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Live linking of fieldwork to the laboratory increases students inquiry based reflections.

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The E-assessment burger: Supporting the Before and After in E-Assessment Systems., and . IxD&A, (2015)Privacy in Multimedia Communications: Protecting Users, Not Just Data., and . BCS HCI/IHM, page 49-64. Springer, (2001)Innovating Pedagogy 2014: Open University Innovation Report 3, , , , , , , and . (2014)Threshold Concepts Vs. Tricky Topics - Exploring the Causes of Student´s Misunderstandings with the Problem Distiller Tool., , , , and . CSEDU (1), page 205-215. SciTePress, (2016)Co-created evaluation: Identifying how games support police learning., , , , , and . Int. J. Hum. Comput. Stud., (2019)The Problem Distiller Tool: Supporting Teachers in Uncovering Why Their Students Have Problems Understanding Threshold Concepts., , , , and . CSEDU (Selected Papers), volume 739 of Communications in Computer and Information Science, page 380-401. Springer, (2016)Bridging the gap between organizational and user perspectives of security in the clinical domain., and . Int. J. Hum. Comput. Stud., 63 (1-2): 175-202 (2005)Multimedia information changes the whole privacy ballgame.. CFP, page 25-32. ACM, (2000)Privacy Issues for Online Personal Photograph Collections., , and . J. Theor. Appl. Electron. Commer. Res., 5 (2): 26-40 (2010)Live linking of fieldwork to the laboratory increases students inquiry based reflections., , , , , , and . CSCL, International Society of the Learning Sciences, (2011)