Het platform voor open en praktijkgericht onderzoek

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Het Open Space Atelier

Om veel leerplezier mogelijk te maken is in september 2004 het Open Space Atelier van start gegaan, waarin door studenten, docenten en hun kinderen vrij gewerkt en met elkaar gesproken kan worden over ons boeiende vak: het onderwijs. Er is geen agenda of programma. De gebeurtenissen worden door de inbreng van de aanwezigen bepaald. In het Lectoraat Vernieuwende Opleidingsmethodiek en -didactiek onderzoeken we met lector Hans Jansen manieren van Levend Leren (in het kerstboekje dat Jan Brandsma ons cadeau deed, is over Levend Leren al veel te lezen: leren mag spannend, uitdagend en geïnspireerd als het leven zelf zijn). Deze onderzoeken verlopen op verschillende wijze: literatuurstudie, observatie en het toetsen van denkbeelden en theorie aan de praktijk. Een van de wegen om Levend Leren vorm te geven is het onderzoek naar de weg van Teacher-Directed Learning naar Self-Directed Learning en Free Agent Learning. Bij onze kenniskringdagen werken we met een open space aanpak. Dan verkennen we gezamenlijk creatieve en inspirerende wegen in ons eigen leerlandschap.

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The (im)possibility of new learning and selfdirection.

In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?

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The (im)possibility of new learning and selfdirection.

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Authentic and self-directed learning in vocational education

This study analyses the dilemmas and practical problems in implementing competence-based vocational education through 11 case studies. Schools seem to meet various fundamental issues, but it remains difficult in what way the acquisition and use of a way of knowing and thinking that is based on vocational theory can be stimulated. Reflection, authenticity and coaching seem to missing. In order to explain these results, the article also reflects on factors that account for the distance between promising concepts and actual teaching practice.

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Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore process-oriented teaching, which aims to foster self-directed lifelong learning, needs a broad and multidimensional theoretical basis. The important role of experiences in the social and cultural context, prior knowledge, and the emotional aspects in learning is highlighted, and related to self-directed learning in life. Important aspects of process-oriented teaching are summarized in four principles. A multidimensional approach of learning also provides a conceptual basis to teachers learning. Developing a process-oriented approach in teaching presents a major challenge for teachers as well as for schools.

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Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore process-oriented teaching, which aims to foster self-directed lifelong learning, needs a broad and multidimensional theoretical basis. The important role of experiences in the social and cultural context, prior knowledge, and the emotional aspects in learning is highlighted, and related to self-directed learning in life. Important aspects of process-oriented teaching are summarized in four principles. A multidimensional approach of learning also provides a conceptual basis to teachers learning. Developing a process-oriented approach in teaching presents a major challenge for teachers as well as for schools.

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Preparing undergraduate students for lifelong learning

This thesis presents an exploration of ‘how entrepreneurship education pedagogy can enhance undergraduate business students’ autonomous motivation for self-directed learning’. It has twin, equally valuable, purposes: to make an original theoretical contribution and to improve professional practice in this area. The work addresses the lack of pedagogical research in entrepreneurship education that focuses on learner development, with a specific aim at development of self-directed learning skills for lifelong learning. The research is approached with a concurrent, mixed methods design, comparing pre- and a post-EE, self-assessment survey results from 245 students, enrolled in a Young Enterprise venture creation programme, and a control group at a Dutch university. With the use of open-question surveys among the same population, during and after the EE modules, as well as from focus group discussions with a selection of participating students and teachers, explanation was sought for the observations drawn from the quantitative study. Significant relationships were found between students’ self-reported maturity of autonomy, self-efficacy, and motivation for learning, and in how these relate to self-directed learning readiness. Entrepreneurship education was found to significantly moderate the relationship between the learning characteristics and self-directed learning, and to strengthen of the students’ perceived readiness for self-directed learning. Explanation for the impact of EE were found to be related to the stage-wise, mixed pedagogy approach to learning, that combines authentic learning with a hierarchical approach to competence development, and supportive team dynamics. The research contributes to practice with a proposed conceptual framework for understanding how to prepare for self-directed learning readiness and a teaching-learning framework for its development in formal educational settings. It contributes to knowledge with its deeper understanding of how students experience learning in EE and how that affects their willingness to pursue learning opportunities.

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Preparing undergraduate students for lifelong learning

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Self-Directed Learning: Kunnen, Willen, Durven

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Enhancing Self-Directed Learning Readiness in Entrepreneurship Education

Worldwide entrepreneurship education (EE) is gaining popularity as an employability skill to prepare learners for a future of adaptability and lifelong learning. Its scholarship, however, is concerned that we have lost sight of what works, why, and how in EE. This is especially true for such novel learning objectives as preparation for lifelong learning. This quasi-experimental, mixed methods research sought answers to the question: of how EE pedagogy influences students’ self-directed learning readiness (SDLR). Statistically significant relations were found, especially between self-efficacy and SDLR. The impact of EE was found to be highly significant, which was explained by the effect of a stage-wise, mixed pedagogy approach to teaching/learning. Enhancement of self-efficacy and motivation for self-directed learning was found to benefit from a continuous cyclical teaching-learning process combining passive, participative and self-steered learning within and throughout each step of the learning process, in simulated and authentic learning contexts.

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Development Research Self-Directed Learning (SDL)

Menig schoolkind houdt zich hier dagelijks mee bezig: het vervoegen van werkwoorden en het plaatsen in de verleden en de voltooid verleden tijd. Is het niet bijzonder om het werkwoord leren in de verleden en de voltooid verleden tijd te plaatsen als de tendens in de huidige samenleving is om een leven lang te leren? Heeft iemand ooit gesproken over een Geleerde Organisatie in plaats van een Lerende Organisatie? Dit taaltechnische fenomeen staat naar mijn mening haaks op de huidige nadruk van kennisontwikkeling, waarbij ontwikkeling door mij vertaald wordt met leren. Een vorm van leren die mijn speciale belangstelling heeft is het concept van Self-Directed Learning.

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Producten 2.125

Het Open Space Atelier

The (im)possibility of new learning and selfdirection.

Authentic and self-directed learning in vocational education

Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

Preparing undergraduate students for lifelong learning

Self-Directed Learning: Kunnen, Willen, Durven

Enhancing Self-Directed Learning Readiness in Entrepreneurship Education

Development Research Self-Directed Learning (SDL)

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Producten 2.125

Het Open Space Atelier

The (im)possibility of new learning and selfdirection.

Authentic and self-directed learning in vocational education

Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

Preparing undergraduate students for lifelong learning

Self-Directed Learning: Kunnen, Willen, Durven

Enhancing Self-Directed Learning Readiness in Entrepreneurship Education

Development Research Self-Directed Learning (SDL)