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Publications
Publications (33)
De opgave van hogescholen verandert, onder invloed van maatschappelijke, economische en technologische ontwikkelingen. Hbo-docenten hebben een cruciale rol in het realiseren van die opgave. Zij begeleiden studenten bij hun vorming tot wendbare en weerbare professionals die de maatschappij nu en in de toekomst nodig heeft. De veranderende opgave van...
Economic, social and environmental changes place high demands on teachers and teacher education. Consequently, teacher education is challenged to design curricula that respond to and anticipate changes. Curricula are value‐driven and even though part of these values might be constant, the relative importance of values and the values themselves may...
In deze overzichtsstudie staat de vraag centraal hoe grensoverstijgende, in-society leeromgevingen in zorg en welzijn optimaal te ontwerpen. De studie geeft inzicht in hoe verschillende termen voor discipline- en professie overstijgend onderwijs worden gehanteerd. Uit 71 geselecteerde Engelstalige artikelen over multi-, inter-, trans- of cross-disc...
The goal of this study is to identify manifestations of responsiveness in teacher education curricula since designing for responsiveness is an underexposed topic in teacher education research. Teachers and teacher education are confronted with economic, social, and technological changes in society (Cochran-Smith & Villegas, 2015). Teacher education...
The focus of this chapter is on learning for and in practice and learning environments that afford such learning. In a systematic review of literature on learning processes and learning activities of (future) professionals we searched for designable elements of learning environments which may elicit learning. We start from a socio-cultural perspect...
Within vocational education for two years research has been conducted at an institutional level into the design of learning environments at the boundary of school and work. In a multiple case study 45 learning environments have been analyzed on 1) where the learning environment is situated on the school-work boundary, 2) the
designable elements of...
In het licht van de ambities van de verenigde hogescholen om uitdagende en rijke leeromgevingen te ontwerpen (Vereniging Hogescholen, 2019) is het belangrijk om een optimale verbinding te realiseren tussen de contexten van ‘school’ en ‘werk’. In dit artikel presenteren we verschillende soorten leeromgevingen op de grens van school en werk en de bij...
Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional educat...
Educational institutions and vocational practices need to collaborate to design learning environments that meet current-day societal demands and support the development of learners’ vocational competence. Integration of learning experiences across contexts can be facilitated by intentionally structured learning environments at the boundary of schoo...
This study focuses on the school–work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers’ considerations, which generally remain large...
In dit artikel vragen we ons af of het lerarentekort in combinatie met de behoeften van jongeren, samenleving en beroepspraktijk vraagt om een andere organisatie van onder-wijs en een breder concept van 'de docent' dan nu het geval is. De noodzaak tot ander onderwijs en andere onderwijsprofessionals is wellicht het meest voelbaar in het middel-baar...
Many learning environments in vocational education aim to connect the contexts of school and work. Examples are work-related projects, workplace simulations, student-run clinics and hybrid learning configurations. The definitions and terms used to refer to these learning environments are not consistent and little is known about their characteristic...
In this case study six learning environments in Dutch vocational education were selected to collect empirical evidence for distinct manifestations of two types of connective designs: (1) designs based on incorporation and, (2) designs based on hybridisation. The selected cases differed in location, professional domain and position in the overall cu...
A lot of educational technology has been designed, developed and tested that supports classroom-based teaching. Technology that supports workplace learning is much less available and knowledge about the design of such technology is scarce. We co-designed, co-developed and tested a web-based application that supports the learning process of teacher...
The goal of higher professional education is to enable students to develop into reflective practitioners, having both a firm theoretical knowledge base as well as appropriate, professional attitudes and skills. Learning at the workplace is crucial in professional education, because it allows students to learn to act competently in complex contexts...
In this chapter, competence-based education (CBE) will be studied from the perspective of the curriculum. We will give an overview of what CBE entails, and review current practice and research on the status quo of CBE in Dutch VET. For this, we shall use peer-reviewed research and more practical, so-called ‘grey publications’. After a brief histori...
This paper presents the insights of an analysis of an industry-school-partnership in the railway industry and the collaborative effort to design a learning environment across the school-work-boundary. School and work can be seen as distinct practices, with different aims (schooling and working) and with different cultural and local histories. We po...
Technology-enhanced learning can be used to replicate existing teaching practices, supplement existing teaching or transform teaching and/or learning processes and outcomes. Enhancing workplace learning, which is integrated into higher professional education, with technology, calls for designing such transformations. Although research is carried ou...
This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary. VET-curricula are designed on the basis of two main types of learning arrangements, namely, the plan for learning in school and for learning at the workplace. A challenge for curriculum development is creating consistency between different arran...
Leren en werken goed laten aansluiten? Een complex vraagstuk! Studenten en startende werknemers zijn vaak niet optimaal voorbereid, opleiders weten niet goed wat er op de werkvloer speelt en praktijkbegeleiders hebben weinig zicht op wat stagiairs al op de opleiding hebben geleerd. Daarnaast zijn er vanuit Human Resources Development vragen over he...
Met behulp van de begrippen rond boundary crossing (zie vorige hoofdstuk) kunnen opleiders problemen of uitdagingen in de samenwerking tussen praktijken analyseren. Mogelijk is de communicatie tussen schoolpraktijk en beroepspraktijk over de inrichting van de opleiding niet optimaal, of blijven studenten aanhikken tegen verschillen die ze ervaren t...
This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety...
We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects...
Designing authentic, project-based learning environments in higher professional education is far from clear-cut yet and can be a difficult task for teachers. The research question driving our research was: How can we design and improve project-based, ICT-supported learning environments in higher professional education? It was our aim to find valuab...
