Dit Trendrapport Open Educational Resources 2013 beschrijft de trends op het gebied van open educational resources (OER) en open onderwijs in binnen- en buitenland, geschreven vanuit de context van het Nederlandse hoger onderwijs. Dat gebeurt aan de hand van vijftien artikelen van Nederlandse experts op het gebied van open en online onderwijs. Ook bevat het vijftien korte intermezzo’s met spraakmakende voorbeelden.
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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.
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Dit rapport beschrijft de trends in binnen- en buitenland op het gebied van Open Educational Resources. Dat gebeurt aan de hand van twaalf artikelen van Nederlandse experts op het gebied van open leermaterialen in het hoger onderwijs. Ook bevat het rapport twaalf intermezzo’s met spraakmakende voorbeelden.
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A short paper on the whats and the hows of learning technology standardization
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Purpose: This is a position paper describing the elements of an international framework for assistive techhnology provision that could guide the development of policies, systems and service delivery procedures across the world. It describes general requirements, quality criteria and possible approaches that may help to enhance the accessibility of affordable and high quality assistive technology solutions. Materials and methods: The paper is based on the experience of the authors, an analysis of the existing literature and the inputs from many colleagues in the field of assistive technology provision. It includes the results of discussions of an earlier version of the paper during an international conference on the topic in August 2017. Results and conclusion: The paper ends with the recommendation to develop an international standard for assistive technology provision. Such a standard can have a major impact on the accessibility of AT for people with disabilities. The paper outlines some the key elements to be included in a standard.
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Transitions in health care and the increasing pace at which technological innovations emerge, have led to new professional approach at the crossroads of health care and technology. In order to adequately deal with these transition processes and challenges before future professionals access the labour market, Fontys University of Applied Sciences is in a transition to combining education with interdisciplinary practice-based research. Fontys UAS is launching a new centre of expertise in Health Care and Technology, which is a new approach compared to existing educational structures. The new centre is presented as an example of how new initiatives in the field of education and research at the intersection of care and technology can be shaped.
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Numerous developements regarding Orthopaedic (Shoe) Technology takes place in the Netherlands and Belgium. A very close collaboration between FOntys, SVGB, KHKEmepen and NVOS-Orthobanda resulted in educational programs in Orthopaedic (Shoe) Technology.
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Advanced technology is a primary solution for the shortage of care professionals and increasing demand for care, and thus acceptance of such technology is paramount. This study investigates factors that increase use of advanced technology during elderly care, focusing on current use of advanced technology, factors that influence its use, and care professionals’ experiences with the use. This study uses a mixed-method design. Logfiles were used (longitudinal design) to determine current use of advanced technology, questionnaires assessed which factors increase such use, and in-depth interviews were administered to retrieve care professionals’ experiences. Findings suggest that 73% of care professionals use advanced technology, such as camera monitoring, and consult clients’ records electronically. Six of nine hypotheses tested in this study were supported, with correlations strongest between performance expectancy and attitudes toward use, attitudes toward use and satisfaction, and effort expectancy and performance expectancy. Suggested improvements for advanced technology include expanding client information, adding report functionality, solving log-in problems, and increasing speed. Moreover, the quickest way to increase acceptance is by improving performance expectancy. Care professionals scored performance expectancy of advanced technology lowest, though it had the strongest effect on attitudes toward the technology.
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Rede uitgesproken bij aanvaarding van lectoraat Open educational resources.
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From the article: "The goal of higher professional education is to enable students to develop into reflective practitioners, having both a firm theoretical knowledge base as well as appropriate, professional attitudes and skills. Learning at the workplace is crucial in professional education, because it allows students to learn to act competently in complex contexts and unpredictable situations. Reflection on learning during an internship is hard to interweave with the working process, which may easily result in students having little control over their own learning process while at work. In this study, we aim to discover in what way we can effectively use technology to enhance workplace learning, by synthesizing design propositions for Technology- Enhanced Workplace Learning (TEWL). We conducted design-based research which is cyclic in nature. Based on preliminary research, we constructed initial design propositions and developed a web-based app (software program for mobile devices) providing interventions based on these propositions. In a pilot study, students from different educational domains used this app to support their workplace learning. We evaluated the initial design propositions by carrying out both a theoretical and a practical evaluation. With the insights obtained from these evaluations, we developed a next version of the design propositions and improved the app accordingly. The research result is a set of design propositions for TEWL. For daily practice, the developed web-based app is available for re-use and further research and development."
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