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Maker Education

Over the past decade, the maker movement and in its slipstream maker education have attained worldwide popularity among educators, politicians, and the media. Makers’ enthusiasm for creative design and construction, using old and new tools has proven contagious, and is worth exploration and critical reflection by the community of engineering and technology education (ETE). This chapter describes what has been said about “making” by philosophers and educators; what maker education is, and what is new and not so new about it; why it has gained momentum; what the evidence is about its effectiveness and its possible weaknesses; and how mainstream technology education may benefit from maker education. This chapter concludes with ideas for a research agenda.

Innovating Leisure Education through the Intercultural Classroom

Innovating digitally

Due to changes in technology and customer behaviour, entrepreneurial firms have to constantly innovate. Here, service innovation has appeared as a successful way to overcome the dead-end road of competition (Bouwman & Fielt, 2008). Thus, entrepreneurial firms are increasingly asked to develop competences to engage in digitally-enabled innovation processes for services as reflected in recent competence frameworks (European Commission, 2019). Consequently, universities need to update entrepreneurship education to these new demands through a multi-perspective research approach to co-research and co-design future entrepreneurship education.First, we aim at developing an up-to-date digital innovation process to enhance the limited scientific knowledge on the use of digital tools for innovation processes (Akaka & Vargo, 2014; Helmer et al., 2021). Second, we aim at developing digital platforms to enhance the engagement of industry in education and vice versa. Third, we aim at gaining insights to develop modern entrepreneurship course curricula in this context.

Behavioural Indicators for Teaching and Learning with Technology in Higher Education

How do you recognize a teacher who is competent in teaching with technology and innovating education with technology? The Framework for Digital Competences of Lecturers was developed in 2021, commissioned by the zone Professional Development of the Acceleration Plan Education with ICT. This framework describes the competences that are essential to the design of education which enables personalization and flexibilization through the use of technology and keeps up with an ever-changing society. Both research and everyday practice show that teachers need practical examples and further clarification of the competences addressed in the framework to properly assess their own actions and development needs. Moreover, support staff and HR staff recognize the same need. To cater to these needs, the iXperium has formulated behavioural indicators to complement the competences in the framework. These behavioural indicators describe examples of demonstrable and actionable behaviour which competent teachers might display. The behavioural indicators, therefore, answer the following question: what can you observe when someone is competent? By complementing each competence with clear, objectively observable behavioural indicators, this document facilitates a discussion of the teacher’s real-life behaviour. This allows teachers and assessors a more granular insight into the degree of competence achieved.