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Citizenship education, international competences and extended reality: Immerse yourself

Article for the Albanian Studies Days 2021 of the European University of Tirana. Higher education supports students in acquiring competences; a mix of knowledge, skills and attitudes. Experience has shown that it is precisely attitude and skills that ensure a better connection to the labor market, in whatever sector in whatever country.

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Citizenship education, international competences and extended reality: Immerse yourself

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The (im)possibility of new learning and selfdirection.

In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?

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The (im)possibility of new learning and selfdirection.

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The Methodological Development of an Interprofessional Educational Program to Provide Proactive Integrated Care for Elders

Background: Interprofessional collaboration in practice (IPCP) between professionals from the medical and social domain within primary care is desirable; however, it is also challenging due to fragmented healthcare. Little is known about the development of IPCP in primary care to fit the implementation context. is article describes the methodological development and the final content of an IPCP program. Methods and findings:e development process started with the identification of IPCP competencies in a literature review and a qualitative needs analysis with semi-structured interviews among eight elders and four healthcare professionals. e results were discussed during a first consultation with an expert team, which consisted of ten healthcare professionals. Consensus was reached on the themes role identity, communication, and shared vision development to form the basis of the program. A second consultation with the experts discussed the first version of the program. en, consensus was reached on the final version of the program, which included a blended learning approach consisting of two face-to-face meetings, online learning, and on-the-job learning with a sixteen-hour time investment over a six-week period. Conclusions: e IPCP program was developed based on educational strategies and evidence, and with the support and knowledge of practice experts to fit the implementation context.

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The Methodological Development of an Interprofessional Educational Program to Provide Proactive Integrated Care for Elders

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De productie en verwerving van constituentvolgorde in de Nederlandse Gebarentaal

Posterpresentatie op conferentie Introductie: De afgelopen twee decennia is er geen communis opinio over de vraag of er sprake is van regionale factoren bij de constituentvolgorde in de Nederlandse Gebarentaal (NGT) (Coerts, 1994; Crasborn & De Wit, 2005; Vermeerbergen, Nijen Twilhaar & Van Herreweghe, 2013). Dit onderzoek levert een bijdrage aan de discussie over constituent-volgorde in het algemeen, doordat werd onderzocht of constituentvolgorde in NGT verschillend is voor eerste- en tweedetaalverwervers van de NGT. Methode: Er namen tien participanten (studenten NGT aan de Hogeschool Utrecht) deel: vijf dove moedertaalgebruikers en vijf horende studenten (leeftijd 19-30 jaar). Productie werd uitgelokt van drie verschillende typen enkelvoudige zinnen aan de hand van plaatjes (Volterra et al., 1984): 6 zinnen met omkeerbare constituenten, 6 zinnen met niet-omkeerbare constituenten en 6 locatieve zinnen. Alle 180 geproduceerde zinnen werden getranscribeerd en syntactisch (Subject, Object, Verbum) geanalyseerd. Resultaten: De moedertaalgebruikers gaven duidelijk de voorkeur aan de volgorde SVO of SVOV bij omkeerbare zinnen en SOV voor niet-omkeerbare zinnen. Voor de locatieve zinnen werd veel variatie gevonden, met een lichte voorkeur voor OSV. De T2-verwervers vertoonden veel variatie in de productie van omkeerbare zinnen zonder duidelijk patroon. Voor de niet-omkeerbare zinnen werd een lichte voorkeur voor SOV gevonden en wederom variatie. De loca-tieve zinnen werden voornamelijk uitgedrukt in de volgorde OSV. Conclusie: Deze studie toont aan dat de constituentvolgorde van moedertaalgebruikers en T2-verwervers verschillen. Opvallend is dat de T2-verwervers de neiging hebben de regel voor locatieve zinnen ‘Het grootste element voorop in de zin’ te overgeneraliseren naar het type niet-omkeerbare zin.

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User requirement analysis of social conventions learning applications for non-natives and low-literates

Learning and acting on social conventions is problematic for low-literates and non-natives, causing problems with societal participation and citizenship. Using the Situated Cognitive Engineering method, requirements for the design of social conventions learning software are derived from demographic information, adult learning frameworks and ICT learning principles. Evaluating a sample of existing Dutch social conventions learning applications on these requirements shows that none of them meet all posed criteria. Finally, Virtual Reality is suggested as a possible future technology improvement.

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User requirement analysis of social conventions learning applications for non-natives and low-literates

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Learning together

As a consequence of restructuring instrumental music education in the Netherlands, Art Centres increasingly cease to facilitate instrumental music lessons. As a consequence, instrumental teachers are no longer employed in these Centres and have started working as independent entrepreneurs now. The question is how (future) teachers can share their knowledge, renew their profession and shape their professional development without being organised within institutions.In research conducted by the research group Lifelong Learning in Music into instrumental lessons for elderly learners we worked with a ‘Community of Practice’ (CoP; Lave & Wenger 1991). A group of recently graduated teachers provided instrumental lessons for elderly people. This group of teachers formed a CoP together with teachers with experience in teaching elderly students and the researchers in this study. Members worked within the CoP in varying formations in peer learning sessions and seminars. Meetings of the CoP centred on the exchange and development of knowledge. In this study I look into the transfer and development of knowledge within this CoP. The data used in writing this paper are the reflective dairies and logbooks written by the participants following the lessons with elderly students and the meetings of the CoP. The central question of this study is:“What learning took place in the Community of Practice?ResultsThe CoP is a rich learning environment. Learning takes place in a multitude of ways. Learning is stimulated by the multiformity of the group make-up and by using a variety of work forms. Equality is achieved when all the participants have the same opportunity to contribute to the CoP.Learning in the CoP is influenced by the way in which participants observe, formulate their observations and put these into words. When setting up a CoP as a learning environment attention should be paid to the ways in which reflection as a result of the observations and exchange can be stimulated further.The collaborative learning which takes place in the CoP is useful for the transfer and development of knowledge. Working with a CoP at the intersection of the professional practice and the professional training is of great value to all those involved.

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Learning together

As a consequence of restructuring instrumental music education in the Netherlands, Art Centres increasingly cease to facilitate instrumental music lessons. As a consequence, instrumental teachers are no longer employed in these Centres and have started working as independent entrepreneurs now. The question is how (future) teachers can share their knowledge, renew their profession and shape their professional development without being organised within institutions. In research conducted by the research group Lifelong Learning in Music into instrumental lessons for elderly learners we worked with a ‘Community of Practice’ (CoP; Lave & Wenger 1991). A group of recently graduated teachers provided instrumental lessons for elderly people. This group of teachers formed a CoP together with teachers with experience in teaching elderly students and the researchers in this study. Members worked within the CoP in varying formations in peer learning sessions and seminars. Meetings of the CoP centred on the exchange and development of knowledge. In this study I look into the transfer and development of knowledge within this CoP. The data used in writing this paper are the reflective dairies and logbooks written by the participants following the lessons with elderly students and the meetings of the CoP. The central question of this study is: “What learning took place in the Community of Practice? Results The CoP is a rich learning environment. Learning takes place in a multitude of ways. Learning is stimulated by the multiformity of the group make-up and by using a variety of work forms. Equality is achieved when all the participants have the same opportunity to contribute to the CoP. Learning in the CoP is influenced by the way in which participants observe, formulate their observations and put these into words. When setting up a CoP as a learning environment attention should be paid to the ways in which reflection as a result of the observations and exchange can be stimulated further. The collaborative learning which takes place in the CoP is useful for the transfer and development of knowledge. Working with a CoP at the intersection of the professional practice and the professional training is of great value to all those involved.

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Learning together

n research (2010-2012) conducted by the research group Lifelong Learning in Music into instrumental lessons for elderly learners, a ‘Community of Practice’ (CoP; Wenger & Lave) was set up in which instrumental music teachers exchanged expertise and reflected together on their actions in lessons with elderly pupils. Meetings of the CoP centred on the exchange and development of knowledge. In 2012-2013 a follow-up study was conducted which looked into the transfer and development of knowledge within this CoP. Central in this follow-up study were the questions: “What learning takes place in the CoP?” and “Can collaborative learning contribute to the professional development of teachers?”

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Learning together

n research (2010-2012) conducted by the research group Lifelong Learning in Music into instrumental lessons for elderly learners, a ‘Community of Practice’ (CoP; Wenger & Lave) was set up in which instrumental music teachers exchanged expertise and reflected together on their actions in lessons with elderly pupils. Meetings of the CoP centred on the exchange and development of knowledge. In 2012-2013 a follow-up study was conducted which looked into the transfer and development of knowledge within this CoP. Central in this follow-up study were the questions: “What learning takes place in the CoP?” and “Can collaborative learning contribute to the professional development of teachers?”

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Citizenship education, international competences and extended reality: Immerse yourself

The (im)possibility of new learning and selfdirection.

The Methodological Development of an Interprofessional Educational Program to Provide Proactive Integrated Care for Elders

De productie en verwerving van constituentvolgorde in de Nederlandse Gebarentaal

User requirement analysis of social conventions learning applications for non-natives and low-literates

Learning together

Learning together

Learning together

Learning together

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Citizenship education, international competences and extended reality: Immerse yourself

The (im)possibility of new learning and selfdirection.

The Methodological Development of an Interprofessional Educational Program to Provide Proactive Integrated Care for Elders

De productie en verwerving van constituentvolgorde in de Nederlandse Gebarentaal

User requirement analysis of social conventions learning applications for non-natives and low-literates

Learning together

Learning together

Learning together

Learning together