Deze casestudie geeft inzicht in verschillende soorten kennis die kenmerkend zijn voor applied design research. Er wordt onderscheid gemaakt tussen kennis over de huidige situatie, over wenselijke alternatieven en over effectieve oplossingen om daar te komen. Ofwel, kennis hoe het is, kennis over hoe het kan zijn en kennis over hoe het zal zijn als we effectieve oplossingen toepassen. Elk van deze soorten kennis heeft andere kwaliteitscriteria.
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Deze publicatie richt zich vooral op het concept Design Based Research,gezien vanuit het perspectief van de bijna 40 lectoren die de hogeschool rijk is. Dit lectoratenoverzicht kan worden beschouwd als een atlas of reisgids waarmee de lezer een route kan afleggen langs de verschillende lectoraten. De lectoraten die actief zijn op het gebied van de Service Economy worden beschreven in hoofdstuk 2. De lectoraten die actief zijn op het gebied van Vitale Regio worden beschreven in hoofdstuk 3. De lectoraten die actief zijn op het gebied van Smart Sustainable Industries worden beschreven in hoofdstuk 4. De lectoraten die actief zijn op het gebied van de hogeschoolbrede thema’s Design Based Education en Research worden beschreven in hoofdstuk 5. Tenslotte wordt er in hoofdstuk 6 een eerste aanzet gedaan om één of meer verbindende thema’s of werkwijzen te ontdekken in de aanpak van de verschillende lectoraten. Het is niet de bedoeling van deze publicatie om een definitief antwoord te geven op de vraag wat NHL Stenden precies bedoelt met het concept Design Based Research. Het doel van deze publicatie is wel om een indruk te krijgen van wat er allemaal gebeurt binnnen de lectoraten van NHL Stenden, en om nieuwsgierig te worden naar meer.
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This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary.
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Societal one-way directed approaches of sustainable primary school building design cause persistent physical building problems. It affects the performances of the societal challenge of designing real sustainable school buildings, as well as the educational and social processes, and its end-user performances. Conventional building construction approaches build traditionally their designs on a syntheses of dialogues and consensus during decision-making processes, due to a variety of different interests. Principals define their ambitions and requirements into a team of mainly technical domain related disciplines. There are no design methods available that connect human systems and ecosystems integrated and balance the dynamic multi-level scaled mechanisms of human needs and sustainability development factors. The presented analytic framework recognizes similarity patterns between these multi-level scaled social systems, ecosystems and sustainable development entities, qualitatively as well as quantitatively. It delivers a new polarity based dynamic system that contributes to the client briefs and physical building morphological factors from a more sustainable development base. This theoretical approach establishes Sustainability-Centered Guidelines for primary schools (SCGs) design and building.
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Introduction: The health-promoting school (HPS) approach was developed by the World Health Organization to create health promotion changes in the whole school system. Implementing the approach can be challenging for schools because schools are dynamic organizations with each a unique context. Many countries worldwide have a health promotion system in place in which healthy school (HS) advisors support schools in the process of implementing the HPS approach. Even though these HS advisors can take on various roles to provide support in an adaptive and context-oriented manner, these roles have not yet been described. The current study aims to identify and describe the key roles of the HS advisor when supporting schools during the dynamic process of implementing the HPS approach. Methods: The study was part of a project in which a capacity-building module was developed for and with HS advisors in the Netherlands. In the current study, a co-creation process enabled by participatory research was used in which researchers, HS advisors, national representatives, and coordinators of the Dutch HS program participated. Co-creation processes took place between October 2020 and November 2021 and consisted of four phases: (1) a narrative review of the literature, (2) interviews, (3) focus groups, and (4) a final check. Results: Five roles were identified. The role of “navigator” as a more central one and four other roles: “linking pin,” “expert in the field,” “critical friend,” and “ambassador of the HPS approach.” The (final) description of the five roles was recognizable for the HS advisors that participated in the study, and they indicated that it provided a comprehensive overview of the work of an HS advisor in the Netherlands. Discussion: The roles can provide guidance to all Dutch HS advisors and the regional public health organizations that employ them on what is needed to provide sufficient and context-oriented support to schools. These roles can inspire and guide people from other countries to adapt the roles to their own national context.
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There is an ongoing social debate concerning Dutch primary school design related to persistent physical environmental problems such as poor indoor quality and inflexible spatial elements. Increasing complexity and building construction process failures, as well as inexperienced school principals, also seem to be important impact factors. This analysis employed a multi-level model which reflects the interrelationship between needs, interests and views, which are in turn responsible for physiological, psychological and biophysical problems in the school-building design process. It shows that antagonistic interests seem to impede rational innovative pathways which could be used to enhance synergetic solutions. These interests impact on the process by affecting the objective decision-making process adversely, making the problems faced unnecessarily complex due to competing subjective desires. The new approach proposed here increases awareness by mirroring actors’ behaviour and their most important needs, possibly leading to a decrease in school-building design problems. By means of introducing a positive psychological approach and viewing these profound human needs as a social fractal, it is possible to create a new paradigm which might solve the school-design crisis. As a lever for changing the current processes, new tangible school-building design parameters also might become available. The aim of this study was to analyse the current problem patterns and assess the possibility of producing more synergetic solution patterns. On this basis, we developed a needs-centred guideline for primary schools.
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It has been argued that teachers need practical principled knowledge and that design research can help develop such knowledge. What has been underestimated, however, is how to make such know-how and know-why useful for teachers. To illustrate how principled knowledge can be “practicalized”, we draw on a design study in which we developed a professional development program for primary school teachers (N = 5) who learned to design language-oriented mathematics lessons. The principled knowledge we used in the program stemmed from the literature on genre pedagogy, scaffolding, and hypothetical learning trajectories. We show how shifting to a simple template focusing on “domain text” rather than genre, and “reasoning steps” rather than genre features made the principled knowledge more practical for the teachers.
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Primary school design is balancing between end-user needs and societal interests, and between traditional and innovative approaches. In current approaches, an unbalance affects end-users’ performances and obstructs innovative school-building design. The institutional system of design should not only be more aware of adjusting the quality design indicators to end-users, but they should actually do it in combination with the increasing need for more innovation in school-building designs. Present guidelines emphasize objective rational societal and traditional interests but underestimate the subjective essences of individual end-user needs and the abilities of intelligent school buildings to meet important requirements for present and future learning environments. Based on universal human needs and dynamic mechanisms relationships, this article addresses a number of reasons that cause these mismatches. We present a theoretical analysis to establish Needs Centred Guidelines for primary school design as a methodological tool to improve the balance between the societal and end-users’ needs, and to give more insight into underlying patterns in design processes. The guidelines are based on a variety of end-user psychological, physiological and bio-physical needs. This article explains how this analytic approach contributes to the attention for end-user physical learning environment needs and to innovate school design.
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Educational institutions and vocational practices need to collaborate to design learning environments that meet current-day societal demands and support the development of learners’ vocational competence. Integration of learning experiences across contexts can be facilitated by intentionally structured learning environments at the boundary of school and work. Such learning environments are co-constructed by educational institutions and vocational practices. However, co-construction is challenged by differences between the practices of school and work, which can lead to discontinuities across the school–work boundary. More understanding is needed about the nature of these discontinuities and about design considerations to counterbalance these discontinuities. Studies on the co-construction of learning environments are scarce, especially studies from the perspective of representatives of work practice. Therefore, the present study explores design considerations for co-construction through the lens of vocational practice. The study reveals a variety of discontinuities related to the designable elements of learning environments (i.e. epistemic, spatial, instrumental, temporal, and social elements). The findings help to improve understanding of design strategies for counterbalancing discontinuities at the interpersonal and institutional levels of the learning environment. The findings confirm that work practice has a different orientation than school practice since there is a stronger focus on productivity and on the quality of the services provided. However, various strategies for co-construction also seem to take into account the mutually beneficial learning potential of the school–work boundary.
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This study focuses on the school–work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers’ considerations, which generally remain largely implicit. These considerations concern the designable elements of learning environments: epistemic, spatial, temporal, and social elements. Design considerations were uncovered at each of the aggregation levels of a curriculum. At the macro-level, considerations referred to the connectivity between the contexts of school and work. Based on these considerations, different designs were chosen along the school–work continuum. At the meso-level, another continuum was found: the complexity in terms of practices involved in the learning environment. At the micro-level, concrete design considerations were revealed that designers take into account to strengthen the school–work connection. Thus, design considerations at three levels were made explicit. Moreover, the need for alignment between the designable elements and the curriculum levels became more apparent, leading to a deeper understanding of curriculum design for vocational education. This paper adds understanding of ways to strengthen the school–work connection and design future-proof vocational curricula.
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