Hoe zorg je ervoor dat ieder kind plezier heeft in jouw zwemles? En dat ze ook het gevoel krijgen iets te leren? Hanze Hogeschool Groningen, Kenniscentrum Sport & Bewegen en Special Heroes Nederland hebben, als aanvulling op het leerboek ‘Plezier in bewegen voor ieder kind’, acht leskaarten ontwikkeld met handvatten voor begeleiders om een succesvol aanbod in het zwembad te kunnen organiseren om kinderen te voorzien van een goede basis.De activiteiten op de leskaarten richten zich op kinderen zonder diploma. Daarnaast kunnen de leskaarten ook worden ingezet bij kinderen die angstig zijn in het zwembad. De activiteiten zijn: 1) Te water gaan 2) Lopend voortbewegen in het water 3) Onder water gaan 4) Kantelen en komen tot drijven 5) Drijven op de rug 6) Drijven op de buik 7) Trappelen op de rug 8) RugslagOp de leskaarten vind je een beschrijving van de activiteiten op basis van diverse aandachtspunten en twee werkvensters: werkvenster motoriek en werkvenster gedrag. In de werkvensters staan aanwijzingen voor de begeleider gericht op de specifieke activiteit vanuit het perspectief van motorisch en gedragsmatig leren.
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Collaborative Online International Learning (COIL) is often framed as an example of a broader practice known as Virtual Exchange (VE). The term Virtual Exchange has increasingly been used as an attempt to unify a fragmented field of Higher Education practice and is often used interchangeably with the term COIL. However, the design of COIL, with its strong focus on collaborative and intercultural learning, is often very different to other VE initiatives. Labelling all VE initiatives, including COIL, generally as VE, can lead to both educators and researchers having difficulty identifying and distinguishing COIL. Therefore, the purpose of this paper is to provide a critical review of VE and define COIL and its key characteristics. This article also describes how theory can inform practice and explains why continued interchangeable use of the term COIL with the umbrella term Virtual Exchange is unhelpful for future research and practice.
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Informal learning spaces create opportunities for children and youth to develop their talents and to experience new social roles. In recent years, several public libraries in the Netherlands have established makerspaces to empower youth by facilitating the development of their digital skills in conjunction with their creativity. The Amsterdam Public Library created a network of makerspaces (Maakplaats021) and provided training for the makerspace-coaches. These coaches – former librarians or other professionals – have a central role in the makerspace and fulfill several functions. This contribution describes informal learning of children in these makerspaces and distills critical features that enforce learning through the lens of children aged 8–12 and their makerspace-coaches.
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Movement is an essential part of our lives. Throughout our lifetime, we acquire many different motor skills that are necessary to take care of ourselves (e.g., eating, dressing), to work (e.g., typing, using tools, care for others) and to pursue our hobbies (e.g., running, dancing, painting). However, as a consequence of aging, trauma or chronic disease, motor skills may deteriorate or become “lost”. Learning, relearning, and improving motor skills may then be essential to maintain or regain independence. There are many different ways in which the process of learning a motor skill can be shaped in practice. The conceptual basis for this thesis was the broad distinction between implicit and explicit forms of motor learning. Physiotherapists and occupational therapists are specialized to provide therapy that is tailored to facilitate the process of motor learning of patients with a wide range of pathologies. In addition to motor impairments, patients suffering from neurological disorders often also experience problems with cognition and communication. These problems may hinder the process of learning at a didactic level, and make motor learning especially challenging for those with neurological disorders. This thesis focused on the theory and application of motor learning during rehabilitation of patients with neurological disorders. The overall aim of this thesis was to provide therapists in neurological rehabilitation with knowledge and tools to support the justified and tailored use of motor learning in daily clinical practice. The thesis is divided into two parts. The aim of the first part (Chapters 2‐5) was to develop a theoretical basis to apply motor learning in clinical practice, using the implicit‐explicit distinction as a conceptual basis. Results of this first part were used to develop a framework for the application of motor learning within neurological rehabilitation (Chapter 6). Afterwards, in the second part, strategies identified in first part were tested for feasibility and potential effects in people with stroke (Chapters 7 and 8). Chapters 5-8 are non-final versions of an article published in final form in: Chapter 5: Kleynen M, Moser A, Haarsma FA, Beurskens AJ, Braun SM. Physiotherapists use a great variety of motor learning options in neurological rehabilitation, from which they choose through an iterative process: a retrospective think-aloud study. Disabil Rehabil. 2017 Aug;39(17):1729-1737. doi: 10.1080/09638288.2016.1207111. Chapter 6: Kleynen M, Beurskens A, Olijve H, Kamphuis J, Braun S. Application of motor learning in neurorehabilitation: a framework for health-care professionals. Physiother Theory Pract. 2018 Jun 19:1-20. doi: 10.1080/09593985.2018.1483987 Chapter 7: Kleynen M, Wilson MR, Jie LJ, te Lintel Hekkert F, Goodwin VA, Braun SM. Exploring the utility of analogies in motor learning after stroke: a feasibility study. Int J Rehabil Res. 2014 Sep;37(3):277-80. doi: 10.1097/MRR.0000000000000058. Chapter 8: Kleynen M, Jie LJ, Theunissen K, Rasquin SM, Masters RS, Meijer K, Beurskens AJ, Braun SM. The immediate influence of implicit motor learning strategies on spatiotemporal gait parameters in stroke patients: a randomized within-subjects design. Clin Rehabil. 2019 Apr;33(4):619-630. doi: 10.1177/0269215518816359.
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Second career teachers (SCT) are key role models in vocational education (VE) because they prepare students for the vocational practice they were part of, and they bring up-to-date vocational knowledge and skills into VE schools. Therefore, the early leaving of SCTs in VE is a problem, adding to the worldwide teacher shortages. Induction programs have been developed to support starting teachers to grow into their new profession and to diminish high attrition rates. However, it is argued that current induction programs fail to support SCTs adequately. For instance, induction programs rarely adapt to SCTs’ various needs, such as recognizing and integrating previously developed competencies and specific backgrounds. Further-more, SCTs’ induction programs in the specific context of VE are largely under-studied. This study explores the experiences of SCTs in VE during their induction programs regarding four themes identified in research on SCTs in other education sectors: 1) professional identity development, 2) learning processes, 3) tailor-made coaching, and 4) co-creation of induction programs. Eleven SCTs from eight Dutch VE schools were interviewed. The data show a rich variation of SCTs’ experiences. For example, they experienced the opportunity to develop their professional identity as teachers while preserving and including their former identity as practitioners of the vocation they teach for. Yet, only a few SCTs experienced co-creation of the induction program, which seems to have a positive impact. The insights of this study offer an understanding of what SCTs in VE go through and what might support them during their induction.
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In coastal and low-lying vulnerable delta cities, such as theRotterdam Metropolitan region and Metropolitan Manila, there has been anincrease in vulnerability of urban flooding and water quality problems.New approaches address the current and future effects of climate changeand increase urban quality, reduce vulnerability and increase water quality.New arrangements for international cooperation are set up in order toaddress these problems in the project ‘IWASTO’ (‘to correct and toprevent’) where several organisations from the Philippines and TheNetherlands join forces to rehabilitate rivers and introduce newinnovations for water quality monitoring and waste collection using the‘Research Design and Manufacaturing (RDM)’ approach. One of theconcrete results from this RDM approach in 2016 is the development andimplementation of the ‘Longganisa’, a waste collection tool that wasdesigned by a Dutch-Philippine team. In addition, the waterquality wasmeasured and mapped with innovating methods using apps in order tolocate and prioritize highly polluted areas. In the near future measures willbe implemented to rehabilitate the rivers in Manila and a knowledgeexchange forum will be set up to share the best management practices oninternational scale in countries as Indonesia, India and China.
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Om haar doelstellingen te behalen en op professionele wijze om te gaan met haar vastgoed wil het Vastgoedbedrijf van de gemeente Groningen op een innovatieve manier gaan sturen op de maatschappelijke vastgoedportefeuille. Het gebruik van data en informatietechnologieën, oftewel datagedreven werken en sturen geeft inzicht in de effectiviteit en efficiëntie van de portefeuille. Deze roadmap omvat, naast een theoretisch kader, een stappenplan waarmee het proces naar data-gedreven vastgoedsturing wordt beschreven. Uitgangspunt hierbij is stapsgewijs uitvinden aangezien datagedreven vastgoedsturing vraagt om een andere manier van denken en doen. Er worden actionable insights gecreëerd zodat strategisch sturen mogelijk wordt. Het te ontwikkelen datamodel vormt de basis voor het aangaan van de dialoog, het nemen van beslissingen en het opstellen van lange termijndoelen. De uitkomst is een datamodel voor een proactieve, wendbare, toekomstbestendige organisatie die in staat is in te spelen op een veranderende omgeving en stuurt op een zo hoog mogelijk maatschappelijk rendement.De opkomst van Big Data en vooral Smart Data stelt ons in staat om op een andere manier inzicht te verkrijgen in wat er in de toekomst gaat gebeuren en hierin te sturen. Smart Cities, slimme apparaten en andere voorbeelden van Internet of Things - niet alleen mensen zijn online, maar ook dingen - genereren waardevolle data en maken dat dit eenvoudig gedeeld kan worden. En de introductie van Blockchain in het vastgoed zorgt bijvoorbeeld voor een andere manier van waardeoverdracht (Veuger, 2017). Het zijn voorbeelden van de inzet van data en technologische mogelijkheden die zorgen voor grote veranderingen en invloed hebben op en potentiële waarde - transparanter, professioneler, objectiever - hebben voor de vastgoedwereld. Maar hoe kan de gemeente Groningen nieuwe data en informatietechnologieën gebruiken om strategisch te sturen op de maatschappelijke vastgoedportefeuille?
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In dit artikel worden de resultaten die KWH (Kwaliteitscentrum Woningcorporaties Huursector) jaarlijks ophaalt met haar huurdersonderzoeken verder geanalyseerd om in kaart te brengen hoe het gesteld is met het gebruik van digitale kanalen binnen de corporatiesector. Verder gaan we in dit artikel in op hoe het gebruik van online kanalen zich verhoudt tot andere sectoren en wordt er getracht verklaringen te geven voor de mate van digitalisering in de sector.
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The aim of the research reported in this thesis was to gain knowledge about the implementation of evidence‐based practice (EBP) in nursing to find a way to integrate shared decision making (SDM) with EBP in a chronic care environment in nursing, and to develop a strategy for an integrated approach of EBP and SDM in daily nursing practice in the individual aftercare for cancer survivors.
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The research group of the Lectoraat Groene Leefomgeving van Steden has published this book to show that charrettes represent a highly interesting new component of the teaching programme at Van Hall Larenstein. They enable students to get a first taste of the professional setting they might end up working in, and teachers to tailor their teaching to professional practice. The charrettes also enable Van Hall Larenstein to enter into numerous new collaborations with Dutch and international partners, and it also uses the charrettes to show how interesting learning can be and – at least as importantly – how much fun. The teachers and organisers of the charrettes hope that this book may inspire the development of many new charrettes.
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