We are at the start of the research group ‘Entrepreneurship in Transition’,which is an initiative of Hanze University of Applied Sciences andAlfa-college to conduct research and valorise knowledge about therelationship between entrepreneurship and education, entrepreneurialsuccess factors, retail and succession.In the research group, students of vocational education (mbo), university ofapplied sciences (hbo), staff and other partners involved, study the dynamics ofentrepreneurship in the northern region of the Netherlands. Our goal is to contribute to a sustainable social, cultural and economic healthy region through research and practises. An important parameter for the research group is the concept of explorative space. In short is this a space where people and organisations are encouraged and welcomed to explore their potentialities and find ways to actualise them. This booklet is written as a metaphorical travel journey, it shows how the research group will move in the years to come. I present the crew, the vision and the ways we work. The last months have been busy, since we have already prepared and started this shared journey. During our preparations, we have made initial choices about travel companions , potential routes, visions on the trip, and the work ahead. Naturally, theteam will make alterations, variations, and harmonisations over the course of the trip.
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Informal learning spaces create opportunities for children and youth to develop their talents and to experience new social roles. In recent years, several public libraries in the Netherlands have established makerspaces to empower youth by facilitating the development of their digital skills in conjunction with their creativity. The Amsterdam Public Library created a network of makerspaces (Maakplaats021) and provided training for the makerspace-coaches. These coaches – former librarians or other professionals – have a central role in the makerspace and fulfill several functions. This contribution describes informal learning of children in these makerspaces and distills critical features that enforce learning through the lens of children aged 8–12 and their makerspace-coaches.
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Conceptual design for The Rock Your Dream Chair. This is a collaborative intervention with Tim van den Burg, a creative maker from Breda, the Urban Living Lab Breda, and THE SPACE, which aims to give a voice to local communities in voicing their dreams for the future (of the places where they live).
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Abstract from the authors: "In this paper we discuss our experiences of facilitating collaborative creative activities within healthcare. The study consists of a larger case study on innovation scouting with the staff at the emergency room backed up by a series of seven retrospective mini-case studies. By means of discussing our experiences we identify some insights and challenges. Challenges for design facilitators working in this domain relate to: 1) dealing with the clash of professional eco-systems, the informal designers’ way of working with the formal and procedural healthcare operations; 2) Positioning yourself ‘at the right table’ in order to find backing for concepts; and, 3) steering the intertwined processes of developing strategic direction and concrete products and services on the floor." Tanja van der Laan is spatial designer, lecturer and researcher, creative research group HKU Design (Hogeschool voor de Kunsten Utrecht).
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Deze afscheidsrede van Frank de Jong verwondert zich over de sterke impact van (directe) instructie in het onderwijs en de daarmee samenhangende gerichtheid op het individuele leren. Om een antwoord te vinden op die verwondering put de rede uit de filosofe Hannah Arendt en haar analyse van de menselijke conditie, de vita activa. Arendt onderscheidt drie menselijke activiteiten: arbeid, werken, spreken en handelen. Arbeid gaat over het voorzien in basisbehoeften en het creëren van een ‘thuis’ met anderen waar het goed toeven is. Werken heeft te maken met het creëren van talen en cultuur en daarmee een kunstmatige wereld. Spreken en handelen omvatten het organiseren van de samenleving en politiek bedrijven. Door het leren en onderwijs te koppelen aan de vita activa komt een beeld naar voren van een onderwijs dat zich voornamelijk richt op arbeid en werken, met een sterke nadruk op (directe) instructie en het aanleren van vaardigheden en kennis. Het spreken en handelen, het ontwikkelen van ideeën en het samenwerken aan een betere wereld, blijven vaak onderbelicht in het onderwijs. Directe instructie mag dan wel efficiënt zijn in het steeds meer geïndustrialiseerde onderwijs met eindtermen en managerial KPI’s, het is niet effectief in het licht van het de totale ontwikkeling als mens. Dit pleit voor meer ruimte te creëren voor idee-ontwikkeling, co-creatie, kennisopbouw en dialoog in het onderwijs. Een onderwijstransitie van een 'belief mode' van leren naar een 'design mode' van leren met de nodige infrastructurele verandering op verschillende niveaus die zo’n transitie vereist. Er is een groeiend bewustwording nodig dat de huidige rol en wijze van leren in het onderwijs en in (school)organisaties onvoldoende bijdraagt aan de oplossingen van de huidige complexe uitdagingen in onze samenleving. Een bredere en diepere benadering van leren in het onderwijs, waarbij niet alleen kennisoverdracht en vaardigheden worden benadrukt, maar ook het ontwikkelen van ideeën, samenwerking en dialoog centraal staan is noodzakelijk, zodat er ruimte is om spreken en handelen te ontwikkelen opdat mensen af en toe uit de rij te stappen om een beter ‘thuis’ te realiseren. Dit doe je niet in je eentje maar in cocreatie met anderen samen en dat moet je (stimu)leren.
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A Europe-wide revival of the idea of bildung as a goal for education has been gaining momentum for a couple of decades. The main idea is that bildung enables teachers, researchers and policy makers “… to explore the ways in which education might be about something more than simply the transmission of our facts and values to the next generation,” to use a quote by Gert Biesta, the Dutch professor of educational theory and pedagogy at the University of Edinburgh. Others often narrow bildung down to a process of becoming a whole person or cultivating one’s self towards civic excellence. Those ideas come from an older tradition with bildung thinkers such as the 19th century Prussian minister of education, Wilhelm von Humboldt, who promoted bildung as a key objective of public education.
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This report is the second in a series of three reports named Value Added Planning, consisting of three unique, but interconnected tools, namely the Green Credit Tool, the Workbench Method and Value Added Planning, These tools have been developed and/or tested in the context of the European INTERREG programme: VALUE (INTERREG IVB North West Europe - Valuing Attractive Landscapes in the Urban Economy), in which the municipality of Amersfoort is involved. Aim of this programme is to understand how green space in urban centres can become more competitive with other urban functions. In this context, the municipality of Amersfoort has introduced the interactive method named Workbench Spatial Quality (Werkbank Ruimtelijke Kwaliteit in Dutch) in their spatial design in several areas in their municipality. The Workbench Spatial Quality (to be referred to as Workbench) has been applied on two cases in Amersfoort: Park Randenbroek and Vathorst NW. In this report the Workbench as applied in Amersfoort is evaluated. Research was done on the basis of literature research, case-material and interviews performed with several experts. Furthermore, research was done by students at the Wageningen University and Research Centre (WUR). Part of the evaluation in this report makes use of a quick scan of 19 Dutch cases. The question addressed in this report is: 1.How was the Workbench Spatial Quality applied in Amersfoort? 2.Can the Workbench contribute to sustainable spatial planning?
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