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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The central aim of this thesis was to increase understanding of designing vocational learning environments at the school–work boundary. Four studies were conducted, focusing on learning environment designs at the school–work boundary and on design considerations of the actors involved in their construction, both from the world of school and the world of work.
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Vibrational and structural properties of lead-free piezoelectric (1-x)Na0.5Bi0.5TiO3–xCaTiO3 (0 < x < 1.00) solid solutions have been investigated using Raman spectroscopy and X-ray diffraction. Different anomalies were detected and analyzed taking into consideration the phase transition from rhombohedral to orthorhombic phase at room temperature. All Raman bands were interpreted through the variation in the peak positions (frequency) and the corresponding half-widths at half maximum (HWHM) as a function of x. XRD used as a complementary technique to Raman spectroscopy, showed that the rhombohedral – orthorhombic phase transition went gradually through an intermediate phase consisting of a mixture of rhombohedral (R3c) and orthorhombic (Pnma) structures and that the fraction of orthorhombic phase increased with CT composition. The results show that the morphotropic phase boundary (MPB) is located between 0.09 and 0.15.
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This systematic review aims to take stock of the current knowledge regarding the possible processes, challenges, favourable conditions, and potential for change involved in translanguaging within and across learning settings in the case of multilingual children with a migration background engaged in disciplinary content learning. This study includes 94 publications identified and selected following the PRISMA guidelines. The results point towards seven constitutive and leveraging processes involved in translanguaging. Constitutive processes refer to processes through which translanguaging practices can be enacted (i.e., combining linguistic features attributed to different named languages; employing semiotic features multimodally; translating; comparing). Leveraging processes are processes through which such practices can be promoted (i.e., collaborating; brokering; designing a multilingual linguistic landscape). Furthermore, both challenges to and favourable conditions for translanguaging in in-school and out-of-school settings are linked to efforts to maintain and challenge the prevalent monolingual norm at the level of policies, institutions, educators, children, and caregivers. Finally, building on a boundary-work lens, we show that translanguaging involves significant potential for change, establishing continuity across learning settings for multilingual children with a migration background; however, this continuity emerges in a dynamic interplay with discontinuities for institutional settings and even children themselves.
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At the 2008 ECER conference Ellström introduced the concept of interactive research. Interactive research often takes place in the context of innovation processes. In this proposal we chose to focus on the context of educational innovation. In contemporary Dutch education, particularly in vocational education, many innovation projects take place in which research is incorporated. As there are no clear-cut answers in how to organize the interaction between such innovation and research, we studied three projects in Dutch vocational education from the learning perspective one can take on the interplay between knowledge creation and innovation (Ellström, 2010)
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The Centre of Research in Knowledge Organisations and Knowledge Management of Zuyd University has developed a knowledge management scan. The scan initiates from two models. The first model is based on the Value Based Knowledge Management approach (Tissen, Andriessen & Lekanne Deprez, 1998) and includes 6 basic abilities of a knowledge-intensive organisation that will enable the organisation to operate successfully in a knowledge based economy (.The second model, developed by Wierdsma and Swieringa (2002), categorises organisations according to their level of learning that is to say, how it develops a specific learning ability. Both models are briefly reviewed within this paper. This knowledge management scan is a tool that enables an organisation to assess the development of its six basic abilities. Once the organisation has a clear insight into its own abilities, it will be able to strengthen its overall learning ability and improve the organisations’ competitive position. Additionally we take a close look at our research approach for developing and implementing the knowledge management scan. The scan encompasses 15 statements per ability (90 statements in total). The complete scan will be assessed on a five-point scale by a representative group of selected employees and managers of an organization, supervised by a researcher/consultant. During the analysis of the results and the presentation of recommendations, specific attention is paid to those statements that achieve high and low scores respectively (invitation to implement improvement actions) and statements that have a relatively high spread across a broad range (differences of opinion or the statement is open to different interpretations). In particular we have examined how the knowledge management scan was put into practice in one of the departments of Zuyd University. After a short summary of the organisation's initial situation, we discuss subsequent steps taken during the assessment, analysis and the advisory process. This paragraph is followed by a concise summary of the results generated by the scan. Finally we offer the recommendations and subsequent steps to be taken to implement these advices in the near future.
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Purpose: The purpose of this paper is to inform the reader of some emerging trends in placemaking and digital destination management, while providing a conceptual background on shifts in architectural design. Design/methodology/approach: The trend paper is based on a fundamental bibliographic view on evolutions in placemaking, from architectural design to spatial agency, integrated by and contextualized in tourism trends, however possibly anecdotal. Findings: The trend paper identifies a fundamental shift from architectural processes to spatial agency as organizing principle for placemaking, discussing how digital tourism trends are formed or forming change in this. Originality/value: The trend paper newly relates otherwise distant and unrelated fields, namely architectural design theory and tourism trends, by connecting at the level of IoT and IT digital technologies, exploring the impact and the mutual role played by its two constituencies.
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This paper aims to quantify the evolution of damage in masonry walls under induced seismicity. A damage index equation, which is a function of the evolution of shear slippage and opening of the mortar joints, as well as of the drift ratio of masonry walls, was proposed herein. Initially, a dataset of experimental tests from in-plane quasi-static and cyclic tests on masonry walls was considered. The experimentally obtained crack patterns were investigated and their correlation with damage propagation was studied. Using a software based on the Distinct Element Method, a numerical model was developed and validated against full-scale experimental tests obtained from the literature. Wall panels representing common typologies of house façades of unreinforced masonry buildings in Northern Europe i.e. near the Groningen gas field in the Netherlands, were numerically investigated. The accumulated damage within the seismic response of the masonry walls was investigated by means of representative harmonic load excitations and an incremental dynamic analysis based on induced seismicity records from Groningen region. The ability of this index to capture different damage situations is demonstrated. The proposed methodology could also be applied to quantify damage and accumulation in masonry during strong earthquakes and aftershocks too.
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This entry begins by reviewing the definitions of “human”, “environment” and “dichotomy”, consequently turning to the debates concerning the human–environment relationship. Synthesizing various studies, the capability of advanced tool use; language, hyper-sociality, advanced cognition, morality, civilization, technology, and free will are supposed to be distinctly human. However, other studies describe how nonhuman organisms share these same abilities. The biophysical or natural environment is often associated with all living and non-living things that occur naturally. The environment also refers to ecosystems or habitats, including all living organisms or species. The concepts of the biophysical or natural environment are often opposed to the concepts of built or modified environment, which is artificial - constructed or influenced by humans. The built or modified environment typically refers to structures or spaces from gardens to car parks. Today, one of the central questions in regard to human-environment dichotomies centres around the concept of sustainability. https://onlinelibrary.wiley.com/doi/book/10.1002/9781118924396 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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