Secondary school physical education (PE) teachers are continuously challenged to find ways to support students learning and motivate them for an active and healthy lifestyle. To address this complexity, continuing teacher professional development (TPD) is key. Technological tools can facilitate the effective delivery of TPD in this context. Successful implementation of this technology, however, is not self-evident. Based on the general aim of effectively integrating technologies in the educational process and focusing on the needs of educators, this study examines how the evidence-based theoretical TARGET framework for creating a motivating PE learning climate might be embedded into a digital professional development tool for PE teachers, useful in everyday practice. It presents a case study in which a multidisciplinary team of researchers, designers, and end-users iteratively went through several phases of need identification, idea generation, designing, development, and testing. By using a participatory approach, we were able to collect contextualized data and gain insights into users’ preferences, requirements, and ideas for designing and engaging with the tool. Based on these insights the TPD TARGET-tool for PE teachers was ultimately developed. The most prominent characteristics of this tool are (1) the combination of an evaluative function with teaching strategy support, (2) the strong emphasis on ease of use due to the complex PE teaching context, (3) the avoidance of social comparison, and suggestions of normative judgment, and (4) the allowance for a high level of customization and teacher autonomy.
DOCUMENT
Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.
DOCUMENT
The Technical Manual for the digital evaluation tool QualiTePE supports users of the QualiTePE tool in creating, conducting and analysing evaluations to record the quality of teaching in physical education. The information on the General Data Protection Regulation (GDPR) instructs users on how to anonymise the data collection of evaluations and which legal bases apply with regard to the collection of personal data. The technical manual for the digital evaluation tool QualiTePE and the information on the General Data Protection Regulation (GDPR) are available in English, German, French, Italian, Spanish, Dutch, Swedish, Slovenian, Czech and Greek.
DOCUMENT
We present an economic impacts model based on direct expenditures for European cycle routes, originally designed in 2009 as part of a study commissioned by the European Parliament. At its request, the study was updated in 2012, including a refined version of our model which takes some limitations of the former model into account. Our main findings are that cycle tourists’ daily spending is comparable to that of other tourists, and that cycle tourism can contribute significantly in particular to rural economies that have not previously enjoyed mainstream tourism development. (European) cycle tourism thus proves to be useful as an (additional) tool for regional rural development. We arrived at a total estimated direct expenditures in Europe of almost €44 billion (€35 billion from day trips and €8.94 billion from overnight trips). We applied the model to the routes of EuroVelo, the European cycle route network which is currently being developed, showing their considerable economic potential of over €7 billion in direct expenditures. Furthermore, cycle tourism has a far lower negative impact on the environment (in terms of carbon dioxide emissions) than other forms of tourism. Cycle tourism is therefore a good example of a low carbon tourism product which could be developed as a major slow travel opportunity across (rural) Europe.
LINK
Research topic/aim The professional development of teacher educators (T Eds) is increasingly being recognised as a topic of paramount importance, partly caused by the attention for the lifelong learning of those responsible for teaching student teachers. In this presentation we focus on the professional development T Eds with regard to their role as second order practitioner (Murray and Male, 2005). Many T Eds identify themselves as a teacher in higher education and they lack attention for their specific role of being a teacher of teachers. In the project we investigated the possibilities of encouraging T Eds to focus on this role, by altering the procedure in which T Eds and their team-manager set development agreements. Theoretical and methodology framework Teacher Educators have specific roles and tasks (Lunenberg et al, 2012) and they need special skills to fulfil these roles. In the Netherlands, the Dutch Association of Teacher Educators has developed a professional standard, in which the skills for an average experienced teacher educator are described. In our project the professional standard served as a tool in the development agreement procedure for T Eds. In total 16 T Eds from 5 teams participated. In their preparation for the conversation with their team manager, T Eds studied this professional standard and used this to write down their strengths and development possibilities. After that, they entered the conversation with their team manager and came to development agreements. To study the effect of this new procedure, T Eds (two group interviews) and team managers were interviewed (one group interview) about their opinion on the preparation phase and the conversation itself. Results and conclusions Findings appear threefold. First, T Eds appreciate the use of the professional standard in the preparation. It helps them to focus on their role as teacher of teachers. Second, both team managers and T Eds mention that they now have 'words' to talk about the profession. Third, Teds and team managers both hold the opinion that the conversation itself is more thorough than it used to be before. Relevance to European educational research Our findings contribute to the body of knowledge around professional development activities for teacher educators, especially with regards to their role as second order practitioner or 'teacher of teachers' .
DOCUMENT
An essential condition to use mathematics to solve problems is the ability to recognize, imagine and represent relations between quantities. In particular, covariational reasoning has been shown to be very challenging for students at all levels. The aim of the project Interactive Virtual Math (IVM) is to develop a visualization tool that supports students’ learning of covariation graphs. In this paper we present the initial development of the tool and we discuss its main features based on the results of one preliminary study and one exploratory study. The results suggest that the tool has potential to help students to engage in covariational reasoning by affording construction and explanation of different representations and comparison, relation and generalization of these ones. The results also point to the importance of developing tools that elicit and build upon students' self-productions
MULTIFILE
In order to become more innovative, corporations are increasingly turning to design-driven innovation capabilities. These capabilities are dynamic: they influence the way companies run their business and how companies create, capture and deliver value. Building design capabilities has proven difficult, given the tacit nature of design practice and the conflicting reasoning style of abduction that allows for the creative leap. However, if these enterprises don't improve, they are in danger of losing their ability to add value to the market. This may result in loss of market-share, which may lead to job destruction and the loss of valuable knowledge as communities of practice fall apart. This paper describes an iterative design process in which a tool was developed to determine which design-driven innovation capabilities a company is lacking. The tool started as a theoretical framework and was subsequently developed by prototyping with innovation managers from several large corporates. This paper contributes a new 'dynamic capabilities view' on design and innovation and a practical approach to implementing design in large firms. LinkedIn: https://www.linkedin.com/in/christine-de-lille-8039372/
DOCUMENT
People with dementia are confronted with many decisions. However, they are often not involved in the process of the decision-making. Shared Decision-Making (SDM) enables involvement of persons with dementia in the decision-making process. In our study, we develop a supportive IT application aiming to facilitate the decision-making process in care networks of people with dementia. A key feature in the development of this SDM tool is the participation of all network members during the design and development process, including the person with dementia. In this paper, we give insight into the first phases of this design and development process in which we conducted extensive user studies and translated wishes and needs of network members into user requirements
DOCUMENT
A retrospective of the BUas contribution to the ALT-ER educational game project. The game's design and development was led by BUas, and the content with created in conjunction with other partners in the ALT-ER project. The game was a tool to facilitate conversations between young children and adults about topics that are of importance to their development. Unlike many educational games, the purpose was not to explicitly teach, instead it was to create a playful space in which children could explore and explain their experiences. This facilitated insights from the adults into the thoughts of the children and assisted in guiding their development. The core basis was to not replace the expertise of teachers, but instead to make their work easier. Design considerations for young children and adults were discussed.
DOCUMENT
Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
DOCUMENT
