Studying real-time teacher-student interaction provides insight into student's learning processes. In this study, upper grade elementary teachers were supported to optimize their instructional skills required for co-constructing scientific understanding. First, we examined the effect of the Video Feedback Coaching intervention by focusing on changes in teacher-student interaction patterns. Second, we examined the underlying dynamics of those changes by illustrating an in-depth micro-level analysis of teacher-student interactions. The intervention condition showed significant changes in the way scientific understanding was co-constructed. Results provided insight into how classroom interaction can elicit optimal co-construction and how this process changes during an intervention.
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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 school and work. Such learning environments are co-constructed by educational institutions and vocational practices. However, co-construction is challenged by differences between the practices of school and work, which can lead to discontinuities across the school–work boundary. More understanding is needed about the nature of these discontinuities and about design considerations to counterbalance these discontinuities. Studies on the co-construction of learning environments are scarce, especially studies from the perspective of representatives of work practice. Therefore, the present study explores design considerations for co-construction through the lens of vocational practice. The study reveals a variety of discontinuities related to the designable elements of learning environments (i.e. epistemic, spatial, instrumental, temporal, and social elements). The findings help to improve understanding of design strategies for counterbalancing discontinuities at the interpersonal and institutional levels of the learning environment. The findings confirm that work practice has a different orientation than school practice since there is a stronger focus on productivity and on the quality of the services provided. However, various strategies for co-construction also seem to take into account the mutually beneficial learning potential of the school–work boundary.
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When children learn in a group context they also co-construct knowledge (Thelen & Smith, 1994). This means that, rather than undergoing parallel learning processes, we conceive knowledge as emerging between two or more individuals. In this presentation, we aim to demonstrate the process of knowledge co- construction situated in peer interaction.The child utterances from the two video fragments were first coded based on their complexity level of reasoning, using a coding scheme based on Fisher’s SkillTheory (Fischer, 1980). This is a cognitive developmental theory that categorizes scientific knowledge into three increasingly differentiated tiers of complexity (Fischer &Bidell, 2006). Next, the moment-to-moment codes were smoothed using a LOESS technique. This allows us to visualize the real-time dynamics of co-constructedknowledge. We examined the data for two peers separately as well as for the whole interaction as one process. With this distinction, we aim to highlight characteristics ofthe co-construction of knowledge (i.e., how do key individuals co-construct knowledge), and characteristics of the emergent knowledge (i.e., how does the general level of complexity emerge over time?).Results show that, as a group, the students reached a relatively high level of complexity over the course of the interaction and that, when zooming in on the interaction between two specific students (L1, L3), the utterances of one student (L3) often followed those of another (L1). In the presentation, we will discuss how these process characteristics contribute to our understanding of problem-solving processes, as well as advantages and disadvantages of using time series
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This paper introduces a creative approach aimed at empowering desk-bound occupational groups to address the issue of physical inactivity at workplaces. The approach involves a gamified toolkit called Workplace Vitality Mapping (WVM) (see Figure 1) designed to encourage self-reflection in sedentary contexts and foster the envision of physical vitality scenarios. This hybrid toolkit comprises two main components: A Card Game (on-site) for context reflection and a Co-design Canvas (Online) for co-designing vitality solutions. Through the card games, participants reflect on key sedentary contexts, contemplating their preferable physical vitality scenarios with relevant requirements. The co-design canvas facilitates the collaborative construction and discussion of vitality scenarios’ development. The perceptions and interactions of the proposed toolkit from the target group were studied and observed through a hybrid workshop, which demonstrated promising results in terms of promoting participants’ engagement experience in contextual reflections and deepening their systemic understanding to tackle the physical inactivity issue. As physical inactivity becomes an increasingly pressing concern, this approach offers a promising participatory way for gaining empathetic insights toward community-level solutions.
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Considering the challenges on sustainable agriculture in the district, different institutions join hands to overcome these issues and respond to the felt need of working more integrative both in the agricultural sector and environmental knowledge system. Adding a sense of urgency due to COVID-19 into problem analysis, these institutions accelerated the ambition to develop a Digital Farmer Field School (DFFS). This paper elaborates on the co-construction of principles for the design of a Digital Farmer Field School (DFFS) by the local stakeholders in Enrekang district. The local design team design of the DFFS Enrekang is composed of a transdisciplinary team from relevant government institutions and research institutions. The design principles of DFFS are built around inclusive design principles, concepts of interface usability based on different type of access to digital technology models, responsible innovation criteria and learning principles of farmer field school (FFS). The DFFS Enrekang design principles serve as guiding principles and shared value among the collaborating institutions to combine ambition, inspiration, and accountability in the DFFS management and development processes. This tablet based digital learning platform aims to provide an alternative for farmers to access information on sustainable agricultural and environmental practices.
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In response to a rapidly changing, increasingly insecure and complex labor market, career counselors and researchers are developing methods that can meet the needs of individuals who would navigate this new terrain. In the last two or three decades, narrative career counseling practices (Cochran, 1997; McMahon & Watson, 2012; Reid & West, 2011; Savickas, 2012) have been developed to promote career adaptability (Savickas, 2011) and career resilience (Lyons, Schweitzer & Ng, 2015). Narrative counseling (i.e. career construction) is founded on the idea that in order to survive and thrive on the labor market of the 21st century, individuals must reflexively construct their identities in a process of meaning making, where identity is co-constructed in the form of a narrative: a story about who one is that provides both meaning and direction (Wijers & Meijers, 1996). LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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The intention of this chapter is to show how autoethnographic research might promote reflexivity among career professionals. We aim to answer the question: can writing one’s own life and career story assist career practitioners and researchers in identifying patterns, idiosyncrasies, vulnerabilities that will make them more aware of the elements that are fundamental to career construction and that have been mentioned in a variety of disparate places in the existing career literature? What interested us as career researchers and co-creators of the narrative approach Career Writing in considering the innovative intention of this book, was how writing our own career story could deepen our professional reflexivity and might also help others to do so. https://doi.org/10.1007/978-3-030-22799-9_30 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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Traditionally, the construction industry in New Zealand and in other countries has seen a low productivity and a low track record for successful innovations (Fairweather, 2010). The industry also lags in sustainability (e.g. Nemry, 2008) when seen from a broader or lifecycle perspective. This has a negative impact on private and government spending, on quality and health/wellbeing, and on the environment.This paper posits that the construction industry needs non-incremental (disruptive or discontinuous, i.e. modular, architectural, system or radical) sustainable technology innovations to make drastic improvements in sustainability. Such innovations are often procured (acquired) and (co-) developed by small entrepreneurial firms thus introducing such innovations into the construction and building industry. However it is unclear exactly how entrepreneurial small firms procure non-incremental sustainable technology innovations.
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Uit het rapport: "De opgave voor sociale woningbouwrenovatie in Nederland is enorm. De woningen moeten na renovatie veel energiezuiniger zijn. Maar corporaties en bewoners willen de renovatie snel, van hoge kwaliteit, duurzaam, goedkoop en met weinig overlast. De bouwsector heeft grote moeite om aan deze verwachtingen te voldoen, zeker nu een tekort aan gekwalificeerde arbeid dreigt. De bouwbedrijven hebben de afgelopen jaren niet stilgezeten. Bouwbedrijven passen lean-principes toe en de realisatie van sociale woningbouwprojecten is duidelijk beter onder controle. Maar het proces voorafgaand aan de realisatie van de sociale woningbouwrenovatie (het voortraject) is vaak verre van optimaal. Actoren in dit voortraject geven aan dat er sprake is van miscommunicatie, late wijzigingsvoorstellen, gebrekkige sturing en omissies. Het gevolg is dat de bouwpartijen in het voortraject van sociale woningbouwrenovaties relatief veel kosten maken, het voortraject lang duurt en niet optimaal is. In het kader van een SIA RAAK MKB-project beantwoorden lectoraten van HU en HAN samen met opleidingen en bedrijfsleven de vraag: Hoe kan het voortraject van sociale woningbouwrenovatieprojecten efficiënter en effectiever gemaakt worden vanuit een algemene procesaanpak (toolbox) inclusief bijbehorend procesinstrumentarium (tools) die naar gelang de situatie flexibel kan worden ingezet? Centraal in het project staat het vormgeven van een toolbox die helpt bij het opzetten van een beheerssysteem voor het efficiënt doorlopen van het voortraject (definitie, ontwerp en voorbereiding) van sociale woningbouwrenovatieprojecten. Figuur 1 geeft het basismodel weer dat ten grondslag ligt aan het onderzoek. Voor een goed beheerssysteem is kennis nodig van beheersconcepten, methoden en technieken (pijl 1) én van de kritieke succesfactoren van bouwprojecten (pijl 2). Een goed beheerssysteem is in staat om met de juiste beheersconcepten de kritieke succesfactoren te monitoren en te sturen om op deze wijze te komen tot een effectief en efficiënt voortraject (pijl 3). Dit voortraject bereidt de projectuitvoering voor (pijl 4). Samen bepalen ze het uiteindelijke succes van een bouwproject (pijl 5). Kritieke succesfactoren kunnen achterhaald worden door het succes (of falen) van complete bouwprojecten te analyseren (pijl 6). Kenmerken van het bouwproject zijn in belangrijke mate bepalend voor de invulling van de verschillende elementen in het denkmodel. Dit eerste deelrapport behandelt de eerste stap in het onderzoek: een inventarisatie van gehanteerde beheersconcepten. In het bijzonder de beheersconcepten die een link hebben met de gedachten rond lean. De onderzoekers hebben zich vooral gericht op beheersconcepten die vanaf de tweede helft van de vorige eeuw zijn ontstaan. Daarmee geven de onderzoekers niet aan dat traditionele beheersconcepten niet goed zijn. Deze concepten zijn echter alom bekend. In de bouwbranche kent eenieder de traditionele samenwerking waarbij de opdrachtgever een bestek “op de markt zet” en de laagste bieder het ontwerp mag uitvoeren. De onderzoekers beschrijven de kenmerken van 14 concepten met behulp van bestaande literatuur over deze concepten. De concepten staan in de volgende 14 hoofdstukken steeds op dezelfde manier omschreven. Eerst omschrijven de onderzoekers de kenmerken van het concept. De kenmerken staan in de tekst vetgedrukt aangegeven. Vervolgens gaan de onderzoekers in op de situatie waarbij het concept toepasbaar is. Ook de voorwaarden om het concept toe te passen staan vetgedrukt aangegeven. Daarna geven de onderzoekers aan waaraan het concept bijdraagt, ook weer vetgedrukt per aspect. De vetgedrukte onderdelen komen terug in de conclusie. De onderzoekers sluiten een hoofdstuk steeds af met een lijst met interessante literatuur over het concept. In de conclusie maken de onderzoekers een koppeling tussen de kenmerken, de voorwaarden en de doelen van de 14 concepten en de kritieke succesfactoren zoals deze door Chua, Kog en Loh (Critical Success Factors fot Different Project Objectives, 1999) worden omschreven. De onderzoekers hebben deze conclusie gebruikt om tot de volgende stap in het onderzoek te komen."
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The Saxion Research Centre for Design and Technology employs many students during research projects. This paper discusses a series of student design projects on safety helmets in the Safety@Work project. At construction sites workers are required to wear personal protective equipment during their work. However, there is often a lack of intrinsic motivation for wearing them.The series of projects focus on raising intrinsic motivation to wear safety helmets by adding features, and making the safety helmet more comfortable to wear. Co-design principles were used for five consecutive projects. The first projects got a clear view of the problems while wearing safety helmets. Later projects focused on designing prototypes, constructing prototypes, and eventually conducting usability studies with construction site workers. Students are given the opportunity to familiarize themselves with companies, research groups at the university, and test their ideas in the real world. A reflection of the process is described.This paper was presented on the International Conference on Engineering and Product Design Education at the University of Twente, Enschede, the Netherlands, 4 and 5 September 2014.
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