Annechien Sarah Helsdingen
Nationality: Dutch
EPFL AVP-E CEDE
CE 0 94.1 (Centre Est)
Station 1
CH-1015 Lausanne
+41 21 693 24 19
Office: CE 0 812
EPFL › VPA › VPA-AVP-E › AVP-E › AVP-E-CEDE
Website: https://cede.epfl.ch
Expertise
Human Factors Research, Learning and Cognition, Training System Specification
Anne Helsdingen is a course developer and project manager at EPFL’s Center for Digital Education in Lausanne, where she develops massive open online courses. She has over 20 years of experience in human factors research, academic teaching, and designing intelligent systems for training and education, with a strong focus on vocational training and education. She is also a board member of Open Learnity, an international association providing course-hosting services for academia and not-for-profit organizations.
Education
PhD
| Psychology
2008 – 2008
Open University of The Netherlands
Directed by
Prof Jeroen van Merriënboer, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands
MSc
| Experimental Psychology
1996 – 1996
Vrije Universiteit
Directed by
Prof Dr Andries Sanders, Faculteit Psychonomie, VU Amsterdam
Research
Publications
Alydreesy, L. M., Helsdingen, A. S. & Al-Sobaihi, B. (2017). On the relationships between Social Media, Social Inclusion, Self Esteem and Imaginary Audiences. In A. Profanter & E. Maestri (Eds). Arab Women and Media in Changing Landscapes: Realities and Challenges, Newcastle upon Tyne, UK: Cambridge Scholars Publishing. Van Seggelen-Damen, I. C. M., Van Hezewijk, R., Helsdingen, A. S., & Wopereis, I. G. J. H. (2017). Reflection: A Socratic approach. Theory & Psychology, 27, 793-814. doi:10.1177/0959354317736388 Korteling, J. E., Helsdingen, A. S., & Theunissen, N. C. M. (2013). Serious Gaming @ work. In D. Derks & A. B. Bakker (Eds). The psychology of digital media at work, Hove, UK: Psychology Press. Helsdingen, A. S., Gog, T. van & Merriënboer, J. J. G. van. (2011). The effects of practice schedule and critical thinking instruction on learning and transfer of a complex judgment task. Journal of Educational Psychology, 103, 383-392. Helsdingen, A. S., Gog, T. van & Merriënboer, J. J. G. van (2011). The effects of practice schedule on learning a complex judgment task. Learning & Instruction, 21, 126-136. Helsdingen, A. S., Bosch, K. v. d., Gog, T. van & Merriënboer, J. J. G. van (2010). The effects of critical thinking instruction on learning complex judgment and decision-making. Human Factors, 52, 537-545. Helsdingen, A. S., Jansen, B., & Schuwer, S. (2010). Business Models in OER, a contingency approach. Open ED 2010 Proceedings (Barcelona, Spain). Korteling, J. E., Emmerik, M. L. E. van, & Helsdingen, A. S. (2010). Didactical and cost effective game specification. IEEE Computer Society Transactions Helsdingen, A. S., Bosch, K. v. d., & Ven, J. v. d. (2009). Learning to make sense. In COGIS 2009 & COGNITIVE SYSTEMS WITH INTERACTIVE SENSORS (Paris, France). Bosch, K. v. d., & Helsdingen, A. S. (2006) Critical thinking in tactical decision games-training. In: Cook, M. J., Noyes, J. M., & Masakowski, Y. (Eds.) (2006). Decision making in complex systems. Aldershot, England: Ashgate. Helsdingen, A. S., Krimp, G. W., Urlings, M. C. M. (2006). Formal methods to model adequate task behavior in complex scenarios. Proceedings Interactive technologies conference of the society for applied learning technology, Arlington August 23-25.