De transitie van het onderwijs in de foodsector in de Rotterdamse regio
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In media audience research we tend to assume that media are engaged with when they are used, however ‘light’ such engagement might be. Once ‘passive media use’ was banned as a reference to media use, being a media audience member became synonymous with being a meaning producer. In audience research however I find that media are not always the object of meaning making in daily life and that media texts can be hardly meaningful. Thinking about media and engagement, there is a threefold challenge in relation to audience research. The coming into being of platform media and hence of new forms of media production on a micro level that come out of and are woven into practices of media use, suggests that we need to redraft the repertoire of terms used in audience research (and maybe start calling it something else). Material and immaterial media production, the unpaid labour on the part of otherwise audience members should for instance be taken into account. Then, secondly, there is the continuing challenge to further develop heuristically strong ways of linking media use and meaning making, and most of all to do justice, thirdly, to those moments and ways in which audiences truly engage with media texts without identifying them with those texts.
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Design and research are two fields of knowledge that each has its traditions, methods, standards and practices. These two worlds appear to be quite separate, with researchers investigating what exists, and designers visualising what could be. This book builds a bridge between both worlds by showing how design and research can be integrated to develop a new field of knowledge. This book contains 22 inspiring reflections that demonstrate how the unique qualities of research (aimed at studying the present) and design (aimed at developing the future) can be combined. This book shows that the transdisciplinary approach is applicable in a multitude of sectors, ranging from healthcare, urban planning, circular economy, and the food industry. Arranged in five parts, the book offers a range of illustrative examples, experiences, methods, and interpretations. Together they make up the characteristic of a mosaic, each piece contributing a part of the complete picture, and all pieces together offering a multi-facted perspective of what applied design research is, how it is implemented and what the reader can expect from it.
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CLIL Skills is a practical resource book for subject teachers working in bilingual schools. It supports them in their everyday practice and informs them about key CLIL issues. Good CLIL teaching interweaves content and language. This book covers six important CLIL Skills: activating, providing lesson input, guiding and understanding, encouraging speaking and writing, assessing and giving feedback, and using projects. This book is essential reading for CLIL teachers everywhere.CLIL Skills includes:• Over 70 practical lesson ideas• Case studies from schools• Examples and illustrations from teachers• Useful, clearly explained theory• A glossary of handy terms• Activities for teacher development.
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In 2019, the first "Atelier Book" was published . Since then, a few years have passed and numerous new Ateliers have emerged. With this new atelier book, through more than 30 portraits, the richness and variety of ateliers within our college are shown. The portraits are divided as follows: ateliers at the NHL Stenden locations, external ateliers and ateliers which the facilities are a strong determinant. These portraits show which issues are being worked on, how they cooperate with the field and researchers and what the added value of the Ateliers is. This atelier book also contains a number of in-depth articles that talk about working and learning in ateliers. The contribution in chapter 1 is about: what NHL Stenden aims at with ateliers, where do the ateliers differ and some experiences with ateliers. After the portraits in chapter 2, chapter 3 presents the 'Atelier Value Creation Model' and a model with design dimensions. Both provide tools for designing and evaluating ateliers. Chapter 4 zooms in on the effects of physical space on learning. Then, Chapter 5 discusses the outcomes of (current) research on ateliers.
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Change is endemic in modern society, and the educational systems that operate in it. In Higher Education societal trends such as globalization and economic rationalism are impacting on teachers. Changes in the student population, new educational methods derived from shifting perspectives on the role of knowledge and re-structuring of the organizations within which teachers work have also led to transformation of the professional context. At European level policy initiatives such as the Bologna Declaration (1999) have necessitated an overhaul of educational provision. This research project attempts to focus on these wideranging changes through the lens of teacher autonomy in order to establish what is changing in the working lives of teachers in a Dutch university, how they are responding to these changes and how they can be helped to respond to change effectively and discriminatingly. This is an insider research project, using case study and semi-structured interviewing to yield data that is subjected to thematic linguistic analysis. It was piloted in 2006, and interviewing was resumed in February 2007. Findings indicate the contested nature of teacher autonomy, and suggest that professional autonomy can impede as well as facilitate teachers in processes of engaging with change. The team - operating as a community of practice - is identified as the location where change agency can operate most effectively. Distributed leadership - specifically perceived in the activities of team leaders and teacher change agents - is seen as crucial to processes of embedding change in educational practice.
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The research group of the Lectoraat Groene Leefomgeving van Steden has published this book to show that charrettes represent a highly interesting new component of the teaching programme at Van Hall Larenstein. They enable students to get a first taste of the professional setting they might end up working in, and teachers to tailor their teaching to professional practice. The charrettes also enable Van Hall Larenstein to enter into numerous new collaborations with Dutch and international partners, and it also uses the charrettes to show how interesting learning can be and – at least as importantly – how much fun. The teachers and organisers of the charrettes hope that this book may inspire the development of many new charrettes.
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The definition of ‘Assistive Technology’ (AT) includes both assistive products and the services or actions necessary for safe and effective provision of the assistive products to people who need them. International standards and product specifications exist for assistive products. Despite huge unmet need for effective AT provision, a variety of service delivery models across different countries, and a shortage of personnel trained in this field, nowidely useable and accepted AT service provision guidelines currently exist. Aligned with contemporary global initiatives to improve access to AT, a scoping review was commissioned to inform the development of globally useable provision guidance. The aim was to deliver a rapid scoping review of the literature regarding quality guidelines for AT service provision. Method: The rapid scoping review utilised a two-tiered approach to identifying relevant publications: 1) systematic search of academic databases; 2) consultation with assistive technology organisations. The review was conducted in March 2023 across four databases (Medline, CINAHL, SCOPUS and Google Scholar) with no date limitations. Systematic outreach to international and global AT networks was used to access expert informants. Non-English publications were included utilizing Google Translate and support from expert informants to verify content. Analysis was guided by the body of work on quality AT provision and service delivery processes in Europe, as well as the World Health Organization-GATE 5P framework for strengthening access to AT. Results: The search strategies yielded 41 publications from diverse countries, and directed at differing assistive products, personnel and provision contexts. Results are reported from the charted data through to the data extraction framework, including type of publication, study design, audience and reach. We report on the type of AT and the AT provision ecosystem elements discussed, and service delivery process or steps and quality criteria service delivery. Conclusion: This review did not find established guidelines or standards for service provision, but it did identify key service delivery steps which may form part of such guidelines, and many of the 3 publications included mentioned the need for practice guidelines. Despite different contexts such as type of assistive product, recipient of the guidance, language, location and authorship, core elements of AT provision including service delivery steps can be identified. Consideration regarding the nuances of vocabulary, of process, and of enabling flexible foci, is recommended in systematizing globally applicable guidance. This review offers a strong starting point for developing guidance for assistive technology provision to meet global need.
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Designing authentic, project-based learning environments in higher professional education is far from clear-cut yet and can be a difficult task for teachers. The research question driving our research was: How can we design and improve project-based, ICT-supported learning environments in higher professional education? It was our aim to find valuable pieces of the design-puzzle in current literature and integrate these pieces. We intended to complement current insights with inventive insights from an explicit design perspective by carrying out empirical studies.
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This open access book states that the endemic societal faultlines of our times are deeply intertwined and that they confront us with challenges affecting the security and sustainability of our societies. It states that new ways of inhabiting and cultivating our planet are needed to keep it healthy for future generations. This requires a fundamental shift from the current anthropocentric and economic growth-oriented social contract to a more ecocentric and regenerative natural social contract. The author posits that in a natural social contract, society cannot rely on the market or state alone for solutions to grand societal challenges, nor leave them to individual responsibility. Rather, these problems need to be solved through transformative social-ecological innovation (TSEI), which involves systemic changes that affect sustainability, health and justice. The TSEI framework presented in this book helps to diagnose and advance innovation and change across sectors and disciplines, and at different levels of governance. It identifies intervention points and helps formulate sustainable solutions for policymakers, administrators, concerned citizens and professionals in moving towards a more just and equitable society.
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