In Leuven, our team met in person to build on the insights from the systematic literature review and align our approach to vignette development. A key outcome of this meeting was the decision to distinguish clearly between student errors (at the behavioral level) and their underlying conceptual difficulties (at the cognitive level). This dual perspective now forms the foundation for how we select, describe, and structure vignette content.
We also agreed to adopt the 4C/ID model an Merriënboer & Kirschner, 2018) as the guiding instructional design framework for our teacher training modules. This meeting marked a crucial step in translating research into usable, structured learning materials.
