June 2015 the Dutch Ministry of Education, Culture and Science formulated an ambitious program for open and online education in the Netherlands in its Strategic Agenda “HO2025, de waarde(n) van weten” (“Higher Education 2025, the value(s) of knowledge”). According to Minister Mrs. Jet Bussemaker: “I aim to ensure that all Dutch higher education institutions have made their teaching materials available in open format by 2025 (Open Access to Higher Education), propelling the Netherlands to a leading global position.”(…) “As apart of this process, we must also ensure that the various Dutch higher education institutions recognise each other’s MOOCs and Open Educational Resources” (Ministry of Education, Culture and Science, 2015, p. 30) To realize these ambitions, a taskforce within the Ministry investigated which measurements where needed for this. This resulted in a program “Open and connected higher education – Exchange of digital learning materials”. One of the elements was to start with two so-called “moonshot projects” in cross-institutional open sharing of learning materials. These projects should on the one hand serve as good practice for Dutch Higher Education and on the other hand provide more detailed insight into what is needed for the Ministry to take the next step in implementation of their ambitions. The two projects are on developing resources on mathematics, done by the 4 Universities of Technology, and on developing resources for the Bachelor Nursing program, done by 5 Universities of Applied Sciences. In this presentation we will provide more insights into the background and approach of these projects and compare them with similar approaches for supporting national policies elsewhere.
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Dit Trendrapport Open Educational Resources 2013 beschrijft de trends op het gebied van open educational resources (OER) en open onderwijs in binnen- en buitenland, geschreven vanuit de context van het Nederlandse hoger onderwijs. Dat gebeurt aan de hand van vijftien artikelen van Nederlandse experts op het gebied van open en online onderwijs. Ook bevat het vijftien korte intermezzo’s met spraakmakende voorbeelden.
Dit rapport beschrijft de trends in binnen- en buitenland op het gebied van Open Educational Resources. Dat gebeurt aan de hand van twaalf artikelen van Nederlandse experts op het gebied van open leermaterialen in het hoger onderwijs. Ook bevat het rapport twaalf intermezzo’s met spraakmakende voorbeelden.
The Netherlands has approximately 220,000 industrial accidents per year (with 60 people who die). That is why every employer is obliged to organize company emergency response (BHV), including emergency response training. Despite this, only one-third of all companies map out their occupational risks via a Risk Inventory & Evaluation (RI&E) and the share of employees with an occupational accident remains high. That is why there is continuous innovation to optimize emergency response training, for example by means of Virtual Reality (VR). VR is not new, but it has evolved and become more affordable. VR offers the possibility to develop safe realistic emergency response simulations where the student has the feeling that they are really there. Despite the increase in VR-BHV training, little research has been done on the effect of VR in ER training and results are contradictory. In addition, there are new technological developments that make it possible to measure viewing behavior in VR using Eye-Tracking. During an emergency response training, Eye-Tracking can be used to measure how an instruction is followed, whether students are distracted and observe important elements (danger and solutions) during the simulation. However, emergency response training with VR and Eye-Tracking (interactions) does not exist. In this project, a prototype is being developed in which Eye-Tracking is incorporated into a VR-BHV training that was developed in 2021, in which emergency situations such as an office fire are simulated (the BHVR application). The prototype will be tested by means of an experiment in order to partly answer the question to what extent and in what way Eye-Tracking in VR offers added value for (RI&E) emergency response training. This project is therefore in line with the mission-driven innovation policy 'The Safety Professional' and helps SMEs that often lack resources and knowledge for research into the effectiveness of innovative technologies in education/training. The project will include a prototype, a production report and research article, and is open to new participants when writing a larger application about the application and effect of VR and Eye-Tracking in emergency response training.
In recent years, disasters are increasing in numbers, location, intensity and impact; they have become more unpredictable due to climate change, raising questions about disaster preparedness and management. Attempts by government entities at limiting the impact of disasters are insufficient, awareness and action are urgently needed at the citizen level to create awareness, develop capacity, facilitate implementation of management plans and to coordinate local action at times of uncertainty. We need a cultural and behavioral change to create resilient citizens, communities, and environments. To develop and maintain new ways of thinking has to start by anticipating long-term bottom-up resilience and collaborations. We propose to develop a serious game on a physical tabletop that allows individuals and communities to work with a moderator and to simulate disasters and individual and collective action in their locality, to mimic real-world scenarios using game mechanics and to train trainers. Two companies–Stratsims, a company specialized in game development, and Society College, an organization that aims to strengthen society, combine their expertise as changemakers. They work with Professor Carola Hein (TU Delft), who has developed knowledge about questions of disaster and rebuilding worldwide and the conditions for meaningful and long-term disaster preparedness. The partners have already reached out to relevant communities in Amsterdam and the Netherlands, including UNUN, a network of Ukrainians in the Netherlands. Jaap de Goede, an experienced strategy simulation expert, will lead outreach activities in diverse communities to train trainers and moderate workshops. This game will be highly relevant for citizens to help grow awareness and capacity for preparing for and coping with disasters in a bottom-up fashion. The toolkit will be available for download and printing open access, and for purchase. The team will offer training and facilitate workshops working with local communities to initiate bottom-up change in policy making and planning.
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
