Over the past three years we have built a practice-oriented, bachelor level, educational programme for software engineers to specialize as AI engineers. The experience with this programme and the practical assignments our students execute in industry has given us valuable insights on the profession of AI engineer. In this paper we discuss our programme and the lessons learned for industry and research.
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We finished USE2015 with a closing session inspired on the example of the successful closing session of USE2013 in Nelson, New Zealand. The session hosted a few different parts – you can, for instance, read about the PhD award the first newsletter we published after USE2015. Main element was that the remaining participants convened around five flipovers to summarize lessons learned at USE2015, and remaining questions to be discussed at USE2017. The flipovers were organized by various threads/themes that organized the USE2015 programme. The discussion at each one was presided over by a participant: Karel-Jan Alsem (health care organisations as SMEs); William Cockburn (ESENER and SESAME); Sisse Grön (national and sector level occupational safety and health); Garrett Burnett (firm level occupational safety and health); and Louis Polstra (governance, employment & SMEs). After some time for discussion around each flipover, Hans-Jörgen Limborg and Harm van Lieshout lead the crowd in a full circle along all five flipovers, and interviewed the ‘flipover chairs’ and some others on lessons learned and questions to be discussed. We summarize some of those lessons and questions for each of these five themes in section 2. Section 3 presents three general lessons and questions from USE2015 to USE2017. Section 4 presents the host of USE2017.
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In deze publicatie geven we een beschrijving van de strategie die Koplopers gehanteerd heeft en we delen onze ‘lessons learned’. Met behulp van een ervaringsdeskundig Jongerenteam is drie jaar lang participatief actieonderzoek gedaan naar psychische kwetsbaarheid. Onder begeleiding van coaches en onderzoekers hebben jongeren op gelijkwaardige wijze met andere jongeren, studenten en professionals gesproken over psychische kwetsbaarheid en hebben samen met hen belemmerende en bevorderende factoren onderzocht. Het resultaat leest u in het drieluik van publicaties - Koplopers: lessons learned, Koplopers: factoren in participatie en het digitale magazine Koplopers: kwetsbaarheid is de kracht.
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Abstract Educational escape rooms (EERs) are live-action, team-based games used to teach content-related and generic knowledge and skills. Instead of students just playing the EER, we believed that giving them the opportunity to create their own EERs would augment the learning efects of this teaching method. We report on the feasibility, evaluation, and lessons learned of our assignment on an opioid epidemic-based EER. This original teaching method appealed to most students, but the workload was evaluated to be too high. Our lessons learned include the need for sufcient (extrinsic) motivation, careful explanation of the assignment, and small group sizes.
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This lessons learned report gives an overview of the output and results of the first phase of the REDUCES project. The introduction states the relevance of combining a policy approach with business model analysis, and defines the objectives. Next, an overview is given of circular economy good business practices in the regions involved. Examining these business practices helped to define the regional needs for circular economy policy. This business approach proved to be a solid base for developing regional circular economy action plans, the last chapter of this report.
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The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER) by teachers from various types of education. This program is known as Wikiwijs. Ultimo 2013, the program has come to an end. As some of the assumptions at the start of Wikiwijs proved to work out in unexpected ways the lessons learned could fuel the next steps in developing Wikiwijs. Besides, other national initiatives on opening up education may also benefit from the lessons learned reported here. The main conclusion from five years Wikiwijs was that to accomplish mainstreaming OER, the Wikiwijs program should go along with other interventions that are more oriented toward prescriptive policies and regulations. In particular: the Dutch government should be more directive in persuading executive boards and teachers on schools to adopt OER as an important part of educational reform and the acquisition of 21st century skills.
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The Netherlands is considered one of the frontrunners in the field of electric mobility, both in number of plug-in electric vehicles sold as in the number of publicly available charging stations. This chapter analyses the policy measures that led to the growth in the number of plug-in hybrid electric vehicles. It also provides room for a critique of the policies, with a special focus on the actual reduction of emissions. Consequently the number of public charging stations also rose. The chapter provides an analysis of how these charging stations are used and in which way this is related to sales policies. The chapter provides several lessons learned on how to shape policy to get a group of early adopters to drive electric.
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This paper details the lessons learned in the process of setting up a new open access (OA) journal from scratch. The Journal of the European Honors Council (JEHC) was started in 2016, published its first issue in 2017, and is currently publishing its fifth issue. The development of JEHC is described in four phases: lead-up to the first idea (2015-2016), from first idea to first issue (2016-2017), professionalization (2017-2018), and increasing impact (2018-). Ten lessons learnt are detailed: (1) do a realistic needs assessment; (2) involve committed people with skills, passion, and time; (3) provide a low-barrier publication option; (4) identify and pick ‘low-hanging fruit’; (5) get your basics organized; (6) invest time in technical knowledge; (7) professionalize in phases; (8) be transparent, open, and personal; (9) try to avoid monetary transactions as much as possible; and (10) printing can help. The main piece of advice to others wishing to start an OA journal is: inform yourself well before you start, but do not be afraid to learn along the way.
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The purpose of the design-based research reported here is to show – as a proof of principle – how the idea of scaffolding can be used to support primary teachers in a professional development programme (PDP) to design and enact language-oriented science lessons. The PDP consisted of six sessions of 2.5 h each in which twelve primary school teachers took part over a period of six months. It centralised the language support that pupils need to reason during science lessons. In line with the idea of scaffolding, the structure of the PDP targeted teachers' gradual independence in designing lessons. The first research question is how scaffolding was enacted during the PDP. The analysis of video recordings, field notes, researcher and teacher logs, and teacher design assignments focused on the enactment of three scaffolding characteristics: diagnosis, responsiveness and handover to independence. The second research question concerns what teachers learned from the participation in the PDP that followed a scaffolding approach. The data analysis illustrates that these teachers had learned much in terms of designing and enacting language-oriented science lessons. In terms of diagnosis and responsiveness, our PDP approach was successful, but we problematise the ideal of scaffolding approaches focused on handover to independence.
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