Supervision meetings give teachers and students opportunities to interact with each other and to co-regulate students’ learning processes. Co-regulation refers to the transitional process of a student who is becoming a self-regulated learner by interacting with a more capable other such as a teacher. During a task, teachers are expected to pull back their support and give opportunities to students to take responsibility. This study aims to explore the shifting patterns of co-regulation, feedback perception, and motivation during a 5-month research project. Participants were 20 students conducting research in pairs and six teachers who supervised these students. Two videotaped supervision meetings at the beginning and end of the research process and questionnaires on feedback perception and motivation were analysed. Results on co-regulation showed a constant and comparable level of regulation at the start and at the end of students’ research projects. Feedback perception did not change, but motivation decreased significantly.
Background: Given the demands posed by excessive practice quantities in modern dance, physical and mental health can be compromised. Therefore, there is a need to consider how quality of practice may be improved and possibly even reduce training times. Sports literature has shown that instructions and feedback given by coaches can have an effect on the quality of training and influence self-regulation and the performance of athletes. However, currently little is known about the use of instructions and feedback by dance teachers. The aim of the current study was, therefore, to examine the type of instructions and feedback given by dance teachers during various dance classes. Methods: A total of six dance teachers participated in this study. Video and audio recordings were made of six dance classes and two rehearsals at a contemporary dance university. The dance teacher’s coaching behavior was analyzed using the modified Coach Analysis and Intervention System (CAIS). Additionally, feedback and instructions were also examined in terms of their corresponding focus of attention. Absolute numbers, as well as times per minute (TPM) rates were calculated for each behavior before, during, and after an exercise. Absolute numbers were also used to calculate ratios of positive-negative feedback and open-closed questions. Results: Most feedback comments were given after an exercise (472 out of 986 total observed behaviors). Improvisation had the highest positive-negative feedback ratio (29) and open-closed questions ratio (1.56). Out of the focus of attention comments, internal focus of attention comments were used most frequently (572 out of 900). Discussion/conclusion: The results make clear that there is a large variability in instructions and feedback over teachers and classes. Overall, there is room for improvement toward a higher positive-negative feedback ratio, a higher open-closed question ratio and producing more comments eliciting an external focus of attention.
In this study, a data feedback program to improve teachers’ science and technology (S&T) teaching skills was designed and tested. The aim was to understand whether and how the four design principles underlying this program stimulated the intended teacher support. We examined how teachers in different phases of their career applied and experienced the employed design principles’ key aspects. Eight in-service teachers and eight pre-service teachers attended the data feedback program and kept a logbook in the meantime. Group interviews were held afterwards. Findings show that applying the four employed design principles’ key aspects did support and stimulate in- and pre-service teachers in carrying out data feedback for improving their S&T teaching. However, some key aspects were not applied and/or experienced as intended by all attending teachers. The findings provide possible implications for the development and implementation of professional development programs to support in - and pre-service teachers’ S&T teaching using data feedback.
Physical rehabilitation programs revolve around the repetitive execution of exercises since it has been proven to lead to better rehabilitation results. Although beginning the motor (re)learning process early is paramount to obtain good recovery outcomes, patients do not normally see/experience any short-term improvement, which has a toll on their motivation. Therefore, patients find it difficult to stay engaged in seemingly mundane exercises, not only in terms of adhering to the rehabilitation program, but also in terms of proper execution of the movements. One way in which this motivation problem has been tackled is to employ games in the rehabilitation process. These games are designed to reward patients for performing the exercises correctly or regularly. The rewards can take many forms, for instance providing an experience that is engaging (fun), one that is aesthetically pleasing (appealing visual and aural feedback), or one that employs gamification elements such as points, badges, or achievements. However, even though some of these serious game systems are designed together with physiotherapists and with the patients’ needs in mind, many of them end up not being used consistently during physical rehabilitation past the first few sessions (i.e. novelty effect). Thus, in this project, we aim to 1) Identify, by means of literature reviews, focus groups, and interviews with the involved stakeholders, why this is happening, 2) Develop a set of guidelines for the successful deployment of serious games for rehabilitation, and 3) Develop an initial implementation process and ideas for potential serious games. In a follow-up application, we intend to build on this knowledge and apply it in the design of a (set of) serious game for rehabilitation to be deployed at one of the partners centers and conduct a longitudinal evaluation to measure the success of the application of the deployment guidelines.
Brandweermensen lopen het meeste gevaar als ze onder tijdsdruk een gebouw moeten verkennen, of een brand moeten blussen terwijl de situatie nog niet goed kan worden overzien. Omvallende muren, instortende plafonds of gewoon gestruikeld over door de rook onzichtbare brokstukken leiden tot vermijdbare letsels of zelfs slachtoffers. Met name de inzet bij branden in stedelijke parkeergarages onder woontorens vormen een enorm risico. Het inzetten van onbemande, op afstand bestuurbare voertuigen voor verkenning en bluswerk is een oplossing die binnen de brandweer breed wordt gedragen. De brandweer moet deze innovatieve technologie echter zien te omarmen. Zij werken nu vanuit hun intuïtie en weten direct hoe te acteren op basis van wat zij waarnemen. Praktijkgericht onderzoek heeft echter uitgewezen dat scepsis over de inzet van blusplatforms bij incidenten plaats heeft gemaakt voor zeker vertrouwen. Een blusplatform, voorzien van juiste sensoren kan de Officier van Dienst (OVD) ondersteunen bij het nemen van een beslissing om al dan niet tot een ‘aanval’ over te gaan. Praktijktesten hebben echter laten zien dat de huidige blusplatforms nog niet optimaal functioneren om als volwaardig ‘teamlid’ te kunnen worden ingezet. Dit heeft enerzijds met technologische ontwikkelingen (sensoren en communicatieverbindingen) te maken, maar anderzijds moet de informatievoorziening (human-machine interfacing) naar de brandweer beter worden afgestemd. In dit project gaan Saxion, het instituut fysieke veiligheid, de universiteit Twente, het bedrijfsleven en vijf veiligheidsregio’s onderzoeken hoe en wanneer innovatieve blusplatforms op een intuïtieve manier kunnen worden ingezet door training én (kleine) productaanpassing zodat deze een volwaardig onderdeel kunnen zijn van het brandweerkorps. Een blusplatform kan letselschade en slachtoffers voorkomen, mits goed ingezet en vertrouwd door de mensen die daarvan afhankelijk zijn. Het vak van brandweer, als beroeps of vrijwilliger, is een van de gevaarlijkste die er is. Laten we er samen voor zorgen dat het iets veiliger kan worden.
Every organisation needs to have organised Company Emergency Response (CER) staff. The training of CER must combine knowledge acquisition with knowledge application in performing physical procedures and demonstrating skills. However, current training does not secure well-prepared CER-staff in the long term. Playful learning is that a more engaging type of training can be created which combines knowledge with skills training. But while social interactions can strongly and positively impact learning as well as motivation, this is not easily facilitated within digital learning environments Two questions are particularly important for playful learning designers: • How can playful learning make use of the combination of digital and non-digital working mechanisms to foster learning and motivation? • How can trainees learn and play together if they are not always present at the same time in within the same learning environment? The saying at IJsfontein is that individually you can progress, but only together you can persevere. The aim of this collaboration with Hanze University of Applied Sciences Groningen is to provide playful learning designers with concrete and reusable design guidelines for leveraging social processes in playful learning across the digital/non-digital boundary. As such, we seek to contribute to the practically-oriented design knowledge available to the creative industry through design research that is grounded in practice. This type of design knowledge can only be fully developed when evaluated across different contexts of application. Therefore, we will form a consortium of partners from the creative industry to write a joint follow-up funding application
