De invoering van de bachelor-masterstructuur was aanleiding voor de HBO-I stichting, het samenwerkingsverband van hbo ict-opleidingen in Nederland, om de oude opleidings- en beroepsprofielen (2000) aan te passen aan de nieuwe ontwikkelingen in het Europese hoger onderwijs. In nauwe samenwerking met het bedrijfsleven heeft de HBO-I stichting vijftien bouwstenen voor competenties geformuleerd. Deze vormen de basis van de competenties die een pas afgestudeerde Bachelor of ICT, ook in internationaal perspectief, dient te bezitten. Competenties krijgen betekenis in een context. Daarom staat in het profiel een aantal karakteristieke in rekle beroepssituaties beschreven waar een pas afgestudeerde Bachelor of ICT daadwerkelijk in de praktijk mee te maken kan krijgen. De context waarin een Bachelor of ICT fungeert, bepaalt het individuele competentieprofiel. De context bepaalt tevens het niveau waarop de afgestudeerde Bachelor of ICT over de specifieke beroepscompetenties dient te beschikken. Het ict-domein is zeer breed. De nieuwe profielbeschrijving biedt ruimte aan hogescholen om specifieke invulling te geven aan hun onderwijsprogramma s die studenten opleiden tot Bachelor of ICT. Bij het (her)ontwerpen van deze onderwijsprogramma s kunnen de bouwstenen voor competenties uitstekend dienst doen. Het is aan de instelling om een specifieke invulling te geven aan een opleidingsprogramma dat de beschreven bouwstenen voor competenties omvat. Het profiel is ook een referentiekader voor de arbeidsmarkt om zicht te krijgen op wat iemand met die graad in huis heeft. En het is tevens een referentiekader voor aankomende studenten, schooldecanen en beroeps- en studiekeuzeadviseurs om gevoel te krijgen voor het werkveld van ict ers en voor de onderwijswegen daar naartoe. Binnen het nieuwe profiel van de Bachelor of ICT blijven bestaande ict-opleidingen als beroepsprofielen herkenbaar. Ook andere opleidingen leiden op tot Bachelor of ICT. Naast de bekende profielen kunnen in de toekomst andere opleidingsvarianten ontstaan. Voor al deze varianten, bestaand of toekomstig, vervullen de bouwstenen voor competenties de rol van een generieke profielbeschrijving. De opzet van het competentieprofiel is zodanig dat er uitdrukkelijk ruimte is voor opleidingen in individuele studenten om een breder opleidingsprofiel te kiezen. Daarmee is de nieuwe profielbeschrijving voorbereid op het ontstaan van een zogenaamde brede bachelor of ICT.
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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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The Hague University of Applied Sciences has high ambitions in the field of internationalisation. Two out of four priorities in the institutional policy touch this theme: global citizenship and internationalisation. In order to ensure that the curriculum of the new degree programme HBO ICT meets these priorities, it is interesting to know which international competencies the ICT sector requires. The main research questions in this report is: Which international competencies does the ICT sector demand of ICT graduates and how can these be embedded in the curriculum of the new HBO ICT degree programme? That the question is relevant, is shown by the fact that 25% of the respondents, ICT graduates, indicated that they actually work abroad for longer and shorter periods. In this research an online survey was held among alumni (n = 315) of the precursors of the HBO ICT degree programme in order to find out which international competencies are important. By conducting interviews on the same target group, this information was deepened. In an online survey among graduation supervisors (n = 202) it is examined to what extent the graduates master the required skills by the end of their training. This combined information provides the input to develop the new curriculum of the HBO ICT degree programme and its specialisations. The results show that English and especially English listening and reading skills are considered to be very important. Our alumni master these skills highly satisfactorily. It was specifically mentioned, however, that alumni must overcome a certain reluctance to speak. Intercultural and personal and social competencies are found very important. To master these competencies, students should learn by experiencing. This can be done by working together in international teams, but also in national teams as long as they are supervised explicitly on intercultural, personal and social competencies. As far as the international academic and professional competencies concerned, especially internationally accepted professional knowledge is considered important. On these categories the HBO ICT graduates score satisfactorily (a score of 6 or 6,5 out of 10). Depending on the ambitions of the programme, some improvements could be made here. In general, the ICT sector is quite satisfied with the extent to which our students possess international competencies they consider to be relevant. However, there are suggestions for improvement and some of them have already been included in the toolkit internationalisation as part of the development of the curriculum of HBO ICT.
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Copiloot voor COPD is een app voor mensen met COPD die hen ondersteunt bij zelfmanagement. Copiloot helpt hen symptomen te monitoren en verandering te signaleren. Met een persoonlijk longaanval-actieplan worden zij geholpen bij het nemen van de juiste beslissing op het juiste moment: learning by doing.
Aanleiding Elk kind heeft recht op onderwijs dat hem helpt zich in eigen tempo en naar eigen aanleg te ontplooien. De organisatie van het onderwijs, in de klas en op schoolniveau, is niet adequaat ingericht voor onderwijs dat recht doet aan verschillen. Passend onderwijs vraagt veel van de leraren. Zij verwachten dat ict hen kan helpen beter te differentiëren. Maar hoe vinden ze de goede ict-middelen en hoe moeten ze deze inzetten voor de verschillende leerlingen? Doelstelling De centrale vraag in dit project is: Hoe kunnen we maatwerk met ict vormgeven op basis van het onderwijsconcept en welke implicaties heeft dit voor de uitwerking daarvan in de klas (microniveau) en voor de organisatie van het onderwijs in de school (mesoniveau)? Om deze vraag te beantwoorden ontwikkelt en onderzoekt het multidisciplinaire projectteam een hybride spelsimulatie 'iXpeditie Maatwerk'. De simulatie combineert digitale en face-to-facesituaties. Daarmee kunnen (aankomend) onderwijsprofessionals handelingsbekwaam worden om deze vragen voor hun eigen praktijk systematisch te beantwoorden. Het team bestaat uit onderzoekers, experts, ict-ontwikkelaars, professionals en eindgebruikers. Beoogde resultaten Naast nieuwe kennis levert het project de volgende concrete resultaten op: " een spelsimulatie gericht op maatwerk met ict, met handleiding; " concrete tools en voorbeelden voor leraren om een gezamenlijke visie op maatwerk met ict te ontwikkelen; " een innovatief curriculumonderdeel voor de lerarenopleiding door de inzet van een hybride spelsimulatie. Het projectteam verspreidt de ontwikkelde kennis actief via de iXperium-website, iXperium-programma's, bijdragen aan nationale en internationale congressen, publicaties in vakbladen en wetenschappelijke publicaties.
KnowledgeFlows in Marine Spatial Planning - Sharing Innovation in Higher Education(KnowledgeFlows) aims at further enforcing the European higher education community to meet the growing demands for knowledge, skills and innovation within the still emerging field of marine or maritime spatial planning (MSP).Marine Spatial Planning (MSP) is an emerging governmental approach towards a more effective use of the sea. MSP is of great interest in Europe and can be considered a societal process to balance conflicting interests of maritime stakeholders and the marine environment. Many different activities take place at sea, ranging from shipping, fisheries, to offshore wind energy activities. Simultaneously, new and evolving policies focus on strategies to integrate different marine demands in space and resources. MSP is now legally binding in the EU and is much needed approach to manage and organize the use of the sea, while also protecting the environment.KnowledgeFlows will contribute to the development of new innovative approaches to higher education and training on MSP by means of problem-based learning schemes, transdisciplinary collaboration, and advanced e-learning concepts. KnowledgeFlows builds on results from former project outputs (Erasmus+ Strategic Partnership for Marine Spatial Planning SP-MSP), such as the online learning platform MSP Education Arena (https://www.sp-msp.uol.de).The strategic partnership consists of a transnational network of experts both in research and in practice based in the north Atlantic, Baltic Sea and North Sea Regions including Aalborg University (DK, lead partner), The University of Oldenburg (D), the University of Liverpool (U.K.), the University of Nantes (F), the Leibniz Institute for Baltic Sea Research (D), the Breda University of Applied Sciences (NL), University of Ulster (U.K.), and the Finnish Environment Institute (FI). Gothenburg University, also being a higher education organisation, will be associated partner.Furthermore, three international organisations, the Marine Spatial Planning Research Network, the Baltic inter-governmental VASAB and the pan-Nordic Nordregio will be involved in the partnership as associated organisations deeply rooted in the MSP community of practice.The further improvement of curricula, exchange of knowledge and experts, and transparency and recognition of learning outcomes to reach higher qualifications in MSP are key components of KnowledgeFlows. A mutual learning environment for MSP higher education will enable problem-driven innovation among students and their educators from research and governance also involving stakeholders. Related activities on intellectual outputs, multiplier events and lecturing will be carried out by all participating organisations.The intellectual outputs are related to three major contributions to the European higher education landscape:1) an advanced level international topical MSP course (Step-up MSP)2) digital learning facilities and tools (MSP Education Arena)3) designing problem-based learning in MSP (MSP directory)The advanced level inter-institutional topical MSP course will include different teaching and training activities within a problem-based learning environment. Digital learning facilities enabling communication and training will include a further enrichment of the MSP Education Arena platform for students, practitioners and lecturers for including modules forcollaborate learning activities, documentation and dissemination, mobilisation/recruitment, thesis opportunities, placements/internships. Designing problem-based learning in MSP will include topics as; the design of didactics and methods; guidance for lecturers, supervisors and students; evaluation and quality assurance; assessment.Five multiplier events back to back or as part of conferences within the MSP community will be organised to mainstream the outputs and innovative MSP didactics among other universities and institutions.Different teaching and training activities feeds into the intellectual output activities, which will include serious gaming sessions (MSP Challenge (http://www.mspchallenge.info/) and others), workshops, excursions, courses/classes as well as a conference with a specific focus on facilitating the exchange of innovative ideas and approaches among students at bachelor´s, master´s and doctoral level and the MSP community of practice.Project management meetings (twice a year) will assure coherence in project planning and implementation. As the core focus of the strategic partnership is on collaboration, mutual learning, and innovation among educators, students, and practitioners in order to meet actual and future needs regarding knowledge exchange and training within the MSP community, the project will be designed to have long lasting effects.Results
