Mbo-studenten maken veel ongezonde voedingskeuzes, maar in de Interventiedatabase Gezond en Actief Leven (www.loketgezondleven.nl) staan weinig effectieve interventies geregistreerd specifiek gericht op voedingskeuzes bij deze groep.1 In dit artikel wordt daarom de ontwikkeling beschreven van twee prototypes van apps om gezonde voedingskeuzes onder mbo-studenten te stimuleren. https://ntvd.media/artikelen/hoe-krijg-je-mbo-studenten-toch-geinteresseerd/ LinkedIn: https://www.linkedin.com/in/gittekloek/ https://www.linkedin.com/in/stefanie-salmon-508999a/ https://www.linkedin.com/in/sylvia-schipper-a3b8007/
Een onderzoekende houding helpt studenten een betere start te maken in het hbo. Een (aankomend) professional met een onderzoekende houding neemt niet klakkeloos aan wat collega’s, media, of anderen zeggen; is nieuwsgierig naar achtergronden; pluist de situatie uit, en werkt volgens een plan. Kortom, iemand met een onderzoekende houding is KNAP: Kritisch, Nieuwsgierig, Analytisch en Planmatig. Mbo-docenten spelen een belangrijke rol in het aanleren van en oefenen met een onderzoekende houding van hun studenten. De Hogeschool van Amsterdam (HvA) heeft hiervoor een KNAP-training ontwikkeld
De leidraad ondersteunt mbo-instellingen om zich tot lerende organisaties te ontwikkelen. In een mbo-school als lerende organisatie verbeteren docenten, opleidingsteams en schoolleiders hun onderwijs op een onderbouwde en duurzame manier. Door zich te verdiepen in bestaande kennis, ervaringen te delen, van elkaar te leren en samen te werken. Het doel van deze leidraad is om docenten, opleidingsteams en schoolleiders kennis en handvatten te bieden om zich tot een lerende organisatie te ontwikkelen. We verbinden kennis uit onderzoek aan kennis en ervaringen van docenten. Ook bieden we handvatten om de manier van duurzaam werken aan kwaliteitsverbetering te kunnen verankeren in de cultuur van de mbo-instelling. Aan de hand van de zes aanbevelingen in deze leidraad, werk je toe naar een lerende organisatie. In aanbeveling 1 en 2 focus je op het onderzoeksmatig en cyclisch werken aan onderwijsverbetering en in aanbeveling 3 t/m 6 werk je aan het creëren van een onderzoekscultuur: Kom tot een onderbouwd en gedragen verbeterplan Zorg voor een proces van uitvoeren, monitoren, bijstellen en borgen Stimuleer een onderzoekende houding Stimuleer samen leren in het team Benut kennis en expertise Creëer een schoolklimaat waarin leiderschap wordt gespreid
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First Virtual Reality Museum for Migrant Women: creating engagement and innovative participatory design approaches through Virtual Reality Spaces.“Imagine a place filled with important stories that are hard to tell. A place that embodies the collective experience of immigrant women during their temporary stay”. In this project the first museum around immigrant women in Virtual Reality is created and tested. Working with the only migration centre for women in Monterrey, Lamentos Escuchados, project members (professional developers, lecturers, and interior design, animation, media and humanity students) collaborate with immigrant women and the centre officials to understand the migrant women stories, their notion of space/home and the way they inhabit the centre. This VR museum helps to connect immigrant women with the community while exploring more flexible ways to educate architects and interior designers about alternative ways of doing architecture through participatory design approaches.Partners:University of Monterey (UDEM)Lamentos Escuchados
The project Decolonising Education: from Teachers to Leading Learners (DETeLL) aims to develop a multi-site approach for interventions towards inclusion and decolonisation in order to change the hierarchical nature of higher education in the Netherlands. DETeLL identifies the model of the ‘traditional teacher’ as embodying the structural exclusions and discriminations built into the classroom and proposes the figure of a ‘Leading Learner’ as a first step towards a radical change in the educational system. In collaboration with the education departments in the Theatre and Dance Academy at ArtEZ, the post-doc will build up a research and teaching programme that engages with students and teachers in the faculty to create a prototype of an inclusive and diverse educational practice. RELEVANCE: Education should be the critical space in which changes occur in order to shape best possible futures. In DETeLL’s acceptation, decolonisation refers to a complete change in the way of thinking and behaving. It does not refer only to the urgency of dealing with historical colonial legacies embedded in society, but also to the subversion of the deeply oppressive colonial culture that (also unconsciously) regulates public and private living, whether this is related to gender, race, class or sexuality issues. RESULTS: 1) Create a theory and practice-based scientific base-line of decolonisation and art education; 2) Provide a definition of ‘Artist educator as Leading Learner’ following a practice- based methodology of intervention; 3) Design and Pilot a new teaching programme for theatre education at ArtEZ to be then upscaled to all educational departments in a follow-up project); 4) Produce a strong interdisciplinary and international output plan: 3 academic publications, 2 conferences, 4 expert group workshops. NETWORK: ArtEZ; University of Amsterdam (UvA); Ghent University; UCHRI; Hildesheim University; Cape Town University. The partners will serve as steering committee through planned expert group meetings.
Dutch Cycling Intelligence (DCI) embodies all Dutch cycling knowledge to enhances customer-oriented cycling policy. Based on the data-driven cycle policy enhancement tools and knowledge of the Breda University of Applied Sciences, DCI is the next step in creating a learning community between road authorities, consultants, cycling industry, and knowledge institutes with their students. The DCI consists of three pilars:- Connecting- Accelerating knowledge- Developing knowledgeConnecting There are many stakeholders and specialists in the cycling domain. Specialists with additional knowledge about socio-cultural impacts, geo-special knowledge, and technical traffic solutions. All of these specialists need each other to ensure a perfect balance between the (electric) bicycle, the cyclist and the cycle path in its environment. DCI connects and brings together all kind of different specialists.Accelerating knowledge Many bicycle innovations take place in so-called living labs. Within the living lab, the triple helix collaboration between road authorities the industry and knowledge institutes is key. Being actively involved in state-of-the-art innovations creates an inspiring work and learning environment for students and staff. A practical example of a successful living lab is the cycle superhighway F261 between Tilburg and Waalwijk, where BUAS tested new cycle route signage. Next, the Cycling Lab F58 is created, where the road authorities Breda and Tilburg opened up physical cycling infrastructure for entrepreneurs in the bicycle domain and knowledge institutes to develop e-cycling innovation. The living labs are test environments where pilots can be carried out in practice and an excellent environment for students to conduct scientifically applied research.Developing knowledge Ultimately, data and information must be translated into knowledge. With a team of specialists and partners Breda University of applied sciences developed knowledge and tools to monitor and evaluate cycling behavior. By participating in (inter)national research programs BUAS has become one of the frontrunners in data-driven cycle policy enhancement. In close collaboration with road authorities, knowledge institutes as well as consultants, new insights and answers are developed in an international context. By an active knowledge contribution to the network of the Dutch Cycling Embassy, BUAS aims to strengthen its position and add to the global sustainability challenges. Partners: Province Noord-Brabant, Province Utrecht, Vervoerregio Amsterdam, Dutch Cycling Embassy, Tour de Force, University of Amsterdam, Technical University Eindhoven, Technical University Delft, Utrecht University, DTV Capacity building, Dat.mobility, Goudappel Coffeng, Argaleo, Stratopo, Move.Mobility Clients:Province Noord-Brabant, Province Utrecht, Province Zuid-Holland, Tilburg, Breda, Tour de Force
