The HRM study program of The Hague University of Applied Sciences (THUAS) recently replaced classical, module-based education by so-called learning landscapes in which students approach complex problems by interdisciplinary learning activities. Teachers collaborate in multi-disciplinary teams that have a shared responsibility to support students as well as to innovate their education. This new way of organizing educational processes not only need to strengthen the learning ability and flexibility of students, but also the learning and innovation ability of teachers. Our exploratory research among teachers showed that this new way of working increased their job satisfaction. However, teachers experience difficulties in implementing their ideas, which is an important precondition for sustainable educational innovation. In our research we addressed the question whether the new working context of teachers supported innovation. The organizational structure as described in this case study is characterized by a high degree of autonomy for the teachers who collaborate in multidisciplinary teams, in which the management rewards innovative behaviour and facilitates where possible. Given the fact that this context incorporates a high number of elements that are known to facilitate innovation, the assumption was that teachers would experience that this context was supporting them to innovate. We evaluated whether this was indeed the case in their educational innovation. Our research shows that in general teachers positively evaluate the new working context. They experience the renewal process to contribute to their job satisfaction and feel supported by the management. A large majority of the teachers, partly as a result of this new working context, do have many ideas to renew the education. Even though they use multiple sources to generate ideas, they are mainly inspired by the needs of students and the occupational practice. Especially by sharing their ideas with others, they enrich their ideas. For the implementation of their ideas they specifically focus on creating buy-in, mentioned in two-thirds of the storyboards, with activities such as seeking allies, communicating the idea to others and ‘drinking lots of coffee’. In addition, experiments help to make their ideas more visible.
Over the past decade, the Institute of Network Cultures has led several applied research projects about new (digital) publishing models: the Hybrid Publishing Toolkit, Urgent Publishing and Going Hybrid. Time and again, publishers, designers, coders, authors, and readers bring up the same problem: the ‘book publishing industry’ fails to fulfill the promise of a rich multi-media reading experience in the digital era. Many digital tools for publishing experiments remain marginal, while traditional publishers and big tech platforms shy away from new formats. Audio and video integration — technically possible for a good three decades — is all but absent. Book sales keep decreasing. Young people read less and less, both online and offline. All in all, it becomes increasingly harder to sustain indy and experimental publishing practices while the regressive gap between so-called real paper books and the ‘virtual’ social media swiping keeps growing. Gutenberg the Second, where are you now that we need you?
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Autonomous learning behavior is an important skill for students, but they often do not master it sufficiently. We investigated the potential of nudging as a teaching strategy in tertiary education to support three important autonomous learning behaviors: planning, preparing for class, and asking questions. Nudging is a strategy originating from behavioral economics used to influence behavior by changing the environment, and consists of altering the choice environment to steer human behavior. In this study, three nudges were designed by researchers in co-creation with teachers. A video booth to support planning behavior (n = 95), a checklist to support class preparation (n = 148), and a goal-setting nudge to encourage students to ask questions during class (n = 162) were tested in three field experiments in teachers’ classrooms with students in tertiary education in the Netherlands. A mixed-effects model approach revealed a positive effect of the goal-setting nudge on students’ grades and a marginal positive effect on the number of questions asked by students. Additionally, evidence for increased self-reported planning behavior was found in the video booth group—but no increase in deadlines met. No significant effects were found for the checklist. We conclude that, for some autonomous learning behaviors, primarily asking questions, nudging has potential as an easy, effective teaching strategy.
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Public safety is under enormous pressure. Demonstrations regularly result in riots and VIPs are often threatened even at their homes ! Criminal graffiti-gangs are threatening security professionals and costing the Dutch railways (NS), causing a loss of 10 M€ yearly. The safety incidents often escalate quickly, therefore, they require a very quick and correct scaling up of the security professionals. To do so, it is necessary for the security professionals to get very quick and accurate overview of the evolving situation using Mobile Drone intervention unit for quick response (Mobi Dick). The successfully completed project The Beast (9/11) has delivered a universal docking station with an automatic security drone. The drone takes off from a permanently installed docking station. Nest Fly emerged as a startup from this RAAK project, and it has already developed the prototype further to a first product. Based on extensive interaction with security professionals, it has been concluded that a permanently installed docking station is not suitable for all emergency cases. Therefore, a mobile, car-roof top mounted, docking station with a ready-for-take-off drone is required for the more severe and quickly escalating incidents. These situations require a drone taking off from the car-roof top mounted docking station while the vehicles continue to drive towards the incident. In this RAAK KIEM, a feasibility study will be executed by developing a car-roof top docking station. The concept will functionally be designed within the project (task 1). The two required subsystems car roof docking station (task 2) and dynamic take-off & landing (task 3) will technically be developed and integrated (task 4). The outcome of the experiments in this task will show the feasibly of the idea. Task 5 will ensure the results are disseminated in new cooperation’s, publications, and educational products.
Vacation travel is an essential ingredient in quality of life. However, the contriubtion of vacations to quality of life could be improved in two ways: by optimizing the decisions people make when planning and undertaking their vacations, and by travel industry testing and implementing––based on evidence––innovative experience products which touch customers' emotions. Secondary analysis of two longitudinal panel datasets will address the impact of people's decisions in planning and undertaking their vacations, on their quality of life. Field experiments in cooperation with travel industry partners will address the effects of innovative experience products, such as apps designed to help vacationers meet fellow travelers, or personalized memory books designed to help people relive their vacations after return home. Experience data in these field experiments will be collected using technology of the Breda University of Applied Sciences' Experience Measurement Lab, a unique facility for measuring emotions continuously from research participants' body and mind. Thus, the project will contribute to general understanding of quality of life, will feed valuable knowledge about experience design, measurement, and implementation to the Dutch travel industry, and will support the Breda University of Applied Sciences' key research theme of Designing, Measuring, and Managing Experiences. Inspiring examples from the project will reinforce research methods courses in the academic Bachelor of Science in Tourism, the HBO Master in Tourism Destination Management, and the academic Master of Science in Leisure Studies. Wearable emotion measurement from the field experiment will be a cornerstone of the fourth-year HBO-bachelor module Business Intelligence, where students will conduct their own research projects on experience measurement using consumer wearables, based on knowledge from this postdoc project. Finally, a number of methodological and content questions within the project will serve as suitable thesis assignments for graduation students in the above educational tracks.
A huge amount of data are being generated, collected, analysed and distributed in a fast pace in our daily life. This data growth requires efficient techniques for analysing and processing high volumes of data, for which preserving privacy effectively is a crucial challenge and even a key necessity, considering the recently coming into effect privacy laws (e.g., the EU General Data Protection Regulation-GDPR). Companies and organisations in their real-world applications need scalable and usable privacy preserving techniques to support them in protecting personal data. This research focuses on efficient and usable privacy preserving techniques in data processing. The research will be conducted in different directions: - Exploring state of the art techniques. - Designing and applying experiments on existing tool-sets. - Evaluating the results of the experiments based on the real-life case studies. - Improving the techniques and/or the tool to meet the requirements of the companies. The proposal will provide results for: - Education: like offering courses, lectures, students projects, solutions for privacy preservation challenges within the educational institutes. - Companies: like providing tool evaluation insights based on case studies and giving proposals for enhancing current challenges. - Research centre (i.e., Creating 010): like expanding its expertise on privacy protection technologies and publishing technical reports and papers. This research will be sustained by pursuing following up projects actively.
