This article provides a construct to monitor and analyse students' personal knowledge development: 'personal professional theory' (PPT). It aims to investigate the development of the content and nature of students' PPTs and their perceptions of learning processes in vocational education during school-based learning and workplace learning. The conclusion based on this study is that the development of students' PPTs involves knowledge compilation as well as thematic turbulence.
When studying the acquisition of social-communicative competence, it is important to take students' individual learning theories into account. Increased insight into the role ILTs play can be of help in improving social work education.
Educational programs teaching entrepreneurial behaviour and knowledge are crucial to a vital and healthy economy. The concept of building a Communities of Practice (CoP) could be very promising. CoP’s are formed by people who engage in a process of collective learning in a shared domain of human endeavour (Wenger, McDermott and Snyder, 2002). They consist of a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Normally CoP’s are rather homogeneous. Saxion institute Small Business & Retail Management (SB&RM) started a CoP with entrepreneurs September 2007. Typical in the this community, are the differences between the partners. The Community consists of students, entrepreneurs and members of an institution for higher education. They have different characteristics and they don’t share the same knowledge. Thus, building long-lasting relations can be complicated. Solid relations for longer periods are nevertheless inevitable in using CoP as a mean in an educational concept that takes approximately 4 years. After one year an evaluation took place on the main aspects of a lasting partnership. The central problem SB&RM in Deventer faces is to design the CoP in a way possible members will join and stay for a longer period and in a way it ensures entrepreneurial learning. This means important design characteristics have to be identified, and the CoP in Deventer has to be evaluated to assess whether it meets those design characteristics in an effective and efficient way. The main target of the evaluation is to determine which key factors are important to make sure continuity in partnership is assured and entrepreneurial learning is best supported. To solve the problem, an investigation on how a CoP works, what group dynamics take place, and how this can be measured has to be conducted. Furthermoreusing the CoP as a tool for entrepreneurship means key aspects of entrepreneurial learning have to be identified. After that the CoP in Deventer has to be examined on both aspects. According to literature CoP’s define themselves along three dimensions: domain (indicating what is it about), community (defining how it functions), and practice (indicating what capabilities it has produced) (Wenger, 1998). This leads to meaningful, shared and coordinated activities (Akkerman et al, 2007): Key aspects of a successful CoP lie in both hard and soft sides of creating a partnership. It means on one hand a CoP has to deal with defining their own overall vision, formulating long term goals and targets on the short term. They have to formulate how to achieve those targets and create meaningful activities (reification). On the other hand a CoP has to deal with relations, trust, norms and values (participation). Reification and participation as design characteristic can provide indicators on which the CoP in Deventer can be evaluated. A lasting partnership means joining the CoP and staying. Weick provides us with a suitable model that enables us to do research and evaluate whether the CoP in Deventer is successful or not, Weick’s model of means convergence. To effectively ensure entrepreneurial learning the process in the CoP has to provide or enable actionoriented forms through Project-based activity, accompanied by reflection, with high emotional exposure (or cognitive affection) preferably caused by discontinuities to be suitable as a tool in entrepreneurial learning. Furthermore it should be accompanied by the right preconditions to work effectively and efficiently. The evaluation of the present CoP in Deventer is done by interviewing all participants at the end of the first year of the partnership. In a structured interview, based on literature studies, all participants were separately questioned
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In order to achieve much-needed transitions in energy and health, systemic changes are required that are firmly based on the principles of regard for others and community values, while at the same time operating in market conditions. Social entrepreneurship and community entrepreneurship (SCE) hold the promise to catalyze such transitions, as they combine bottom-up social initiatives with a focus on financially viable business models. SCE requires a facilitating ecosystem in order to be able to fully realize its potential. As yet it is unclear in which way the entrepreneurial ecosystem for social and community entrepreneurship facilitates or hinders the flourishing and scaling of such entrepreneurship. It is also unclear how exactly entrepreneurs and stakeholders influence their ecosystem to become more facilitative. This research programme addresses these questions. Conceptually it integrates entrepreneurial ecosystem frameworks with upcoming theories on civic wealth creation, collaborative governance, participative learning and collective action frameworks.This multidisciplinary research project capitalizes on a unique consortium: the Dutch City Deal ‘Impact Ondernemen’. In this collaborative research, we enhance and expand current data collection efforts and adopt a living-lab setting centered on nine local and regional cases for collaborative learning through experimenting with innovative financial and business models. We develop meaningful, participatory design and evaluation methods and state-of-the-art digital tools to increase the effectiveness of impact measurement and management. Educational modules for professionals are developed to boost the abovementioned transition. The project’s learnings on mechanisms and processes can easily be adapted and translated to a broad range of impact areas.
The IMPULS-2020 project DIGIREAL (BUas, 2021) aims to significantly strengthen BUAS’ Research and Development (R&D) on Digital Realities for the benefit of innovation in our sectoral industries. The project will furthermore help BUas to position itself in the emerging innovation ecosystems on Human Interaction, AI and Interactive Technologies. The pandemic has had a tremendous negative impact on BUas industrial sectors of research: Tourism, Leisure and Events, Hospitality and Facility, Built Environment and Logistics. Our partner industries are in great need of innovative responses to the crises. Data, AI combined with Interactive and Immersive Technologies (Games, VR/AR) can provide a partial solution, in line with the key-enabling technologies of the Smart Industry agenda. DIGIREAL builds upon our well-established expertise and capacity in entertainment and serious games and digital media (VR/AR). It furthermore strengthens our initial plans to venture into Data and Applied AI. Digital Realities offer great opportunities for sectoral industry research and innovation, such as experience measurement in Leisure and Hospitality, data-driven decision-making for (sustainable) tourism, geo-data simulations for Logistics and Digital Twins for Spatial Planning. Although BUas already has successful R&D projects in these areas, the synergy can and should significantly be improved. We propose a coherent one-year Impuls funded package to develop (in 2021): 1. A multi-year R&D program on Digital Realities, that leads to, 2. Strategic R&D proposals, in particular a SPRONG/sleuteltechnologie proposal; 3. Partnerships in the regional and national innovation ecosystem, in particular Mind Labs and Data Development Lab (DDL); 4. A shared Digital Realities Lab infrastructure, in particular hardware/software/peopleware for Augmented and Mixed Reality; 5. Leadership, support and operational capacity to achieve and support the above. The proposal presents a work program and management structure, with external partners in an advisory role.
The objective of DIGIREAL-XL is to build a Research, Development & Innovation (RD&I) Center (SPRONG GROUP, level 4) on Digital Realities (DR) for Societal-Economic Impact. DR are intelligent, interactive, and immersive digital environments that seamlessly integrate Data, Artificial Intelligence/Machine Learning, Modelling-Simulation, and Visualization by using Game and Media Technologies (Game platforms/VR/AR/MR). Examples of these DR disruptive innovations can be seen in many domains, such as in the entertainment and service industries (Digital Humans); in the entertainment, leisure, learning, and culture domain (Virtual Museums and Music festivals) and within the decision making and spatial planning domain (Digital Twins). There are many well-recognized innovations in each of the enabling technologies (Data, AI,V/AR). However, DIGIREAL-XL goes beyond these disconnected state-of-the-art developments and technologies in its focus on DR as an integrated socio-technical concept. This requires pre-commercial, interdisciplinary RD&I, in cross-sectoral and inter-organizational networks. There is a need for integrating theories, methodologies, smart tools, and cross-disciplinary field labs for the effective and efficient design and production of DR. In doing so, DIGIREAL-XL addresses the challenges formulated under the KIA-Enabling Technologies / Key Methodologies for sectoral and societal transformation. BUas (lead partner) and FONTYS built a SPRONG group level 4 based on four pillars: RD&I-Program, Field Labs, Lab-Infrastructure, and Organizational Excellence Program. This provides a solid foundation to initiate and execute challenging, externally funded RD&I projects with partners in SPRONG stage one ('21-'25) and beyond (until' 29). DIGIREAL-XL is organized in a coherent set of Work Packages with clear objectives, tasks, deliverables, and milestones. The SPRONG group is well-positioned within the emerging MINDLABS Interactive Technologies eco-system and strengthens the regional (North-Brabant) digitalization agenda. Field labs on DR work with support and co-funding by many network organizations such as Digishape and Chronosphere and public, private, and societal organizations.
