De publicatielijst bevat alle publicaties waar Harmen Bijwaard aan bijgedragen heeft in de periode 1998 - 2013
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De publicatielijst bevat alle publicaties waar Berno van Meijel aan bijgedragen heeft
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De publicatielijst bevat alle publicaties waar Wilma Swildens aan bijgedragen heeft
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De publicatielijst bevat alle publicaties waar Lilain Linders aan bijgedragen heeft in de periode 2014 - 2020
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De publicatielijst bevat alle publicaties waar Robbert Gobbens aan bijgedragen heeft in de periode 2005 - 2020
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De publicatielijst bevat alle publicaties waar Marije Deutekom aan bijgedragen heeft in de periode 2016 - 2020
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De publicatielijst bevat alle publicaties van het lectoraat Jeugd en Samenleving in de periode 2013 - 2020
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De publicatielijst bevat alle publicaties van het lectoraat Dynamiek van de Stad in de periode 2013 - 2020
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De publicatielijst bevat alle publicaties waar Patrick Huntjens aan bijgedragen heeft in de periode 1998 - 2021
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This research evaluates how Project-Based Learning (PBL) is implemented in the Innovative Design program that is taught at The Hague University of Applied Sciences. This paper offers insights about the way students and teachers experience PBL within this program, and how the implementation can be improved according to previous research in this field. By studying relevant literature, a list of important (organizational and didactical) factors regarding the implementation of PBL is created. Questionnaires investigating these factors are then circulated among the teachers and students of the program. The results of the questionnaires are analyzed against guidelines provided in the literature. Based on this comparison, recommendations for the improvement of the PBL approach within the program are provided. The analysis shows that the program offers meaningful projects, and the students are properly prepared to collaborate. Nevertheless, the analysis also shows that the program still has room for improvement. The assessment methods are still unrefined, the students experience time-pressure while working on their projects, and the teachers can benefit from additional training to be better prepared for teaching in a PBL environment. Fortunately, the teachers indicate willingness to learn new PBL specific teaching skills. https://nl.linkedin.com/in/haniers
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