Net als bij privacy lijkt ook de roep om transparantie in het digitale tijdperk steeds duidelijker door te klinken. Ik noem het nadrukkelijk ‘een roep om transparantie’. Het is namelijk vaak onduidelijk of er ook echt behoefte is aan transparantie en wie deze behoefte heeft. Wat wel duidelijk is, is dat de afgelopen jaren de roep om transparantie in de maatschappij harder is gaan klinken.
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Educational change often fails due to its complexity: differing, even contradictory factors, agents, goals, norms or beliefs are involved. Too often practitioners, researchers and educators try to reduce or even ignore tensions, paradoxes and uncertainties and search for clear procedures and the one and only best solution in achieving the foreseen change. In this article, we discuss a valuable theoretical framework from organizational science, paradox theory, to understand why many change efforts fail and how to enhance the effectiveness and sustainability of change. We propose that (1) educational change is characterized by complexity; (2) that change therefore is inherently associated with tensions and paradoxes; (3) that paradox theory can help to understand and improve complex educational change by 3a) providing a lens to recognize, label, and acknowledge paradoxes and their interactions and 3b) investigate how to handle these paradoxes to foster effective and sustainable educational change (i.e. to find a dynamic equilibrium). Based on these important lessons we propose a three-step model to investigate and improve educational change processes.
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In deze rede wil ik ingaan op de paradox van serious games. Over het spel en de knikkers. Het lijkt tegenstrijdig dat je met een spel naast plezier ook serieuze verandering of kennisoverdracht wilt bewerkstelligen. De paradox gaat echter nog een stap verder, want voor wie is het spel eigenlijk en van wie zijn dan de knikkers. In ons vakgebied is de partij die het spel ontwikkelt veelal een andere dan de partij die het spel speelt en zelfs binnen de partij van potentiële spelers wordt er gewezen naar medespelers: “het zou toch zo goed zijn voor de buurman"
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Het is voor marketeers en CX professionals één van de belangrijkste vraagstukken binnen de snel digitaliserende economie. En het vraagstuk wordt alleen maar groter: hoe moeten we omgaan met de privacy van de consument, terwijl dezelfde consument vraagt om meer gepersonaliseerde dienstverlening? Wat kunnen marketeers en CX-professionals doen om een balans te vinden tussen de kansen en de risico’s in het gebruik van persoonsgegevens?
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Blog AOG school of management en Hanzehogeschool.
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From the article The paradigm shift towards competency-based education in the Netherlands has a logical counterpart: the need for more flexibility in the curricula. After all, in competency-based education it is recognized that learning not only takes place in designated places (school, university), but may happen every time when the learner is confronted with a challenge. This observation leads to the necessity to incorporate the learning outcomes of formal and informal education in one curriculum. As a result, the educational process becomes more complex and must be better structured to control the individual learning outcomes. In this paper we discuss this paradox: how more flexibility in the program creates the need for more control in the process. We also discuss what kind of IT-tools are helpful in controlling flexibility in curricula for higher professional education.
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Het is voor CX-professionals één van de belangrijkste vraagstukken binnen de snel digitaliserende economie. En het vraagstuk wordt alleen maar groter: hoe moeten we omgaan met de privacy van de klant terwijl dezelfde consument vraagt om meer gepersonaliseerde dienstverlening?
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The purpose of this paper is to reflect on the experiences of safety and security management students, enrolled in an undergraduate course in the Netherlands, and present quantitative data from an online survey that aimed to explore the factors that have contributed to students’ satisfaction with, and engagement in, online classes during the COVID-19 pandemic. The main findings suggest an interesting paradox of technology, which is worth further exploration in future research. Firstly, students with self perceived higher technological skill levels tend to reject online education more often as they see substantial shortcomings of classes in the way they are administered as compared to the vast available opportunities for real innovation. Secondly, as opposed to democratising education and allowing for custom-made, individualistic education schedules that help less-privileged students, online education can also lead to the displacement of education by income-generating activities altogether. Lastly, as much as technology allowed universities during the COVID-19 pandemic to continue with education, the transition to the environment, which is defined by highly interactive and engaging potential, may in fact be a net contributor to the feelings of social isolation, digital educational inequality and tension around commercialisation in higher education.
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Dit artikel is een vertaling van Steyaert, J. (2005). Web based higher education, the inclusion/exclusion paradox. Journal of technology in human services, 23(1/2), 67-78. Het beschrijft de relatie tussen e-learning en toegankelijkheid voor studenten met een functionele beperking.
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