In this response to the article by Matt Carlson and Chris Peters, we consider the challenge that the authors deem key for journalism studies and their answer to this challenge: “realist journalism studies.” We explore what the authors mean by decentring journalism studies, by “realism,” and the reason for wanting to keep journalism studies. We conclude by exploring what we consider the main challenge for journalism studies: to untangle what journalism does in society and how it can serve people and communities better, and what methodologies and theories we would need to do so from a place of curiosity, not opposition.
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Curiosity is a fundamental trait of human nature, and as such, it has been studied and exploited in many aspects of game design. However, curiosity is not a static trigger that can just be activated, and game design needs to be carefully paired with the current state of the game flow to produce significant reactions. In this paper we present the preliminary results of an experiment aimed at understanding how different factors such as perceived narrative, unknown game mechanics, and non-standard controller mapping could influence the evolution of players’ behaviour throughout a game session. Data was gathered remotely through a puzzle game we developed and released for free on the internet, and no description on potential narrative was provided before gameplay. Players who downloaded the game did it on their free will and played the same way they would with any other game. Results show that initial curiosity towards both a static and dynamic environment is slowly overcome by the sense of challenge, and that interactions that were initially performed with focus lose accuracy as result of players’ attention shift towards the core game mechanics.
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Study goal: This study was carried out to answer the following research question: which motivation do healthy volunteers have to participate in phase I clinical trials? - Methods: A literature search was done through Google Scholar and Academic Search Premier, followed by three interviews with volunteers who had recently concluded their participation in a (non-commercial) phase I trial. - Results: Our literature search revealed mainly commercial motives for volunteers to participate in phase I clinical trials. The interviews (with volunteers in a non-commercial trial) showed that other factors may also play a decisive role, such as: (1) wish to support the investigator (2) wish to contribute to science, (3) access to more/better health care (4) sociability: possibility to relax and to communicate with other participants (5) general curiosity. Precondition is that risks and burden are deemed acceptable. - Conclusions: financial remuneration appears to be the predominant motive to participate voluntarily in a clinical trial. Other reasons were also mentioned however, such as general curiosity, the drive to contribute to science and the willingness to help the investigator. In addition, social reasons were given such as possibility to relax and to meet other people. Potential subjects state that they adequately assess the (safety) risks of participating in a trial as part of their decision process.
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I intend to do an action research on how I can improve educating teachers by means of training them in reflective skills through Socratic Dialogue. In order to be able to meet demands posed to student teachers by the recently introduced changes in higher professional education in the Netherlands and also the didactics of new learning introduced at junior vocational education, they need to develop into Self-Directed Learners. We should help them equip themselves with more than just the necessary reflective skills. We should induce and facilitate the birth of genuine need to reflect. They should leave this education able to make justified choices for learning in their professional careers. And they should leave with a genuine curiosity and interest in other ways of thinking than their own. Having realized the importance and value of an open dialogue they will become self-conscious thinkers and practitioners who know how to learn to look and wonder about what they see. In the present situation, the students are asked to reflect on all sorts of items and situations connected with their study career and their school practice. Various models are offered to them (Korthagen, Hendriksen) in the hope that by reflecting, they will learn how to reflect. And they certainly do, to a certain extent. But what this extent is and how long it will be perpetrated after they leave the school is less certain. But the genuine need to reflect remains untouched upon. This can be done by means of training in Socratic Dialogue and training in facilitating one.
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In Signaal 59 stond ‘Een leven lang nieuwsgierig’, het eerste deel van 2 artikelen over nieuwsgierigheid. In deel twee, ‘Nieuwsgierigheid als geheim wapen’ wordt stilgestaanl bij: 1. Nieuwsgierigheid als persoonskenmerk van hoogbegaafden. 2. Factoren die nieuwsgierigheid kunnen beperken. 3. Praktische tips om nieuwsgierigheid te prikkelen. 4. Waarom nieuwsgierigheid een (geheim) wapen is.
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Purpose The purpose of this paper is to describe whether and how groups of nursing home residents respond to the interactive device “the CRDL”. The CRDL can translate touches between people into sounds. It recognises the type of touch and adjusts the produced sound accordingly. Design/methodology/approach This was as an observational explorative study. Responses were coded and analysed using an existing theoretical framework. Findings – The CRDL creates an atmosphere of playfulness and curiosity. It lowers the threshold to touch, provides an incentive to touch and encourages to experiment with different types of touches on arms and hands. The sounds the CRDL produces sometimes trigger memories and provide themes to start and support conversation. Involving a (large) group of nursing home residents to interact with the CRDL is challenging. Research limitations/implications In order to more fully understand the potential of the CRDL, its use should be studied in different group and individual sessions and the effects of tailored content, adjusted to individual preferences and/or stages of cognition should be explored. Finally, the effects of using the CRDL on the general wellbeing of nursing home residents should be studied. Practical implications The CRDL can help caregivers to use touch to make contact with (groups of their) residents. A session should be guided by an experienced caregiver. Some familiarisation and practice with the CRDL are recommended and a quiet environment is advised. Originality/value This paper demonstrates the potential of interactive objects, such as the CRDL, in the nursing home.
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Nieuwsgierigheid is een kenmerk dat een leven lang bij je blijft en dat je hopelijk op een zo positief mogelijke manier kan inzetten en beleven. Maar wat is nieuwsgierigheid? Waarom is de een meer en de ander minder nieuwsgierig? Wat zijn de voordelen van nieuwsgierigheid? Wat is de relatie tussen intelligentie, nieuwsgierigheid en studiesucces? Hoe kan je nieuwsgierigheid bevorderen? En is het eigenlijk wel zo handig altijd nieuwsgierig te zijn? In dit artikel wordt stilgestaan bij een aantal van de basisbegrippen over nieuwsgierigheid. Daarna worden bovenstaande vragen kort aangekaart.
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Onderzoeksplatform ‘Connected Learning: ’Al ruim vijftien jaar houdt De Haagse Hogeschool zich bezig met onderzoek als deel van haar missie. Terwijl onderwijs vaak geworteld is in monodisciplinaire vakgebieden, kan met onderzoek wat makkelijker gekeken worden naar domeinen in de samenleving (zorg, veiligheid, ondernemen, etc.) waarin complexe problematiek steeds vaker wél dan niet een multidisciplinaire aanpak vereist. Bijna niemand werkt nog alleen of met alleen vakgenoten aan problemen of uitdagingen. En die veranderende beroepspraktijk is bij uitstek het domein van het hoger beroepsonderwijs. Daar leiden we voor op. Het onderzoeken van en experimenteren met nieuwe uitdagingen in de praktijk verbindt ons sterker met de samenleving, het stelt ons in staat om ons beroepsonderwijs te vernieuwen en geeft docenten, onderzoekers en studenten de kans om zich te ontwikkelen door samen te werken aan vragen en uitdagingen die de toekomst van de beroepspraktijk vorm geven. Veel onderzoek wordt uitgevoerd onder begeleiding van lectoren die samenwerken met docent-onderzoekers, studenten, en professionals in het werkveld aan veelal meerjarige onderzoeksagenda’s die lijn aanbrengen in verschillende deelactiviteiten. Een van de manieren waarop De Haagse Hogeschool onderzoek organiseert is in de vorm van onderzoeksplatforms die zich richten op verschillende domeinen van de samenleving. Wij zijn ‘Connected Learning’, een onderzoeksplatform dat zich richt op leren in de netwerksamenleving - in de samenleving zelf, maar ook in de beroepspraktijk en in ons onderwijs. Aangenaam. Wat wij doen? Daar gaat dit boek over, dus daar verklappen we hier nog niets over. Wat verwacht u als u nadenkt over onze naam? Enig idee? Geen idee? Benieuwd? Lees verder om te ontdekken wat ons inspireert, uitdaagt en nieuwsgierig maakt. Sommige van onze ideeën zijn doordacht en doorleefd omdat we er al jaren onderzoek naar doen, andere zijn nieuw en dagen ons uit om er grip op te krijgen. Wij geven met dit boek een beeld van waar we staan in 2018. Zie het als een eerste kennismaking, met de nadruk op ‘eerste’: we werken graag met veel en verschillende partners. Zie het als visitekaartje van onze onderzoeksagenda. We hopen van harte dat u zich als lezer uitgenodigd voelt om met ons samen op zoek te gaan—misschien wel naar een gezamenlijke toekomst. ‘Connected Learning’ Research Platform: For over fifteen years, The Hague University of Applied Sciences has been carrying out research as part of its mission. While education is often rooted in monodisciplinary subject areas, research allows for a broader look at areas of society (care, security, entrepreneurship etc.), where complex problems more often than not require a multidisciplinary approach. Today, barely anyone works on problems or challenges alone or solely with colleagues from within the same subject area. Universities of applied sciences are uniquely placed to deal with these changes in professional practices; after all, we train the professionals who will one day enter that field. Researching and experimenting with new challenges in professional practice allows us to connect more strongly with society, enables us to be innovative in our professional training and gives lecturers, researchers and students the opportunity to develop themselves by cooperating on the challenges and issues that will shape the future of that professional practice. Most research is carried out under the guidance of professors who cooperate with lecturers/researchers, students and the professional field, mainly on long-term research agendas that provide an outline for various sub-activities. One of the ways in which research is organised at The Hague University of Applied Sciences is in the form of research platforms that focus on various areas of society. We are ‘Connected Learning’, a research platform focusing on learning in the network society — in that society as such, but also in professional practice and our education. Nice to meet you! So, what do we do? That’s what this book is about, so we’re not going to give anything away just yet. Just thinking about our name, what do you expect we do? Any ideas? Or not a clue at all? If you’d like to find out, keep reading to find out what inspires us, what challenges we face and what drives our curiosity. Some of our ideas are well-established because we’ve been researching them for years, while other, newer ideas are more challenging to grasp. This book provides an overview of where we stand in 2018. You could see it as an initial introduction, with the emphasis on “initial”; we work with many different partners, and we enjoy doing so. Alternatively, you could see it as a calling card for our research agenda. We sincerely hope that, as a reader, you feel encouraged to join us in our quest — possibly towards a joint future.
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This overview can be regarded as an atlas or travel guide with which the reader can follow a route along the various professorships. Chapter 2 centres on the professorships that are active in the field of Service Economy. Chapter 3 is dedicated to the professorships that are focussed on the field of Vital Region. Chapter 4 describes the professorships operating in the field of Smart Sustainable Industries. Chapter 5 deals with the professorships that are active in the field of the institution-wide themes of Design Based Education and Design Based Research. Lastly, in Chapter 6 we make an attempt to discover one or more connecting themes or procedures in the approach of the various professorships. This publication is not intended to give a definitive answer to the question as to what exactly NHL Stenden means by the concept of Design Based Research. The aim of this publication is to get an idea of everything that is happening in the NHL Stenden professorships and to pique one’s curiosity to find out more.
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