Learning activities in a makerspace are hands-on and characterized by design and inquiry. Evaluation is needed both for learners and their coaches in order to effectively guide the learning process of the children and for feedback on the effectiveness of the after-school maker activities. Due to its constructionist nature, learning in a makerspace requires specific forms of evaluation. In this paper we describe the development of an instrument that facilitates and captures reflection on the activities that children undertook in a library makerspace. Our aim is to capture learning in this context with multiple instruments: analysis of the artifacts that are made, observation of hands-on activities and interviews - which all are time consuming methods. Hence, we developed an easy to use tool for self-evaluation of maker learner activities for children. We build on the design of a visual instrument used for learning by design and inquiry in primary education. The findings and results are transferable to (formative) assessment and evaluation of learning activities by learners in other types of education and specific in maker education.
This study aimed to evaluate the children's usage and their physical activity levels at playgrounds with (N = 4) and without (N = 4) organized sports activities, following a quasi-experimental study design. Direct observations were used to assess the playground usage and estimate the playground users' age category, sex, and physical activity intensity level. The results indicated that playgrounds with sports activities were associated with 53% more users at the time of the activities. However, this increase was only seen in boys. Furthermore, playgrounds with sport activities were not associated with different physical activity levels in children as compared to children on regular playgrounds.
Background: Community care professionals need to encourage older adults in performing functional activities to maintain independence. However, professionals often perform functional activities on behalf of older adults. To change this, insights into the behavior and barriers of professionals in encouraging activities are required. In the current study, the MAINtAIN questionnaire, which was developed for nursing homes, was adopted. The objective was to create a modified version that is suitable for measuring behavior and barriers of community care professionals in encouraging functional activities of clients in the community care setting. The overall aims were to assess the content validity, construct validity, and internal consistency of the modified version. Methods: Data was collected by qualitative and quantitative methods in two phases. During phase one, the MAINtAIN was assessed on appropriateness and feasibility by community nurses (N = 7), and the adapted questionnaire was assessed on content validity by research experts (N = 9) and community care professionals (N = 18). During phase two, the psychometric properties of the adapted MAINtAIN-C were assessed in community care professionals (N = 80). Construct validity was evaluated by an Exploratory Factor Analysis (EFA), and internal consistency was determined by calculating Cronbach’s alpha coefficients. Results: The formulation, verbs, and wording of the MAINtAIN were adapted; some items were excluded and relevant items were added, resulting in the MAINtAIN-C with two scales, showing good content validity. The Behaviors scale (20 items) measures perceived behavior in encouraging functional activities, expressing good internal consistency (Cronbach’s alpha: .92). The Barriers scale measures barriers in encouraging functional activities related to two dimensions: 1) the clients’ context (7 items), with good internal consistency (.78); and 2) the professional, social, and organizational contexts (21 items), showing good internal consistency (.83). Conclusions: The MAINtAIN-C seems promising to assess the behavior and barriers of community care professionals in encouraging functional activities. It can be used to display a possible difference between perceived and actual behavior, to develop strategies for removing barriers in encouraging activities to foster behavioral change. The results also provide guidance for further research in a larger sample to obtain more insight into the psychometric properties.
MUSE supports the CIVITAS Community to increase its impact on urban mobility policy making and advance it to a higher level of knowledge, exchange, and sustainability.As the current Coordination and Support Action for the CIVITAS Initiative, MUSE primarily engages in support activities to boost the impact of CIVITAS Community activities on sustainable urban mobility policy. Its main objectives are to:- Act as a destination for knowledge developed by the CIVITAS Community over the past twenty years.- Expand and strengthen relationships between cities and stakeholders at all levels.- Support the enrichment of the wider urban mobility community by providing learning opportunities.Through these goals, the CIVITAS Initiative strives to support the mobility and transport goals of the European Commission, and in turn those in the European Green Deal.Breda University of Applied Sciences is the task leader of Task 7.3: Exploitation of the Mobility Educational Network and Task 7.4: Mobility Powered by Youth Facilitation.
Aeres University of Applied Sciences has placed internationalisation as a key driver in its overall strategy. By prioritising the internationalisation of education and educational consultancy the university has created solid opportunities for students, lecturers, and partners at regional, national, and international levels. Currently, more strategic development on internationalisation in applied research at Aeres is needed. There is an opportunity to utilise highly proficient researchers, state-of-the-art facilities, and an impressive national research portfolio, and for this, there is a need to develop international research agenda, a key priority for AeresResearch4EU. To address this need, Aeres University of Applied Sciences aims to strengthen its internationalisation efforts with its research activities, opening the door to many opportunities, and most importantly, creating an international research agenda spanning the university's three locations. The main objectives of AeresResearch4EU are to analyse the existing research strategy and professorships and develop them towards a global research agenda for the European Union. By focusing on international research projects, Aeres can further enhance its reputation as a leading institution for applied research in agriculture, food, environment, and green technologies. AeresResearch4EU aims to create new partnerships and collaborations with researchers and institutions across Europe, allowing Aeres to contribute to developing innovative and sustainable solutions to global challenges. With its strong commitment to internationalisation and its focus on applied research, Aeres University of Applied Sciences is poised to become an essential player in the European research landscape.
The overall purpose of this consultancy was to support the activities under the Environmental Monitoring and Assessment Programme of the UN Economic Commission for Europe (UNECE) in developing the 7th pan-European environmental assessment, an indicator based and thematic assessment, implemented jointly with the United Nations Environment Programme (UNEP) and in support of the 2030 Agenda for Sustainable Development. The series of environmental assessments of the pan-European region provide up to-date and policy-relevant information on the interactions between the environment and society. This consultancy was to:> Draft the input on drivers and developments to chapter 1.2 of the assessment related to the environmental theme “4.2 Applying principles of circular economy to sustainable tourism”.> Suggest to UNECE and UNEP the most policy relevant indicators from UNECE-environmental, SDG indicators and from other indicator frameworks such as EEA or OECD for the environmental theme for the sub-chapter 4.2.> Assess the current state, trends and recent developments and prepare the substantive part of sub-chapter 4.2 (summary - part I) and an annex (part II) with the detailed analysis and findings.
