Since 2008, VET College Zadkine, Rotterdam University of Applied Sciences and three
healthcare institutions in the Rijnmond region in the Netherlands have participated in the
national Workplace Learning Breakthrough Project – an initiative of the national Platform for
Vocational Education (HPBO). The project is a research and development project in which
schools, healthcare institutions and researchers work together on various issues of
workplace learning. The main question is: how can the cooperation between education and
professional practice in learning in the workplace (in so called learning departments) be
optimized, using both scientific and practical knowledge and experience?
The Rijnmond project focuses on workplace learning in learning departments in hospitals,
nursing homes and other healthcare institutions in the region. About ten students ‘care’
(intermediate level vocational education) and ‘nursing’ (intermediate level vocational
education as well as higher level of vocational education), work and learn together in a
learning department under the responsibility of qualified health professionals (work
supervisors and trainers). The student posts are supplementary and provide all possible
activities in the field of ‘care’ and ‘nursing’. They work and learn in an authentic setting,
namely the actual job practice, in which the students – after obtaining their diploma – will
continue their professional carreer. During their workplace learning route, they will be
supervised by healthcare professionals and teachers from intermediate and higher
vocational education (also designated as trainers).
In the project a major role is allocated to (practical) research and experimentation. Thereby,
"co-maker ship in triplicate" – between education and healthcare institutions, between
research and education, and between rural and regional actors – will be addressed (Van den
Berg, 2009; Van den Berg, De Jongh, Klous & Streumer, 2010). These activities are dedicated
to the improvement of the practice of workplace learning. This means that research is
focused on specific changes in that part of the curriculum that is situated in the professional
practice. The emphasis is on increasing the professional behaviour of trainers, offering them
a wider range of intervention tools to increase learning effects for students. During an
interim audit, the Audit Committie described the approach used in the Rijnmond project, as
"the Rotterdam approach" and the commission called for this approach to be documented
further. This resulted in the seventh report on the project, which specifically, addresses the
'co-maker ship' between research and education (Van den Berg & Streumer, 2011).
Use of ICT for acquiring, practicing and assessing algebraic expertise Christian Bokhove
This document summarizes a research study investigating how ICT can support acquiring, practicing, and assessing algebraic expertise. The study was motivated by signals that students lack algebraic skills and the recognized potential of ICT in mathematics education. The central research question is: In what way can the use of ICT support acquiring, practicing and assessing algebraic expertise? This question is elaborated through sub-questions focusing on criteria for evaluating digital algebra tools, theoretical concepts to understand student behavior in digital environments, improving feedback design, implementing feedback principles in an intervention, and studying the effects of the intervention on algebraic expertise. The goal is to design an online intervention using a suitable digital tool to develop both procedural skills and conceptual understanding in algebra.
This document summarizes a presentation on analyzing distance education research between 2000-2008. It finds that research has focused mainly on teaching and learning (micro level), while neglecting systemic and management issues (macro and meso levels). Gender differences were found, with men preferring instructional design and women interaction/communication. Empirical research decreased from 76% to 38% during this period. Future research should address gaps at the macro/meso levels and strengthen the European research community in this field.
Major trends in distance education research: a combination of bibliometric an...Nader Ale Ebrahim
This study intends to explore the current trends in the field of distance education research catalogued in Web of Science (WoS) database during 1980-2016. Mainly bibliographic description and social network analysis was employed to investigate the structure and patterns of information exchanged within the field of distance education research and also to interpret the interrelationship between keywords indicated in these articles. A total of 500 most cited articles (out of 6,141 relevant to the topic) were reviewed to examine the impact of factors such as journal DOI and keywords on the number of citations that they received. We also identified major trends in distance education literature including variation across publication and citation year, top ranking of institutions and top ranking of published papers based on authors, subject area and co-authorship collaboration between countries. Our results show that the most cited articles are from two institutions of United States and United Kingdom and the most prolific years in terms of number of published articles and citations are 2013.We also found non-significant and very small correlation between the number of citation and DOI number of the journals. Our study serves as a resource for future studies by indicating how trends in distance education research have gradually developed over time and demonstrating the characteristics of the most cited articles in this literature.
This document summarizes a study that examined the perspectives of teachers of science on the affordances and pedagogical practices of using interactive whiteboards (IWBs) with children aged 5-6 years. Seven teachers were interviewed about their experiences using IWBs in their science classrooms. The preliminary analysis revealed that teachers used IWBs in a variety of ways to bring contemporary content into the classroom and engage students in investigative science. Promoting authenticity and connectedness, multimodality and versatility, and efficiency were highlighted as benefits. However, traditional classroom settings, low technical support, and insufficient training presented challenges to effective IWB implementation.
This document summarizes a study that examined how early career teachers used information and communication technologies (ICT) in their classrooms over the first three years of teaching. The study tracked 35 teachers and found various personal and social factors impacted ICT use. It used the TPACK framework to analyze teachers' technological, pedagogical, and content knowledge. The framework was both insightful and perplexing. It discusses two teachers, Nick and Rashmi, and how they combined these knowledge domains in practice. While Nick took a student-centered approach, Rashmi was more teacher-centered. The study found difficulties applying TPACK in reality, as teachers' beliefs shaped how they developed knowledge and used ICT. It calls for more
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
OpenAIRE-COAR conference 2014: Next generation research evaluation: the ACUM...OpenAIRE
Presentation at the OpenAIRE-COAR Conference: "Open Access Movement to Reality: Putting the Pieces Together", Athens - May 21-22, 2014.
Session 4: The impact of openness and how to evaluate research.
Next generation research evaluation: the ACUMEN Portfolio and web based information tools, by Clifford Tatum - Centre for Science and Technology Studies (CWTS) Leiden University
Use of ICT for acquiring, practicing and assessing algebraic expertise Christian Bokhove
This document summarizes a research study investigating how ICT can support acquiring, practicing, and assessing algebraic expertise. The study was motivated by signals that students lack algebraic skills and the recognized potential of ICT in mathematics education. The central research question is: In what way can the use of ICT support acquiring, practicing and assessing algebraic expertise? This question is elaborated through sub-questions focusing on criteria for evaluating digital algebra tools, theoretical concepts to understand student behavior in digital environments, improving feedback design, implementing feedback principles in an intervention, and studying the effects of the intervention on algebraic expertise. The goal is to design an online intervention using a suitable digital tool to develop both procedural skills and conceptual understanding in algebra.
This document summarizes a presentation on analyzing distance education research between 2000-2008. It finds that research has focused mainly on teaching and learning (micro level), while neglecting systemic and management issues (macro and meso levels). Gender differences were found, with men preferring instructional design and women interaction/communication. Empirical research decreased from 76% to 38% during this period. Future research should address gaps at the macro/meso levels and strengthen the European research community in this field.
Major trends in distance education research: a combination of bibliometric an...Nader Ale Ebrahim
This study intends to explore the current trends in the field of distance education research catalogued in Web of Science (WoS) database during 1980-2016. Mainly bibliographic description and social network analysis was employed to investigate the structure and patterns of information exchanged within the field of distance education research and also to interpret the interrelationship between keywords indicated in these articles. A total of 500 most cited articles (out of 6,141 relevant to the topic) were reviewed to examine the impact of factors such as journal DOI and keywords on the number of citations that they received. We also identified major trends in distance education literature including variation across publication and citation year, top ranking of institutions and top ranking of published papers based on authors, subject area and co-authorship collaboration between countries. Our results show that the most cited articles are from two institutions of United States and United Kingdom and the most prolific years in terms of number of published articles and citations are 2013.We also found non-significant and very small correlation between the number of citation and DOI number of the journals. Our study serves as a resource for future studies by indicating how trends in distance education research have gradually developed over time and demonstrating the characteristics of the most cited articles in this literature.
This document summarizes a study that examined the perspectives of teachers of science on the affordances and pedagogical practices of using interactive whiteboards (IWBs) with children aged 5-6 years. Seven teachers were interviewed about their experiences using IWBs in their science classrooms. The preliminary analysis revealed that teachers used IWBs in a variety of ways to bring contemporary content into the classroom and engage students in investigative science. Promoting authenticity and connectedness, multimodality and versatility, and efficiency were highlighted as benefits. However, traditional classroom settings, low technical support, and insufficient training presented challenges to effective IWB implementation.
This document summarizes a study that examined how early career teachers used information and communication technologies (ICT) in their classrooms over the first three years of teaching. The study tracked 35 teachers and found various personal and social factors impacted ICT use. It used the TPACK framework to analyze teachers' technological, pedagogical, and content knowledge. The framework was both insightful and perplexing. It discusses two teachers, Nick and Rashmi, and how they combined these knowledge domains in practice. While Nick took a student-centered approach, Rashmi was more teacher-centered. The study found difficulties applying TPACK in reality, as teachers' beliefs shaped how they developed knowledge and used ICT. It calls for more
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
OpenAIRE-COAR conference 2014: Next generation research evaluation: the ACUM...OpenAIRE
Presentation at the OpenAIRE-COAR Conference: "Open Access Movement to Reality: Putting the Pieces Together", Athens - May 21-22, 2014.
Session 4: The impact of openness and how to evaluate research.
Next generation research evaluation: the ACUMEN Portfolio and web based information tools, by Clifford Tatum - Centre for Science and Technology Studies (CWTS) Leiden University
1) The University of Twente in the Netherlands recently redesigned all 19 of its bachelor's degree programs using a new educational model called the Twente Educational Model (TEM). 2) To guide this large-scale transformation, the university developed "Maturity Models", which are simple tools to assess change processes and identify necessary steps. 3) The university created several tailored Maturity Models to evaluate different aspects of the transformation to TEM, including modules, teachers' development, and the overall implementation progress.
The document discusses creating engaging learning environments that blend physical, virtual, social and mental spaces. It proposes replacing the traditional "bulimic learning model" of filling students' minds and dumping information for exams with more interactive project-based and blended learning. Specific strategies mentioned include activating prior knowledge, supporting student agency and flow, and designing new learning hubs that incorporate these principles of engagement.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
Mobile learning initiatives in nursing educationHelen Farley
Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
Although there is much potential for students, and other interested parties, to explore the attitudes,
opinions and circumstances of various individuals and groups in the datasets provided by UK Data Service,
uptake remains limited. This paper details the results of a HEA funded project that aimed to engage
students with quantitative techniques through the development of a series of student-led workbooks,
worksheets, and associated teaching strategies. The paper considers some of the difficulties of adopting an
‘Inquiry-Based Learning’ (IBL) approach within the context of communicating quantitative research and
outlines some considerations for others wishing to adopt a more narrative and iterative approach to the
teaching of quantitative methods in the social sciences.
Key components of institutional change include engaging top-level decision makers, organizational change, career progression, work-life balance, and improving departmental climate. Engaging top administrators is crucial for ensuring policies are effectively implemented and implicit biases are addressed. Collecting baseline institutional data and increasing transparency and accountability further gender equality goals. Initiatives aim to diversify applicant pools, provide training to reduce biases in hiring and promotion, and implement family-friendly policies and dual career assistance to support work-life balance."
Phases of inquiry-based learning_ Definitions and the inquiry cycle.pdfNovichaEffendi
This document reviews phases of inquiry-based learning and develops a synthesized framework. Through a literature review of 32 articles, the researchers identified 5 main inquiry phases (Orientation, Conceptualization, Investigation, Conclusion, Discussion) and some sub-phases. Conceptualization includes Questioning and Hypothesis Generation sub-phases. Investigation includes Exploration, Experimentation, and Data Interpretation sub-phases. Discussion includes Reflection and Communication sub-phases. No existing framework included all these phases and sub-phases, so the researchers developed a new synthesized framework combining them into a complete inquiry cycle model.
Adaptability as a Special Demand on Open Educational Resources: The Cultural ...Richter Thomas
Pre-Publish version of: Richter, T. (2011). Adaptability as a Special Demand on Open Educational Resources: The Cultural Context of e-Learning. European Journal of Open, Distance and E-Learning (EURODL) 2/2011.
Barriers and Motivators for Using Open Educational Resources in Schools (Rich...Richter Thomas
Pre-Publish Version of: Richter, T., & Ehlers, U.D. (2011). Barriers and Motivators for Using Open Educational Resources in Schools. eLearning Papers, No. 23, 03/2011. Accessible at http://www.elearningpapers.eu
Mapping knowledge produced on problem based learning between 1945 and 2014 - ...racheltrans
This document summarizes a bibliometric analysis of scientific publications on problem-based learning (PBL) between 1945 and 2014. It finds that research on PBL has grown strongly since the late 20th century, with highly cited studies conducted primarily by researchers linked to Maastricht University. The analysis also shows a geographical and academic spread of PBL research from North America and Europe to Asia, and from medical education to other biomedical and engineering fields.
This study explored the effectiveness of an inquiry-based laboratory unit on cellulase enzyme for undergraduate biotechnology students. Students participated in guided and open inquiry experiments and assessments that showed they gained knowledge of enzyme-substrate interactions and developed skills like critical thinking and applying knowledge to industrial applications. Students also responded positively to the teaching strategy and developed skills in asking questions, problem solving, drawing conclusions, and communicating, showing the benefits of inquiry-based science learning.
Proposing a 'consent commons' to cover the use of people in open educational ...meganqb
This is a paper prepared for the "OpenEd 2010" conference, Barcelona, 2-4 November 2010. It considers the need to obtain consent from all people, particularly patients, to be involved in educational resources, especially any which may be going to be made 'open'.
Theorising technology in education: an introduction Cristina Costa,Michael Ha...eraser Juan José Calderón
Theorising technology in education: an introduction Cristina Costa,Michael Hammond &Sarah Younie.
GUEST EDITORIAL
Theorising technology in education: an introduction This is a special issue of Technology, Pedagogy and Education which showcases the application of a range of theories in the conceptualisation and analysis of educational technology. In this introduction we describe what led us to organise this issu
This document discusses open learning as a way to lower the cost of education. It notes that rising tuition costs are creating barriers to accessing education. Open learning refers to flexible, learner-centered structures that make use of open educational resources (OERs) and open-source software. OERs can be reused, revised, remixed and redistributed, allowing the costs of developing learning materials to be shared more widely. The document provides examples of international, organizational, and grassroots open learning initiatives that are making educational resources freely available online to help address the problem of rising education costs.
Trends and methods of educational research in the ukmemogreat
The document discusses trends and methods of educational research used in the UK. It covers quantitative and qualitative research approaches, as well as mixed-method research. It also discusses action research and design-based research as participatory research approaches that involve collaboration. Design-based research aims to improve educational practice through iterative design, while also generating design principles and learning theories.
This document provides an outline for a presentation on access and equity in higher education from an international perspective. It includes an introduction to the speaker, Dr. Lisa Lucas, and her background in sociology and higher education. It then outlines several international projects and research studies related to access and equity in higher education that Dr. Lucas has been involved in, including the EC ACCESS4ALL project, the WUN 'Challenges of Access and Equity' project, and the ESRC/NRF SARiHE project focused on rural students in Southern Africa. The document concludes with some discussion points around challenges of access for underrepresented groups, developing an inclusive university culture and curriculum, and the role of educational and staff development.
Review Jurnal Teaching Sport Philosophy online: A Case Study in ItalyArdhinw
This document summarizes a journal article about teaching sport philosophy online in Italy. It describes a case study where an online course in sport philosophy was offered to Italian university students studying sport sciences. The course was designed to introduce students to the literature and key topics of sport philosophy using various free online tools and platforms. Over three years, 223 students enrolled in the course and 94% passed the final exam within the first two terms, with only a 7.2% failure rate. Student and instructor feedback was positive overall regarding the quality and effectiveness of teaching philosophy online. The study concluded that teaching philosophy online can be as effective as traditional face-to-face methods and encourages reflection, critical thinking, and community among students.
Accessibility issues in the context of UK Open Educational Resources programmeakgruszczynska
This document discusses three issues related to accessibility in the context of the UK Open Educational Resources (OER) program: 1) The relevance of communities of practice for supporting accessibility, 2) The transition from accessibility novice to expert, and incentives for developing accessible practices. It provides an overview of the UK OER program and analyzes each issue in detail while also exploring their interplay and relevance to the author's professional experience with the program. The author concludes by making recommendations to address these issues.
A National Science Fair Exhibiting Support For The Knowledge EconomyJoe Andelija
This document summarizes a research article about a national science fair. The researchers analyzed data from successive versions of the science fair to understand how it functions within the school and broader societal context. Their analysis suggests the science fair serves to support the "knowledge economy" by benefiting those who control knowledge production and distribution, but it may not benefit all students equally. Specifically, the researchers found participation in the fair favors students from advantaged, resource-rich backgrounds, though these students do benefit from the experience. However, the science fair also benefits its sponsors who can use it for promotional purposes.
A Framework To Foster Problem-Solving In STEM And Computing EducationDereck Downing
The document presents a framework for fostering problem-solving skills across STEM and computing education. The framework was developed based on a literature review of prominent problem-solving approaches in each discipline. It aims to provide a common set of idealized problem-solving processes and methods from across STEM and computing that teachers can draw from to help students solve interdisciplinary, authentic problems. The framework is not intended to prescribe specific procedures but rather to offer a "toolbox" of epistemological approaches that students can select, customize and apply based on the context. The authors argue this integrated framework can support both teaching practices and educational research on developing problem-solving competencies.
This document summarizes a case study on teaching sport philosophy online to Italian university students. The course was offered fully online over three years to 223 sport science students using various free platforms and tools. Student feedback was positive, with 94% passing exams on time and only 7.2% failing. An evaluation found students found the online materials clear and useful and developed critical thinking skills. The study aims to show online philosophy teaching can be effective and benefit students who otherwise may not have access.
1) The University of Twente in the Netherlands recently redesigned all 19 of its bachelor's degree programs using a new educational model called the Twente Educational Model (TEM). 2) To guide this large-scale transformation, the university developed "Maturity Models", which are simple tools to assess change processes and identify necessary steps. 3) The university created several tailored Maturity Models to evaluate different aspects of the transformation to TEM, including modules, teachers' development, and the overall implementation progress.
The document discusses creating engaging learning environments that blend physical, virtual, social and mental spaces. It proposes replacing the traditional "bulimic learning model" of filling students' minds and dumping information for exams with more interactive project-based and blended learning. Specific strategies mentioned include activating prior knowledge, supporting student agency and flow, and designing new learning hubs that incorporate these principles of engagement.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
Mobile learning initiatives in nursing educationHelen Farley
Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
Although there is much potential for students, and other interested parties, to explore the attitudes,
opinions and circumstances of various individuals and groups in the datasets provided by UK Data Service,
uptake remains limited. This paper details the results of a HEA funded project that aimed to engage
students with quantitative techniques through the development of a series of student-led workbooks,
worksheets, and associated teaching strategies. The paper considers some of the difficulties of adopting an
‘Inquiry-Based Learning’ (IBL) approach within the context of communicating quantitative research and
outlines some considerations for others wishing to adopt a more narrative and iterative approach to the
teaching of quantitative methods in the social sciences.
Key components of institutional change include engaging top-level decision makers, organizational change, career progression, work-life balance, and improving departmental climate. Engaging top administrators is crucial for ensuring policies are effectively implemented and implicit biases are addressed. Collecting baseline institutional data and increasing transparency and accountability further gender equality goals. Initiatives aim to diversify applicant pools, provide training to reduce biases in hiring and promotion, and implement family-friendly policies and dual career assistance to support work-life balance."
Phases of inquiry-based learning_ Definitions and the inquiry cycle.pdfNovichaEffendi
This document reviews phases of inquiry-based learning and develops a synthesized framework. Through a literature review of 32 articles, the researchers identified 5 main inquiry phases (Orientation, Conceptualization, Investigation, Conclusion, Discussion) and some sub-phases. Conceptualization includes Questioning and Hypothesis Generation sub-phases. Investigation includes Exploration, Experimentation, and Data Interpretation sub-phases. Discussion includes Reflection and Communication sub-phases. No existing framework included all these phases and sub-phases, so the researchers developed a new synthesized framework combining them into a complete inquiry cycle model.
Adaptability as a Special Demand on Open Educational Resources: The Cultural ...Richter Thomas
Pre-Publish version of: Richter, T. (2011). Adaptability as a Special Demand on Open Educational Resources: The Cultural Context of e-Learning. European Journal of Open, Distance and E-Learning (EURODL) 2/2011.
Barriers and Motivators for Using Open Educational Resources in Schools (Rich...Richter Thomas
Pre-Publish Version of: Richter, T., & Ehlers, U.D. (2011). Barriers and Motivators for Using Open Educational Resources in Schools. eLearning Papers, No. 23, 03/2011. Accessible at http://www.elearningpapers.eu
Mapping knowledge produced on problem based learning between 1945 and 2014 - ...racheltrans
This document summarizes a bibliometric analysis of scientific publications on problem-based learning (PBL) between 1945 and 2014. It finds that research on PBL has grown strongly since the late 20th century, with highly cited studies conducted primarily by researchers linked to Maastricht University. The analysis also shows a geographical and academic spread of PBL research from North America and Europe to Asia, and from medical education to other biomedical and engineering fields.
This study explored the effectiveness of an inquiry-based laboratory unit on cellulase enzyme for undergraduate biotechnology students. Students participated in guided and open inquiry experiments and assessments that showed they gained knowledge of enzyme-substrate interactions and developed skills like critical thinking and applying knowledge to industrial applications. Students also responded positively to the teaching strategy and developed skills in asking questions, problem solving, drawing conclusions, and communicating, showing the benefits of inquiry-based science learning.
Proposing a 'consent commons' to cover the use of people in open educational ...meganqb
This is a paper prepared for the "OpenEd 2010" conference, Barcelona, 2-4 November 2010. It considers the need to obtain consent from all people, particularly patients, to be involved in educational resources, especially any which may be going to be made 'open'.
Theorising technology in education: an introduction Cristina Costa,Michael Ha...eraser Juan José Calderón
Theorising technology in education: an introduction Cristina Costa,Michael Hammond &Sarah Younie.
GUEST EDITORIAL
Theorising technology in education: an introduction This is a special issue of Technology, Pedagogy and Education which showcases the application of a range of theories in the conceptualisation and analysis of educational technology. In this introduction we describe what led us to organise this issu
This document discusses open learning as a way to lower the cost of education. It notes that rising tuition costs are creating barriers to accessing education. Open learning refers to flexible, learner-centered structures that make use of open educational resources (OERs) and open-source software. OERs can be reused, revised, remixed and redistributed, allowing the costs of developing learning materials to be shared more widely. The document provides examples of international, organizational, and grassroots open learning initiatives that are making educational resources freely available online to help address the problem of rising education costs.
Trends and methods of educational research in the ukmemogreat
The document discusses trends and methods of educational research used in the UK. It covers quantitative and qualitative research approaches, as well as mixed-method research. It also discusses action research and design-based research as participatory research approaches that involve collaboration. Design-based research aims to improve educational practice through iterative design, while also generating design principles and learning theories.
This document provides an outline for a presentation on access and equity in higher education from an international perspective. It includes an introduction to the speaker, Dr. Lisa Lucas, and her background in sociology and higher education. It then outlines several international projects and research studies related to access and equity in higher education that Dr. Lucas has been involved in, including the EC ACCESS4ALL project, the WUN 'Challenges of Access and Equity' project, and the ESRC/NRF SARiHE project focused on rural students in Southern Africa. The document concludes with some discussion points around challenges of access for underrepresented groups, developing an inclusive university culture and curriculum, and the role of educational and staff development.
Review Jurnal Teaching Sport Philosophy online: A Case Study in ItalyArdhinw
This document summarizes a journal article about teaching sport philosophy online in Italy. It describes a case study where an online course in sport philosophy was offered to Italian university students studying sport sciences. The course was designed to introduce students to the literature and key topics of sport philosophy using various free online tools and platforms. Over three years, 223 students enrolled in the course and 94% passed the final exam within the first two terms, with only a 7.2% failure rate. Student and instructor feedback was positive overall regarding the quality and effectiveness of teaching philosophy online. The study concluded that teaching philosophy online can be as effective as traditional face-to-face methods and encourages reflection, critical thinking, and community among students.
Accessibility issues in the context of UK Open Educational Resources programmeakgruszczynska
This document discusses three issues related to accessibility in the context of the UK Open Educational Resources (OER) program: 1) The relevance of communities of practice for supporting accessibility, 2) The transition from accessibility novice to expert, and incentives for developing accessible practices. It provides an overview of the UK OER program and analyzes each issue in detail while also exploring their interplay and relevance to the author's professional experience with the program. The author concludes by making recommendations to address these issues.
A National Science Fair Exhibiting Support For The Knowledge EconomyJoe Andelija
This document summarizes a research article about a national science fair. The researchers analyzed data from successive versions of the science fair to understand how it functions within the school and broader societal context. Their analysis suggests the science fair serves to support the "knowledge economy" by benefiting those who control knowledge production and distribution, but it may not benefit all students equally. Specifically, the researchers found participation in the fair favors students from advantaged, resource-rich backgrounds, though these students do benefit from the experience. However, the science fair also benefits its sponsors who can use it for promotional purposes.
A Framework To Foster Problem-Solving In STEM And Computing EducationDereck Downing
The document presents a framework for fostering problem-solving skills across STEM and computing education. The framework was developed based on a literature review of prominent problem-solving approaches in each discipline. It aims to provide a common set of idealized problem-solving processes and methods from across STEM and computing that teachers can draw from to help students solve interdisciplinary, authentic problems. The framework is not intended to prescribe specific procedures but rather to offer a "toolbox" of epistemological approaches that students can select, customize and apply based on the context. The authors argue this integrated framework can support both teaching practices and educational research on developing problem-solving competencies.
This document summarizes a case study on teaching sport philosophy online to Italian university students. The course was offered fully online over three years to 223 sport science students using various free platforms and tools. Student feedback was positive, with 94% passing exams on time and only 7.2% failing. An evaluation found students found the online materials clear and useful and developed critical thinking skills. The study aims to show online philosophy teaching can be effective and benefit students who otherwise may not have access.
This document provides an overview of different curriculum models. It discusses the product model and process model as two polarized approaches, with the product model emphasizing plans and intentions and the process model emphasizing activities and effects. It also describes Tyler's technical/scientific approach as influential in developing learning outcomes and objectives. Alternatively, the non-technical approach focuses more on the learner than content or outcomes. The document analyzes various curriculum models and how they approach knowledge, goals, content, assessment and resources. It discusses both subject-centered and learner-centered designs.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
WPs 173-178 Special Issue on CA and UPJulia Hansen
This document is an introduction to a special issue of the DPU Working Papers on applying the capability approach to development planning and urban design. It summarizes some of the key debates in conceptualizing and applying the capability approach. Specifically, it discusses how the capability approach moves beyond utility maximization to focus on expanding freedoms and real opportunities. It also notes how the approach emphasizes justice and equity issues. The introduction reviews how the contributions in this special issue engage with debates around collective capabilities, institutional analysis, and contextualization. It concludes by discussing the limited prior work on applying capabilities to urban design and space, and how papers in this collection aim to address this gap.
Similar to Breakthrough method in education, innovation-driven research or research-oriented innovation? "The Rotterdam approach", a case study (20)
Leren van betekenis Over ‘betekenisvolle leersituaties’ van studenten en ople...Redactie Werkplekleren
Sinds 2008 participeert Zadkine samen met de Hogeschool Rotterdam en drie zorginstellingen (verpleeghuis Hannie Dekhuijsen, verpleeghuis de Plantage en de psychiatrische instelling Parnassia Bavogroep, locatie Berkel) in het ‘Doorbraakproject Werkplekleren’.
In dit project wordt onderzoek gedaan op de leerafdelingen van de hiervoor genoemde zorginstellingen. Op basis van het onderzoek worden onder andere voorstellen gedaan voor interventies in het begeleiden van het leerproces op de leerafdeling.
Vanaf medio 2010 is er onderzoek gedaan naar betekenisvol leren op de leerafdelingen. Studenten en opleiders zijn gevraagd om gedurende een bepaalde periode een aantal situaties te beschrijven waarvan zij vinden dat zij in die situatie geleerd hebben, of waaruit duidelijk blijkt dat er zeker niet geleerd is. In deze brochure wordt verslag gedaan van het onderzoek en de resultaten daarvan. Meer dan 50 situaties zijn beschreven en geanaly- seerd. Uit de analyse blijkt dat er zowel formeel als informeel geleerd is in de situaties. Maar ook is duidelijk geworden, dat leren gepland plaatsvond en ook niet gepland. Kortom diverse vormen van leren zijn uit het onderzoek naar voren gekomen. Specifiek is in de analyse gekeken naar het samen leren of het individueel leren. De veronderstelling luidt namelijk dat het specifieke van leren op de leerafdeling samenleren is. Als dat al plaats- vindt dan is het samenleren dat plaatsvindt tussen studenten onderling of tussen studenten en opleiders, met name werkbegeleiders.
Op basis van deze onderzoeksresultaten is met een groep werkbegeleiders uit één van de zorginstellingen een kort professionaliseringstraject gestart met als doel werkbegeleiders meer ‘tools’ te geven om het begeleiden van het leerproces op de leerafdeling (nog) meer systematisch, planmatig te laten plaatsvinden, danwel alledaagse situaties te benutten als leersituatie.
Deze publicatie ‘Leren van betekenis’ is de vijfde publicatie in de reeks ‘Doorbraakproject Werkplekleren Regio Rijnmond’.
Met deze publicatie hopen wij resultaten uit het doorbraakproject beschikbaar te stellen voor een breder publiek dan alleen de participanten in het onderzoek. Wij hopen dat ook deze resultaten de vele opleiders die werkzaam zijn op leerafdelingen in zorginstellingen zullen inspireren tot het verder ontwikkelen van het concept leerafdeling en het nog professioneler begeleiden van het leerproces dat op de leerafdeling plaatsvindt.
Rotterdam, augustus 2011 Drs A.J.C.M. de Jongh,
projectleider ‘Doorbraakproject Werkplekleren Rregio Rijnmond’
Samenwerken op de leerafdeling: matching bij plaatsing en samenwerkingsrelat...Redactie Werkplekleren
Sinds 2008 participeert de Regio Rijnmond met Zadkine, Hogeschool Rotterdam en drie zorginstellingen (verpleeghuis Hannie Dekhuyzen, verpleeghuis de Plantage en de psychia- trische instelling Parnassia Bavo-Europoort, locatie Berkel) in het ‘Doorbraakproject Werkplekleren’.
De Regio Rijnmond participeert met de leerafdelingen als bijzondere vorm van werkplekle- ren in het doorbraakproject.
In het kader van het Regionale project wordt onderzoek gedaan naar de vormgeving van de leerafdeling in de genoemde drie zorginstellingen, naar de begeleiding van het leerpro- ces op de verschillende leerafdeling, naar de professionalisering van de opleiders die betrokken zijn bij het project.
De resultaten van het Doorbraakproject Werkplekleren worden in brochures neergelegd. Voor u ligt de vierde brochure.
Het thema van deze brochure is de matching van de studenten met de leerafdelingen. Er is onderzoek gedaan naar de wijze waarop de matching van de studenten met de leerafdelin- gen plaatsvindt.
De resultaten van dat onderzoek treft u in deze brochure aan.
Opvallend is dat er vooral sprake is van kwantitatieve aspecten die de matching bepalen. Kwalitatieve aspecten komen op de tweede plaats.
De brochure eindigt met enkele aanbevelingen die de onderzoekers op basis van het onder- zoek hebben geformuleerd.
Rotterdam, juni 2011 Drs A.J.C.M. de Jongh
Projectleider Doorbraakproject Werkplekleren Regio Rijnmond
Samen werken en samen leren: een literatuurstudie naar de begeleiding op leer...Redactie Werkplekleren
Sinds 2008 participeert de regio Rijnmond met Zadkine, Hogeschool Rotterdam en drie zorginstellingen (verpleeghuis Hannie Dekhuyzen, verpleeghuis de Plantage, en de psychiatrische instelling Parnassia Bavogroep, locatie Berkel) in het landelijke ‘doorbraakproject Werkplekleren’. Hierop aansluitend zijn ook de opleidingen voor onderwijsassistenten en voor managementassistenten in het project betrokken.
Het landelijke project bestaat uit onderzoek en ontwikkelwerk naar en voor de verschillende vormen van werkplekleren. Het Rijnmondse deelproject spitst dit toe op werkplekleren op leerafdelingen. Bij leerafdelingen in de zorg houdt dit in dat ongeveer tien mbo-deel- nemers helpenden, verzorgenden en verpleegkundigen en hbo-studenten verpleegkunde op één zorgafdeling samen werken en leren. De deelnemers en studenten zijn boventallig op deze afdeling.Deze deelnemers en studenten (verder samen aangeduid als studenten) verrichten alle voorkomende verplegende en verzorgende activiteiten op de leerafdeling. Daarmee werken en leren zij in een authentieke omgeving, namelijk de werkelijke beroeps- situatie waar zij ook na het behalen van het diploma in werkzaam zullen zijn. Zij worden daarbij begeleid door zorgprofessionals, meestal werkbegeleiders en docenten.
In 2010 is in het kader van dit project literatuuronderzoek gedaan naar het samen werken en samen leren op de leerafdeling. Met name naar de begeleiding van het leerproces.
In deze derde publicatie in de reeks ‘Doorbraakproject Werkplekleren Regio Rijnmond’ wordt verslag gedaan van dit literatuuronderzoek.
Deze publicatie is de derde in de reeks ‘Doorbraakproject Werkplekleren Regio Rijnmond’. In de reeks zullen de resultaten van de verschillende onderzoeksactiviteiten verschijnen. Het project loopt tot en met 31 augustus 2011. In de komende twee jaar zullen dan ook nog verschillende publicaties volgen. Met deze publicaties stellen wij de resultaten voor een breder publiek dan alleen de directe participanten in het onderzoek beschikbaar. Wij hopen dat de resultaten van het project bruikbaar zullen zijn om het leren op leerafdelingen en mogelijk ook in andere vormen van werkplekleren verder te ontwikkelen.
Rotterdam, november 2010
Drs A.J.C.M. de Jongh
Projectleider Doorbraakproject Werkplekleren Regio Rijnmond
Sinds 2008 participeert de regio Rijnmond met Zadkine, Hogeschool Rotterdam en drie zorginstellingen (verpleeghuis Hannie Dekhuyzen, verpleeghuis de Plantage, en de psychi- atrische instelling Parnassia Bavogroep, locatie Berkel) in het landelijke ‘doorbraakproject Werkplekleren’. Hierop aansluitend zijn ook de opleidingen voor onderwijsassistenten en voor managementassistenten in het project betrokken.
Het landelijke project bestaat uit onderzoek en ontwikkelwerk naar en voor de verschillende vormen van werkplekleren. Het Rijnmondse deelproject spitst dit toe op werkplekleren op leerafdelingen. Bij leerafdelingen in de zorg houdt dit in dat ongeveer tien mbo-deel- nemers helpenden, verzorgenden en verpleegkundigen en hbo-studenten verpleegkunde op één zorgafdeling samen werken en leren. De deelnemers en studenten zijn boventallig op deze afdeling.Deze deelnemers en studenten (verder samen aangeduid als studenten) verrichten alle voorkomende verplegende en verzorgende activiteiten op de leerafdeling. Daarmee werken en leren zij in een authentieke omgeving, namelijk de werkelijke beroeps- situatie waar zij ook na het behalen van het diploma in werkzaam zullen zijn. Zij worden daarbij begeleid door zorgprofessionals, meestal werkbegeleiders en docenten.
In 2009 is in het kader van dit project onderzoek gedaan naar de leerafdelingen in de drie genoemde zorginstellingen. Er zijn interviews gehouden met de leidinggevende van de leerafdeling, de docenten uit mbo en hbo die op de leerafdeling participeren, de werkbege- leiders en de studenten. Een doel van al deze interviews was om een eerste zicht te krijgen op de vormgeving en effecten van de leerafdelingen. Hoe wordt er gewerkt en geleerd, niet alleen door de studenten die er stage lopen, maar ook door de docenten en de praktijk- en werkbegeleiders? En wat zijn de verschillen met individuele stages?
In deze tweede publicatie in de reeks ‘Doorbraakproject Werkplekleren Regio Rijnmond’ wordt verslag gedaan van dit onderzoek in 2009. De publicatie start met een hoofdstuk over de achtergronden en aanpak van het doorbraakproject. Ook wordt kort beschreven hoe de in 2009 gevonden resultaten worden gebruikt in het vervolg van het project in 2010, waarin verbeteringen worden doorgevoerd en verder onderzoek wordt gedaan. Het tweede hoofdstuk beschrijft per leerafdeling de resultaten van het onderzoek. In het derde hoofdstuk worden die leerafdelingen met elkaar vergeleken, waarbij gezocht is naar overeenkomsten en verschillen. In het vierde en laatste hoofdstuk staan de conclusies en een eerste reflectie.

Deze publicatie is de tweede in de reeks ‘Doorbraakproject Werkplekleren Regio Rijnmond’.
Rotterdam, mei 2010 Drs A.J.C.M. de Jongh
Projectleider Doorbraakproject Werkplekleren Regio Rijnmond
Sinds 2008 participeert Zadkine samen met de Hogeschool Rotterdam en drie zorginstellin- gen (verpleeghuis Hannie Dekhuyzen, verpleeghuis de Plantage, en de psychiatrische instelling Parnassia Bavogroep, locatie Berkel) in het ‘doorbraakproject Werkplekleren’. In dit project wordt onderzoek gedaan naar de verschillende vormen van werkplekleren. Leereffecten en leerwinsten worden onderzocht.
Er is vanaf 2008 onderzoek gedaan op de leerafdelingen van de hierboven genoemde zorginstellingen. De leerafdeling is een specifieke vorm van werkplekleren, waar ongeveer 10 mbo-deelnemers helpenden, verzorgenden en verpleegkundigen en hbo-studenten verpleegkunde op één zorgafdeling werken en leren. Deze deelnemers en studenten verrichten alle voorkomende verplegende en verzorgende activiteiten op de leerafdeling. Daarmee leren zij in een authentieke omgeving, namelijk de werkelijke beroepssituatie waar zij ook na het behalen van het diploma in werkzaam zullen zijn.
In 2009 is in het kader van dit project een literatuuronderzoek gedaan naar werkplekleren in het algemeen en werkplekleren op de leerafdeling in het bijzonder.
Dit literatuuronderzoek is gedaan door Dr. Jan Streumer, die als onderzoeker verbonden is aan het ‘doorbraakproject Werkplekleren regio Rijnmond’.
In deze publicatie treft u het verslag aan van het literatuuronderzoek.
Deze publicatie is de eerste in de reeks ‘Doorbraakproject Werkplekleren Regio Rijnmond’. In de reeks zullen de resultaten van de verschillende onderzoeksactiviteiten verschijnen. Het project loopt tot en met 31 augustus 2011. In de komende twee jaar zullen dan ook nog verschillende publicaties volgen.
Met deze publicaties hopen wij de resultaten voor een breder publiek dan alleen de partici- panten in het onderzoek beschikbaar te stellen. Wij hopen dat de resultaten van het onder- zoek bruikbaar zullen zijn om het leren op de leerafdeling verder te ontwikkelen, ook in andere leerafdelingen dan de leerafdelingen in de zorginstellingen die bij dit project betrokken zijn.
Rotterdam, januari 2010
Drs A.J.C.M. de Jongh,
Projectleider ‘Doorbraakproject Werkplekleren Regio Rijnmond’
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Breakthrough method in education, innovation-driven research or research-oriented innovation? "The Rotterdam approach", a case study
1. EAPRIL Conference November 23rd to 25th, 2011
Roundtable 23rd of November 13.45-15.15 hours
Workplace Learning in co-makership or intermediate VET: a methodological introduction
Breakthrough method in education, innovation-driven research or research-oriented
innovation? "The Rotterdam approach", a case study
Niek van den Berg & Jan Streumer
n.vandenberg@zadkine.nl
j.n.streumer@hr.nl
Introduction
Since 2008, VET College Zadkine, Rotterdam University of Applied Sciences and three
healthcare institutions in the Rijnmond region in the Netherlands have participated in the
national Workplace Learning Breakthrough Project – an initiative of the national Platform for
Vocational Education (HPBO). The project is a research and development project in which
schools, healthcare institutions and researchers work together on various issues of
workplace learning. The main question is: how can the cooperation between education and
professional practice in learning in the workplace (in so called learning departments) be
optimized, using both scientific and practical knowledge and experience?
The Rijnmond project focuses on workplace learning in learning departments in hospitals,
nursing homes and other healthcare institutions in the region. About ten students ‘care’
(intermediate level vocational education) and ‘nursing’ (intermediate level vocational
education as well as higher level of vocational education), work and learn together in a
learning department under the responsibility of qualified health professionals (work
supervisors and trainers). The student posts are supplementary and provide all possible
activities in the field of ‘care’ and ‘nursing’. They work and learn in an authentic setting,
namely the actual job practice, in which the students – after obtaining their diploma – will
continue their professional carreer. During their workplace learning route, they will be
supervised by healthcare professionals and teachers from intermediate and higher
vocational education (also designated as trainers).
In the project a major role is allocated to (practical) research and experimentation. Thereby,
"co-maker ship in triplicate" – between education and healthcare institutions, between
research and education, and between rural and regional actors – will be addressed (Van den
Berg, 2009; Van den Berg, De Jongh, Klous & Streumer, 2010). These activities are dedicated
to the improvement of the practice of workplace learning. This means that research is
focused on specific changes in that part of the curriculum that is situated in the professional
practice. The emphasis is on increasing the professional behaviour of trainers, offering them
a wider range of intervention tools to increase learning effects for students. During an
interim audit, the Audit Committie described the approach used in the Rijnmond project, as
"the Rotterdam approach" and the commission called for this approach to be documented
further. This resulted in the seventh report on the project, which specifically, addresses the
'co-maker ship' between research and education (Van den Berg & Streumer, 2011).
1
2. The Breakthrough Series and Breakthrough Method in Healthcare
The method underlying the Breakthrough Project Workplace Learning and other
Breakthrough projects in vocational education, has been developed in the last decade of the
twentieth century in the United States and was focused on healthcare. Some years later, this
breakthrough method was introduced in the Dutch healthcare sector.
Since 1999, the Institute for Healthcare Improvement CBO has put on pressure to implement
the BTS model in the Netherlands. In 2007 CBO published “Breaking Through with results in
healthcare” – a collection of a large number of project examples and a reflection on the
methodology – making the Breakthrough Method (also indicated as BTS model) available for
a wider audience (Schouten, Minkman, De Moel and Van Everdingen (ed.), 2007; Geurts,
2010a). The method involves "a fairly tight structure to introduce changes aimed at
improving an existing situation" (CBO, 2010, p.17). Organisations interested in the
breakthrough method are able to create a structure that enables parties to learn from each
other and from leading experts, both substantively and methodologically, in a field or
subject they want to improve – a combination of learning and changing. Collaborative
learning is a key element of the method. Therefore, the breakthrough method, is also
referred to as a ‘collaborative learning system’.
Research and practice: a problematic relationship
Geurts (2010a, 2010b, 2011) speaks of a disappointing situation with regard to the role
research plays in the innovation projects of HPBO. "(...) the returns on what works so far is
still disappointing; the same is true for available knowledge” (Geurts 2011, p.35). According
to Geurts this has to do with "a much more general phenomenon, namely the 'gap' between
educational practice and educational research. An analysis of the educational literature
shows that this view is widely shared (see e.g. Van den Akker, 1999, 2010, Barab & Squire,
2004; Ferrance, 2000, Martens, 2010; Dutch Education Council, 2003, 2006, Van den Berg &
Riemersma, 2006, Van den Berg, 2006; McKenny, Nieveen & Van den Akker, 2006, Plomp,
2010; Reeves, McKenny & Herrington, 2010; Verschuren, 2009; Van Tartwijk, 2011). It also
shows that the gap-issue has a long history. However, as noted by Broekkamp & Van Hout-
Wolters (2006), in recent years the debate becomes increasingly fierce and intense. Mono
causal analyses – the determination of a single cause, often associated with a plea for a
comprehensive and rigorous application of a solution – dominate frequently, resulting in a
polarized debate based on opinions and assumptions. It should be noted that this is not only
a 'battle' between concerned researchers and users of research data. Martens (2010) for
example, found himself within the so-called 'ivory tower' for a long time and therefore is
acquainted with the scientific culture from within. Now he seems to have shed his scientific
feathers, given his argument against the mores of the scientific enterprise. Even Reeves,
McKenny & Herrington (2010) hold an unequivocally clear opinion. They mention the
"hypocrisy of educational research as we know it." First, it is extremely difficult to assess the
impact of educational research on something that really matters; on the other hand more
and more countries and universities attempt to measure the 'impact' of their publications in
leading scientific journals based on citations analysis, which, according to the authors, are
"questionable" at the least.
In order to bring the different actors back to the discussion table – in a more constructive
way – the Dutch Education Council (2003) – in line with the demand of the Dutch Minister of
Education and Science – and Broekkamp & Van Hout-Wolters (2006), do not choose to
2
3. represent a specific group and do not want to defend solutions that arise from a specific
group, but give a neutral description of the supposed gap between the educational practice
and educational research from a broad perspective. They discuss the problematic situation
between both phenomena, the causes as well as the possible solutions. The Education
Council (2003) points to the way research generally is funded, to how the research agenda is
established, to how defects in the translation of and information on knowledge is
transferred towards the world of practice, and to weaknesses in the cooperation between
researchers, intermediaries and practice.
The intermediaries encounter problems of fragmentation, and on the side of the schools –
according to the Education Council – insufficient skills to exploit knowledge is involved.
According to the Council, knowledge producers must pay much more attention to the
implementation of knowledge, energy and money should be invested in knowledge
communities, and finally incentives are needed to improve knowledge management in
schools. Broekkamp & Van Hout-Wolters (2006) come to a similar analysis. According to
them, negative labels of research deal with (a) the output of educational research and / or
(b) the use of the research output in daily educational practice. Practitioners – teachers –
find reports on educational research often inaccessible, irrelevant and unreliable and
therefore pay little attention to research output. Even politicians are generally negative
about educational research. In their eyes, educational research is making little progress and
research findings often look trivial and are sometimes contradictory. At the same time
politicians tend to "selective shopping": they often choose studies that fit their ideas best.
Researchers have their own frustrations. Research outputs, are frequently irresponsibly and
ineffectively used in policies, professionalisation programs and (commercial) educational
materials. The use and quality of use often leave much to be desired. In addition,
practitioners are not sufficiently stimulated, equipped and supported to make use of the
research output.
Growing attention to practice based research
In the social sciences, theory-oriented research has long been the most common type of
research. This involved the construction of a coherent, abstract and generally accepted body
of knowledge. In this context, Verschuren (2009) speaks of a focus on 'knowledge for
knowledge'; Den Boer a.o. (2011) specify this as knowledge of 'what is true'. Results of this
type of analysis were primarily conceptual of nature. The influence of science on the social
reality was thus a long-term effect, blurringly unpredictable, slowly and diffuse. Especially
communications media and education played an important role in the dissemination of
knowledge, while scientists focused exclusively on their colleagues. This did not mean that
the practical relevance of science never came up.
Since the nineteen eighties, scientists pay more attention to social reality, which is more or
less the birth of the phenomenon of applied research. Verschuren (2009) characterises this
development as a transition to an "instrumental use" of science. The idea is that "research
should provide a more direct basis for making decisions, to solve problems and more
generally, to consciously and actively intervene in reality” (p. 25).
Characteristics and results of the Rijnmond Project
The regional Rijnmond Breakthrough Project as mentioned above, evolved from an already
existing 'community of practice’ to learning departments in health care, with representatives
3
4. from VET College Zadkine, Rotterdam University of Applied Sciences and a range of health
care institutions. With the introduction of learning departments the institutions hoped to
find a solution for (among others) the then impending shortages of traditional internships in
health care. Also the improvement of the flow of students (in health care programs) from
intermediate to higher vocational/professional education was an aim.
Learning departments have been on the rise elsewhere in the country for several years.
Since 2005 specific stimulants have been available and the number of learning departments
grew rapidly. The purpose of the community of practice in Rijnmond was to collect and share
(available) experiences and knowledge in setting up and running learning departments in
health care institutions as partners and to improve the actual practice. The community of
practice still exists and the number of participating institutions has increased drastically.
During this pilot phase of learning departments in Rijnmond, a small scale study on the
differences (and possible advantages) of learning departments in comparison with
traditional individual internships was done by Klingeman & De Lange (2008). According to
them, learning departments yield more benefits than traditional individual internships, but
as yet, their conclusion is not yet supported by other research (Streumer, 2010, p.26-33).
Because of this, the research question on the relation of design features to the effects and
efficiency of the learning departments compared with traditional individual internships,
remained open. For those involved in learning department, the Rijnmond Breakthrough
Project offers an opportunity for more research into the learning departments in the region
and also to benefit from the knowledge and experience in other regions and the national
research project (by Tilburg University). The regional project focuses on three learning
departments in hospital substitution health care (Hannie Dekhuyzen Humanitas, Rotterdam),
geriatric health care (the Plantation, Brielle) and psychiatric health care (Bavo Europoort,
Berkel and Rodenrijs).
Managers of these institutions, together with the project leader and the researchers, form a
steering group. In addition, a so-called 'consultation trainers' meeting’ is formed by the
project leader, the researchers, teachers form the participating schools and the
representatives of the participating health care institutions (in particular those who are
responsible for HRM and in service training). On December 9th, 2008, this 'consultation
trainers' meeting’ met for the first time. An important outcome of this meeting was that the
research done in the Rijnmond Project should, as much as possible, have the nature of
practice-based research and should be executed by researchers in close cooperation with
the trainers (teachers and mentors) of VET College Zadkine, Rotterdam University of Applied
Scjences and the participating health care institutions. This approach is aimed at helping
learning departments in action to become a learning community in which trainees and
trainers work and learn together. This approach appeals to all members of the learning
departments and is ratified by the steering group of the project.
As outlined in the national overarching project organisation in the steering group and the
'consultation trainers' meeting’ has been discussed and it was decided that in the first year
the trainers will go about their work as usual and that the emphasis of the research is on
describing what the actual situation is. In the second experimental year the trainers will
bridge the gap between the actual situation and the desired situation. Interventions will be
4
5. implemented to improve the situation. At the same time the innovation process and
outcomes will be monitored. This implies that before the summer of 2009 decisions had to
be made on what aspects (innovations) the Rijnmond Project had to focus in the
experimental phase.
Furthermore, the research questions of the regional Rijnmond Project were discussed and
specified according to the wishes of the HRM professionals and trainers. The outcome is a
document with research questions that has to be dealt with. The questions were as follows:
1) Does recent research literature provide directions for the design, effects and ‘return on
investment’ on workplace learning, and learning departments in particular?
2) What is the current practice (actual situation) of the learning departments with respect to
the design characteristics?
3) What are the effects and the efficiency of the learning departments?
4) What are the design features, impact and cost of traditional individual internships?
5) What is the difference between the design features, effects and efficiency of learning
departments compared to design features etc. of traditional internships?
6) Which competencies should trainers (teachers and mentors) vocational/professional of
the school and in practice possess to be able to create a ‘powerful context-rich learning
environment’ in a learning department?
These questions were answered by a combination of literature review and qualitative field
research (with interviews and reflection-reports). At a regional conference on October 8th,
2009, the researchers presented the results of the first two studies (questions 1 and 2) to
the HRM professionals and trainers. During the same session trainers and HRM professionals
explored a number of additional themes. In response to the outcome of this exploration, the
researchers made a list of further research topics and possible interventions (improvement
suggestions) for workplace learning in the learning departments. On January 19th, 2010, the
result (approximately 30 described options) were discussed and prioritised by trainers and
HRM professionals. The priorities were categorised in three cross-cutting themes: 1)
‘counselling fatigue’, 2) learn-work route of the students in the learning department
(intermediate as well as higher VET students ), and 3) the skills of trainers (intermediate as
well as higher VET teachers and mentors) in relation to theme 2.
At a further session of the 'consultation trainers' meeting’ on February 18th, 2010, it was
decided to focus on themes 2 and 3 and more in particular on what distinguishes learning
departments from other forms of workplace learning, namely learning and working together
(experts and novices) to realise effective (successful) and efficient learning processes and
outcomes. One of the principles of teaching departments is that learning and working
together adds value compared to individual forms of workplace learning. Firstly, this applies
for learning and working together by a group of intermediate and higher VET students.
Secondly, this applies to the collaboration of trainers (teachers and mentors) and students.
Thirdly, the group-approach of the workplace learning implies that mentors as well as
mentors and teachers (should) work together. Furthermore, trainers and researchers found
that, before improvements in the workplace are implemented, sufficient knowledge should
be collected on which choices can be made which will prove to be promising.
Regarding the research questions, it was agreed that the researchers would further
5
6. elaborate and accentuate the ideas set by the 'consultation trainers' meeting’ and develop a
proposal for a practical approach in which research, professionalisation and educational
improvement go hand in hand. The proposed approach does not only aim at substantive
answers, but also at giving substance to the professionalisation of trainers in relation to
improvements in students' learn-work route. On March 23rd, 2010, the 'consultation
trainers' meeting’ discussed the proposal developed by the researchers. This resulted in the
decision to start a small study concerning ‘counselling fatigue’ in one of the participating
health care institutions, where this problem was revealed. However, the main theme in the
proposed approach is "the learn-work route’of the student and the counselling skills of
trainers. The follow-up activities focus on aspects related to (successful and profitable)
collaboration and learning in learning departments of all involved. The relevant aspects for
successful collaboration and learning together are expected to lead to the intended learning
outcomes and the additional value of leaning departments compared to individual
traditional internships. In this context, three studies are planned:
1) literature review of counselling/coaching in learning departments,
2) field research on the design of the matching of students (student placement) and
interpersonal relationships on the work floor in learning departments between all working
and learning there and
3) field research (combined with an intervention aimed at the professionalisation of
mentors) focused on meaningful learning situations in the learning departments.
Based on the studies carried out, the researchers conclude that:
1. The variety of learning situations appointed, is an indication that the teaching
departments are basically rich learning environments. This richness could increase further, if
the learning departments would have more characteristics of a learning organisation, for
example by (explicitly) working on the implementation of health care innovations.
2. Meaningful learning is an issue in interactions between students and trainers, among
students, between trainers and between students and other persons (patients, relatives of
patients, other professionals in health care). In principle, due to the variety of relationships
in which the students are engaged, the learning potential of the learning department is
much higher than in an individual traditional internship. Mainly the group interaction
between students (peer review) and collaborative learning of students while working in the
learning department, are activities that do not exist in traditional individual internships.
According to students and trainers, these activities are very powerful for learning.
3. There is evidence that students learn more and/or learn faster, but hard evidence based
on comparative data is difficult to present. Data from tests, retention and graduation rates
and other data from study careers of students are available, but they are difficult to analyse
and interpret in relation to learning in learning departments compared to traditional
individual internships. Students take different internships, both individual and in learning
departments. As a result of the growth of the number of learning departments, almost all
students at any given time and even more than once in their educational career will be
assigned to a learning department, which makes a comparison difficult. Graus & Poortman
(2011) – researchers at the Utrecht Workplace Learning Project – also conclude that it is
difficult to attribute differences in learning (progress) exclusively to the two conditions:
learning in learning departments versus learning in individual internships. Learning
departments seem not inferior to an individual internship, but the question remains whether
students learn more in learning departments.
6
7. 4. The quality of learning in the learning department can be enhanced by several factors.
Besides a careful matching of students and health care institutions/trainers, good
information and clear and laid down agreements, trainers should have excellent coaching
skills, hands-on and ‘hands on the back’ competencies, social competencies that will enable
them to collaborate successfully with students and each other, and above all have a positive
learning attitude. Various research themes mentioned are examples of “critical professional
situations" of trainers that belong on the agenda of information sessions, training programs,
peer support programs etc., provided that trainers are really professionally interested and
want to learn about these themes. How such a professionalisation process can take shape,
has been tried out in a pilot. The pilot shows that an this kind of investment effect on the
quality of supervision/coaching.
The third study concerning meaningful learning situations has immediately been used to
design and to implement a professionalisation program for trainers, more in particular the
mentors. The experience here is that reflection-reports that were used in the study, are a
good basis for professional development through peer review .
Reflection
The issue of design and performance output of the learning departments compared to
individual internships, culminated into three years applied research by researchers of the
Rotterdam University of Applied Sciences and VET College Zadkine, in consultation with
trainers (teachers and mentors) from both schools and the three participating health care
institutions. All parties have had their input into the project and research plan. In line, the
researchers elaborated the formulated research questions in close consultation with the
other members of the 'consultation trainers' meeting’ . Next, the researchers conducted the
study, and communicated the results for each sub-study with the 'consultation trainers'
meeting’. The 'consultation trainers' meeting’ determined the significance of these findings
for the future: either input for interventions in the learning and supervision/coaching
process, or for further research.
Generally speaking, the method is more an alternation of 1) joint meetings of researchers,
trainers and HRM professionals of the health care institutions to determine the approach
and next steps, 2) preparation and carrying out research by the researchers and 3)
communicating the results to the 'consultation trainers' meeting’ followed by discussion,
then there is 1) once more. The plan – in line with the nationally agreed approach – to
explicitly experiment (designing and implementation of interventions) in the second year of
the project was not achieved. Instead, after the first research round, a second, more in-
depth study followed, in addition to relatively small scale improvements by teams or
individual trainers, plus the temporary suspension of one, later a second learning
department. The in-depth study was followed by a professionalisation program for trainers,
based on results of the prior field study.
The fact that research questions derived from already existing learning departments are the
basis for the current project, basically means that the Plan phase of the Plan-Do-Study-Act
cycle already passed and the Do-phase was already under way, before the Rijnmond
Breakthrough Project started. Any accommodating research was already available, but that
did not adequately respond the research questions of the project. With the start of the
7
8. current project they invested mainly in the Study-phase: to describe and evaluate the theory
and practice of workplace learning and workplace learning in learning departments in
particular, trying to grasp the effects of the learning departments, and the like. The
discussions and reports on these themes do give the professionals of the learning
departments an overview of the scientific insights in workplace learning (particularly through
the literature studies) and an a explicit and (more) objective view of their own work
practices (especially through field studies and the discussions).
The study did not produce concrete instruments – like manuals and so on – to improve the
practice, except for the form to describe meaningful learning that does occur in the learning
departments. Several participants in the project indicated that this form could also be used
by students and trainers in counselling/coaching situations; the pilot on the
professionalisation program provides clear evidence. However, the study first and foremost
has the function to encourage professionals to discuss the significance of research outcomes
for their own practice. This applies to both board and management of the health care
institutions involved as teachers, trainers and work supervisors. Increasingly they come to
the conclusion that the concept of learning departments should be reassessed to the
changed circumstances and opportunities. Full adjustment of the ‘learning department
concept’ is not (yet) an issue, although, as mentioned above, one, and later another learning
department temporarily stopped to rethink the format. The project helps them to
contemplate on the restart, as is shown in the words of one of the trainers in the concluding
dialogue between educators and researchers (June 2011): "To restart a learning department
that was punt on hold for two years, any material from the project is useful as discussion
material.” Trainers also make small improvements in their practice. One of the trainers said,
for example: "The discussion about ‘counselling fatigue’ of trainers was very informative and
has helped me to implement changes in practice.”
A strict distinction between the Study- and Act-stage where the revised innovation is re-
tested does not exist.
Regarding the co-maker ship between researchers and trainers the project leader and
researchers halfway during the project observed that professionals from research and
practice got to know each other and could easily find each other outside meetings (Van den
Berg, De Jongh, and Streumer Klous, 2010, p.9). In the final 'consultation trainers' meeting’
in June 2011 the attendees noted that the cooperation between trainers and mentors of
different institutions (schools as well as health care institutions), and cooperation amongst
these participants and researchers, are achievements of the project. Project participants are
positive about these achievements.
The 'practice based' nature of the research led to an intensive and positively valued
collaboration between educators and researchers. Inherent to this approach is that some
dangers are lurking: e.g. dangers related to the realisation of both good research (academic
quality) and impact in practice (improvements fuelled by the knowledge gained). The
impression may be that the Rijnmond project has produced more knowledge revenues than
change of practice.
8
9. Are the reports accessible enough? And at the same time: Is the scientific quality of the field
studies at stake? The "shortcomings" in the study can be attributed mainly to the (too?)
large and possibly one-sided emphasis on the content of the research study, the research
theme (instead of a sound and scientific accepted methodology) . Several authors, including
Verschuren (2009) have warned for this problem, but apparently this is an inherent risk of
various forms of applied, practice-based research. The actual phase of the project explains
why there is so much focus on content. The learning department is a relatively new form of
workplace learning, thus still under construction. This explains why It is often unclear what
scientific paradigm suits best. Thinking of concepts such as evidence-based practice and
practice-based evidence, the approach used in literature study and descriptive/comparative
fieldwork is an adequate mix, especially in combination with oral presentations and
subsequent discussions.
Conclusions
The teaching department as a form of workplace learning is still under construction, for
which inside and outside the region no examples are available. This has clear implications for
the possibilities of research. For example, it is still too early to apply 'hard' research
methods. Therefore, the study is primarily targeted to content. In itself, this is not wrong,
provided the requirements for high quality applied research are not violated. At this point it
appears the shoe in some cases pinches. Are the researchers to blame? Given their
backgrounds – professors with a specific assignment and experience in this field – the
answer must be negative. A much more plausible explanation lies in the 'double' innovation
built in in the project: firstly, the Breakthrough Method, which was unknown to all involved
and secondly, of course, the learning department itself. This has resulted in the Rijnmond
Project to be mainly a research-oriented innovation, and consequently hardly an innovation-
oriented research study. Research in the Rijnmond Project almost became an end in itself,
partly because the need for knowledge from practice was big. Simultaneously, the
researchers experienced that practice can sometimes be very stubborn, and that things
sometimes not happen as expected. Thus, concrete solutions for practical problems were
not always energetically tackled, which also may have to do with the inexperience with the
phenomena of the learning department.
‘Co-maker ship' and 'practice-based' are indeed the core of the Rotterdam Approach, but in
their reflection on the sometimes disappointing response of trainers, researchers are
puzzled, because the research approach was an explicit choice of trainers, instruction
sessions have been organised and also during the study weeks there has always been
contact. That should have enabled a high level of participation. Are there basic principles of
the Rotterdam Approach at stake? It seems that frequent and intensive mutual contacts are
no guarantee for successful research. Perhaps luck is another indispensible criterion for good
research?
9
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