This study analyses the dilemmas and practical problems in implementing competence-based vocational education through 11 case studies. Schools seem to meet various fundamental issues, but it remains difficult in what way the acquisition and use of a way of knowing and thinking that is based on vocational theory can be stimulated. Reflection, authenticity and coaching seem to missing. In order to explain these results, the article also reflects on factors that account for the distance between promising concepts and actual teaching practice.
Research-based teacher education can be understood in different ways: as a call to understand teacher education institutions as research institutions, as the ambition to educate student teachers to have an inquiring attitude, as the basing of teacher education curricula on the latest research, or as a combination of all three.In this chapter we reflect on a method of connecting research, curriculum development and practice in teacher education, presenting a case study of a conversational community of teacher educators and researchers. The aim of the conversational community was to understand the process of curriculum design in teacher education as an inspiring and practical combination of design research, self-study, collaborative action research and curriculum study by teacher educators. This process was supported by a conversational framework in which curriculum development was understood as an ongoing dialogue between vision, intentions, design and practice in the teacher education curriculum. Using the conversational framework in this single case study of a conversational community, we have tried to connect teacher education research, curriculum development and practice in a meaningful way.
The past decades have shown an accelerated development of technology-enhanced or digital education. Although an important and recognized precondition for study success, still little attention has been paid to examining how an affective learning climate can be fostered in online training programs. Besides gaining insight into the dynamics of affective learning itself it is of vital importance to know what predicts trainees’ intention to transfer new knowledge and skills to other contexts. The present study investigated the influence of five affective learner characteristics from the transfer literature (learner readiness, motivation to learn, expected positive outcomes, expected negative outcomes, personal capacity) on trainees’ pre-training transfer intention. Participants were 366 adult students enrolled in an online course in information literacy in a distance learning environment. As information literacy is a generic competence, applicable in various contexts, we developed a novel multicontextual transfer perspective and investigated within one single study the influence of the abovementioned variables on pre-training transfer intention for both the students’ Study and Work contexts. The hypothesized model has been tested using structural equation modeling. The results showed that motivation to learn, expected positive personal outcomes, and learner readiness were the strongest predictors. Results also indicated the benefits of gaining pre-training insight into the specific characteristics of multiple transfer contexts, especially when education in generic competences is involved. Instructional designers might enhance study success by taking affective transfer elements and multicontextuality into account when designing digital education.
MULTIFILE
Economic and environmental sustainability are the two main drivers behind today’s logistics innovation. On the one hand, Industry 4.0 technologies are leading towards self-organizing logistics by enabling autonomous vehicles, which can significantly make logistics transport efficient. Detailed impact analysis of autonomous vehicles in repetitive, short-distance inter-hub transport in logistics hubs like XL Business park is presently being investigated in KIEM project STEERS. On the other hand, the zero-emission technology (such as battery electric) can complement the autonomous logistics transport in making such a logistics hub climate-neutral. In such a scenario, an automatic vehicle charging environment (i.e., charging infrastructure and energy supply) for autonomous electric vehicles will play a crucial role in maximizing the overall operational efficiency and sustainability by reducing the average idle time of both vehicles and charging infrastructure. The project INGENIOUS explores an innovative idea for presenting a sustainable and environment-friendly solution for meeting the energy demand and supply for autonomous electric vehicles in a logistics hub. It will develop and propose an intelligent charging environment for operating autonomous electric vehicles in XL Business park by considering its real-life settings and operational demand. The project combines the knowledge of education and research institutes (Hogeschool van Arnhem en Nijmegen and The University of Twente), industry partners (HyET Solar Netherlands BV, Distribute, Bolk Container Transport and Combi Terminal Twente), and public institutes (XL Business Park, Port of Twente, Regio Twente and Industriepark Kleefse Waard). The project results will form a sound basis for developing a real-life demonstrator in the XL Business park in the subsequent RAAK Pro SAVED project. A detailed case study for Industriepark Kleefse Waard will also be carried out to showcase the broader applicability of the INGENIOUS concept.
Improving equal access to inclusive and high-quality services ineducation, training and lifelong learning by developinginfrastructure, including by promoting resilience for education andtraining at a distance and online.
Being objective as a journalist indicates a distance to your sources and maintaining the role of a neutral bystander. This principle echoes in journalism education; generally speaking, to call something objective is a compliment and to say something is subjective is a warning. This journalistic role perception faces criticism since the late twentieth century. There’s extensive scholarly research looking to bridge the gap between objectivism and subjectivism, but journalistic education still widely prioritizes a binary perception of these principles, putting a strong emphasis on objective reporting. This PD aims to integrate artistic practices into journalism education that advocate a more balanced approach of the assumed objective-subjective dichotomy. One such approach is live journalism, where the artistic method extends to productional outcome, usually in the form of a journalistic narrative brought before a live audience. Research shows that, whereas visitors still think such productions should be fact-based, the fact that journalists had (made) a personal connection to their subject was seen as essential to the credibility of their work. This presupposes that journalism in this context is not merely a profession, but rather a person carrying out a profession. This PD intends to not only accept a certain subjectivity, but to explore its potential in journalism education. It plays with the concept not as being or becoming personally opinionated as a journalist, but as subjecting the self as a reporter. Research shows that for journalists, such an active connection to a target audience and an attitude to want to hear more than an answer to a question leads to a more representative understanding of the position and predicaments of a social group. In this light, the objective and subjective do not present themselves as a T-junction where the journalist chooses either one or the other; they appear in mutuality.
