learn to clearly explain their informed opinions and give reasons for the way in which they carry out tasks and solve problems. Despite the fact that argumentation is shaped in social conversation and also in learners’ online exchanges in daily life, learners in academic settings need to be taught to reason and argue in a way that is beneficial for learning. Online support systems for collaboration in which learners argue in teams is called Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL). The most prominent instructional approach in ABCSCL that facilitates argumentative knowledge construction and learning is the use of computer-supported collaboration scripts. Scripts provide guidelines for learning groups to clarify what, when, and by whom certain activities need to be executed and how group members should collaborate to accomplish the task. The conceptualization and operationalization of computer-supported collaboration scripts and the way in which they manifest themselves in relation to argumentative knowledge construction and learning are addressed in this thesis.