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In assessment the tendency is no longer focused on massive standardized testing with multiple choice questions based on knowledge acquisition. In the new learning approach assessment is integrated in learning and instruction and addresses the complex traits (the abilities, the characteristics in a specific domain) of students. To fit this new approach, new types of assessment are developed, like peer assessment or competence assessment. The development of these new assessments is an expensive and intensive activity. Exchange initiatives enable the re-use of materials that are developed by others. But several questions arise: Must assessments be completely re-used, and if not, what parts of an assessment can be re-used, and is re-use limited to particular item formats?In this article we present a conceptual model (an ´educational model') for assessment, cast in a UML class model, that offers to support both new and traditional assessment types. The model is validated against the theory of Stiggins (1992) according to the development of performance assessments, the four processes framework of Almond, Mislevy (2001, 2003) and the QTI specification. The educational model for assessment gives new input to the alignment of the teaching, learning and assessment. Assessment model 3Modeling Assessment for Re-use of Traditional and New Types of Assessment.Assessments are at the core of the educational process because they have a direct impact on the learning processes of students. Summative assessments help to establish whether our students have attained the goals set for them. Formative assessments provide prescriptive feedback to assist students in reaching their goals. Where instruction and assessment are considered as separate activities, assessment is often referred to as 'testing ' (Birenbaum, 1996).In this article we define assessment as all the systematic methods that can be used to gather information and evidence about student properties, based on a process, a product or the progress of a student, for the purposes of certification, placement or diagnoses in formative and summative contexts. This definition includes classical tests, examinations and questionnaires, as well as newer types of assessment, such as competence-based assessment, portfolio assessment and peer assessment.These new types of assessment are typically embedded in an educational context, requiring more stipulation of the processes of assessment and relying on higher levels of student involvement in assessment (Sluijsmans, Brand-Gruwel, van Merriënboer & Martens, 2004). The shift to a perspective which is centered on student learning from a perspective which focused on the teacher is the greatest conceptual shift which has occurred in recent times in (higher) education (Boud, 1995). Assessments have a direct effect on students' learning processes. The type of assessment expected by students, influences the way they learn, and thus assessment is like "the tail that wags the curriculum dog" (Hargreaves, 1989). 'New learning' is descri...

Purpose -The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional context, the personal context for learning management, and the social peer context. The paper outlines how the Open University of the Netherlands (OUN) implemented this model in the OpenU system and has piloted this system within the field of a MSc Program in the learning sciences. Design/methodology/approach -The paper describes the design and development of an integrated e-learning system following an ADDIE-based strategy and shows how the resulting system has been piloted. Findings -The result of the design and development process is an integrated e-learning system that was piloted with the OUN. Research limitations/implications -The limitations of the paper are that the paper reports only on the learner perspective. The paper does not report on the implication for faculty and staff. Additionally, a key question that needs further research is how the integrated approach will affect learner dropout rates. Originality/value -The value of the paper is that it provides an integrated e-learning approach, bringing together the personal, formal as well as informal context into one system. Keywords Social networks, E-learning, Integration, Adult learning, PLE, VLE, Learning networks Paper type Case study IntroductionIn 1984 the Open University of the Netherlands (OUN) was established as an institute for open higher distance education for adult learners. Its major goals were to offer adult learners a second chance to higher education and to provide an alternative route to higher education in order to reduce the load on costly traditional, face-to-face education. To meet these requirements OUN adopted a typical distance-teaching model with a high degree of freedom for its students. The dominant pedagogical model was that of guided self-study: steering and guidance were embedded within the study materials delivered to students, so that very limited interaction between teachers and learner was required. This model contrasts with modern social constructivism approaches emphasizing the importance of social interaction for the acquisition of knowledge and skills (Schunk, 2012).The OUN model has been stable over the years, although the internet revolution completely changed the technological instrumentation. As it is the case within most distance teaching universities as well as regular universities the e-learning

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Since the publication of the IMS Learning Design (IMS LD) specification in 2003, many initiatives have been undertaken to build authoring tools that are simple enough to be used by non-technical instructors and teachers. IMS LD's technical complexity is believed to be a major burden for the adoption of the specification. We have developed a new approach for course authoring and delivery that hides most of the complexities and is powerful enough to create highly flexible online courses. Key aspects in this approach are (1) integration of IMS LD authoring and delivery tools in order to enable teachers to adapt courses in runtime and (2) the use of templates to standardize aspects of the LD. This article reports on the research and development of this approach, as well as a first implementation by the Open University of the Netherlands as part of an integrated e-learning system.