This paper discusses the positioning of higher education in the information or so-called network society. As part of a broader PhD research into media literacy and the success of students in higher education, this theoretical disquisition submits links between information problem-solving skills (IPS-skills), students’ success, social media and the position of student’s assignments and higher education in society. First, I'll explain by using pedagogical theories, that when researching students’ success in higher education in contemporary society, it is important to know why and how students use social media. Secondly, the necessity of IPS-skills is discussed along with the challenges and difficulties. Not only the skills of searching for reliable and useful information are addressed but also the construction of the Internet and the way a part of the Internet works, is discussed, in particular the filter bubble. Thirdly, with the use of the network theory, the role of social media (in the present case: Facebook) in higher education is analysed. Ultimately, this paper complements the pedagogical theory on students’ success in contemporary society. Furthermore, distinguishing education as a distinctive field within the network society will tighten the network theory.
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This chapter describes the use of a scoring rubric to encourage students to improve their information literacy skills. It will explain how the students apply the rubric to supply feedback on their peers’ performance in information problem solving (IPS) tasks. Supplying feedback appears to be a promising learning approach in acquiring knowledge about information literacy, not only for the assessed but also for the assessor. The peer assessment approach helps the feedback supplier to construct actively sustainable knowledge about the IPS process. This knowledge surpasses the construction of basic factual knowledge – level 1 of the ‘Revised taxonomy of learning objectives’ (Krathwohl, 2002) – and stimulates the understanding and application of the learning content as well as the more complex cognitive processes of analysis, evaluation and creation. This is the author version of a book published by Elsevier. Dit is de auteursversie van een hoofdstuk dat is gepubliceerd bij Elsevier.
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The main research question in this chapter was: Which information problem solving skills are, according to the lecturers in the Bachelor of ICT, important for their students? Selecting items from a results list and judging the information on actuality, relevance and reliability were regarded as extremely important by most of the interviewed lecturers. All these sub-skills refer to the third criterion of the scoring rubric, the quality of the primary sources. As mentioned before, one of the NSE lecturers holds the opinion that students should improve their behaviour exactly on this point. Another sub-skill that is seen as very important by the interviewees is the analysis of information to be applied in the student’s own knowledge product. This refers to the fifth criterion of the rubric, the creation of new knowledge. The quality of primary sources and the creation of new knowledge criteria both bear extra weights in the grading process with the scoring rubric. A third criterion which also bears extra weight (‘orientation on the topic’) was mentioned as an important subskill by some interviewees but not as explicitly as the other two criterions. One of the facets of information problem solving that need improvement, according to one of the lecturers, is the reflection on the whole process to stimulate the anchoring of this mode of working. In the concept of information problem solving are higher order skills (orientation and question formulation, judging information and creation of new knowledge) distinguished from lower order skills (reference list, in-text citations, the selection of keywords and databases). Considering all results of this research, one can conclude that the importance of the higher order IPS skills – which refer to ‘learning to think’ (Elshout, 1990) – is recognised by most of the interviewed lecturers. The lower order skills are considered less important by most of them.
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In the following paper I investigate the use of Facebook and the purpose of its use by first year students, in the Department of Media, Communication and Information at the Amsterdam University of Applied Sciences, with a limited enrolment of 960 students (2011-2012). Differences in whether or not students use self-created Facebook-groups will be measured against the differences in utilization of various activities on Facebook. According to a previous study, these activities are categorized by the motives for using Facebook; 1) for information sharing, 2) for educational purposes, 3) for social purposes and 4) for leisure. Furthermore, this study is part of a broader (PhD) research where I investigate the influence of media literacy and its possible effect on students’ success. The aspects of media literacy I focus on are better known as information problem solving skills (IPS-skills). These IPS-skills are also measured against the different activities conducted on Facebook. All variables are measured using digital surveys and analysed with the help of statistical tests. This will ultimately provide a valuable insight into how and if there is a relation between the differences of the students’ use of Facebook and their IPS-skills.
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We present a description of our didactic approach to train undergraduate sign language interpreters on their interpersonal and reflective skills. Based pre-dominantly on the theory of role-space by Llewellyn-Jones and Lee (2014), we argue that dialogue settings require a dynamic role of the interpreter in which s/he constantly makes choices based on contextual, interpesonal skills (IPS) is essential to improve the interpreter's behaviour. We developed several courses of Interpreting Skills (INS) offered during a four-year tertiary education programme, based on the concepts of competency-based learning and teaching. We provide a short description of one in particular, INS7, and give some examples of practice (role-play) and (sef) assessment.
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Online-informatievaardigheden: we gebruiken ze de hele dag door. Bijvoorbeeld als we op internet naar nieuws, een vegetarisch recept of inspiratie voor een volgende reis zoeken. Hoewel het zoeken en vinden van informatie op het internet een alledaagse bezigheid is, blijkt toch dat het een lastige vaardigheid is, zeker in het onderwijs. Tegen welke problemen lopen studenten aan als zij naar informatie zoeken op het internet? Waar moet je als docent rekening mee houden? Kun je studenten hierin begeleiden? Antwoord op onder andere deze vragen vind je in deze publicatie van het Lectoraat Teaching Learning & Technology, zodat je in 7 minuten weer bent 'bijgepraat' over online informatievaardigheden in het onderwijs.
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High Performance Organization (HPO) characteristics indicate why an organization is able to achieve significantly better results than other organizations and these characteristics can facilitate associations to optimize employees’ work outcomes. The independent professional (IP) is an increasingly occurring phenomenon in the labor market that fulfils an organizations’ need for flexibility in knowledge productivity. This study focuses on the contribution of HPO characteristics to the knowledge productivity of IP's. It was conducted among managers and HRM professionals in various Dutch knowledge-intensive organizations that frequently enlist the services of IPs. This study found a number of HPO attributes that appeared to contribute to the IPs' knowledge productivity, namely the quality of management, an open and actionfocused organizational culture, and continual improvement and innovation. We will use these results to look ahead and consider the future consequences for professional practice. Managers and HRM professionals should strive to contribute to the incorporation of these characteristics within the organization in order to safeguard and enhance knowledge productivity of independent professionals.
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This case report describes the process and outcome of an intervention where illness perceptions (IPs) were targeted in order to reduce limitations in daily activities. The patient was a 45-year-old woman diagnosed with posttraumatic secondary osteoarthritis of the lateral patella-femoral cartilage of the right knee. At baseline, the patient reported maladaptive IPs on the Brief Illness Perception Questionnaire Dutch Language Version and limitations in walking stairs, cycling and walking. Fewer limitations in daily activities are hypothesized by changing maladaptive IPs into more favourable IPs. In this case report, discussing maladaptive IPs with the patient was the main intervention. A participatory decision making model was used as a design by which the maladaptive IP were discussed. Six out of eight maladaptive IPs changed favourably and there was a clinically relevant decrease in limitations of daily activities. The Global Perceived Effect was rated as much improved
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In this thesis, a Dutch version of the Brief IPQ is presented to assess IPs in daily physiotherapy practice in The Netherlands. Further, a literature overview of the existing associations and prognosis of IPs on MSP and functioning is presented, and these associations in primary physiotherapy care in The Netherlands are explored. The impact of a matched care physiotherapy package, matched to dysfunctional IPs, and MSP and physical functioning is studied. In this thesis, three themes (ie. measurement, association / prediction and treatment) are explored for their contribution to physiotherapy management of MSP in general, and especially for low back pain
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Background: People with severe mental illnesses (SMIs) have difficulty participating in society through work or other daily activities. Aims: To establish the effectiveness with which the Boston University Approach to Psychiatric Rehabilitation (BPR) improves the level of social participation in people with SMIs, in the Netherlands. Method: In a randomized controlled trial involving 188 people with SMIs, we compared BPR (n = 98) with an Active Control Condition (ACC, n = 90) (Trial registration ISRCTN88987322). Multilevel modeling was used to study intervention effects over two six-month periods. The primary outcome measure was level of social participation, expressed as having participated in paid or unpaid employment over the past six months, as the total hours spent in paid or unpaid employment, and as the current level of social participation. Secondary outcome measures were clients’ views on rehabilitation goal attainment, Quality of Life (QOL), personal recovery, self-efficacy, and psychosocial functioning. Results: During the study, social participation, QOL, and psychosocial functioning improved in patients in both groups. However, BPR was not more effective than ACC on any of the outcomes. Better social participation was predicted by previous work experience and a lower intensity of psychiatric symptoms. Conclusions: While ACC was as effective as BPR in improving the social participation of individuals with SMIs, much higher percentages of participants in our sample found (paid) work or other meaningful activities than in observational studies without specific support for social participation. This suggests that focused rehabilitation efforts are beneficial, irrespective of the specific methodology used.
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