Videos can enrich the learning environment in a variety of ways, adding value to the learning process. Using videos brings benefits to the students and to you as the lecturer, as long as you give proper thought to how you use them. The Research Group Teaching, Learning & Technology is conducting research into the effective use of videos in teaching.
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Introduction The CEFR offers a framework for language teaching, learning and assessment for L2 learners. Importantly, the CEFR draws on a learner’s communicative language competence rather than linguistic competence (e.g. vocabulary, grammar). As such, the implementation of the CEFR in our four years bachelor program Teacher of Sign Language of the Netherlands (NGT) caused a shift in didactic approach from grammar-based to communication-centered. It has been acknowledged that didactic approaches associated with the CEFR are scarcely documented (Figueras, 2012) and the effectiveness on learner outcomes have not been investigated systematically. Moreover, for many languages the levels of the CEFR are not supported by empirical evidence from L2 learner data (Hulstijn, 2007). Purpose We will i) describe our communication-centered approach in detail and iii) present some preliminary findings on the effectiveness of this approach on student’s outcomes. Method We followed four student cohorts longitudinally: students in the first cohort (n=14) were taught in a grammar-based curriculum, students in the second (n=6), third (n=9) and fourth (n=14) cohort in a communication-centered curriculum. Data involved production (interviews) videos that are transcribed using ELAN. Results Comparing students in their first and second year, results show that students who followed a communication-based curriculum show more grammatical variability as compared to students who followed a grammar-based curriculum. Conclusions Interestingly, the communication-centered approach stimulates the development of linguistic competence. We attempt to fit the empirical evidence of L2 learners within the CEFR-levels. References Figueras, N. (2012). The impact of the CEFR. ELT Journal, 66, 477 – 485. Hulstijn, J. (2007). The shaky ground beneath the CEFR: quantitave and qualitative dimensions of language proficiency. The Modern Language Journal, 91, 663 – 667.
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An integrated, systematic and practical, scientifically based methodology to design effective persuasive eHealth applications is being proposed. It is developed from a didactic and educational perspective
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Context When the pandemic hit the world, teachers were forced to change their education from onsite to virtual overnight Understandably, teaching quality decreased in the beginning, as there was little experience in how to adapt the educational design Zuyd University of Applied Sciences ( recognized the problem that teachers were on different didactic and pedagogical levels when it comes to online education Unfortunately, the pandemic made it hard for teachers to connect with each other In the Domain of Health and Welfare, this led to the idea of establishing a professional learning community A professional learning community ( can be seen as an informal group of people who share knowledge and experiences among each other on a common topic they are all highly interested in Zuyd’s vision “passion for development” sets a good basis for the start of such a community. Steps we took In order to find out how a professional learning community can look like in Zuyd, the following steps were taken Firstly, we collected and evaluated literature and best practices around the topic Based on our findings we developed an interview guideline and conducted interviews with eight teachers from the Domain of Health and Welfare Throughout the whole report a SWOT analysis was performed with the literature and best practices filling opportunities and threats and the interviews providing content for strengths and weaknesses Main findings From these sources, we derived enablers for a successful learning community, which led to recommendations for Zuyd on how to strategically position, implement and organize a PLC One of our major recommendations is to make didactic and pedagogical skills an important topic within Zuyd in order to strategically implement the learning community into Zuyd’s strategy Furthermore, we recommend giving the lead in organizing and facilitating the PLC to the blended learning task force To collect a diverse set of interested employees to the core group, the educational managers should personally approach teachers that might be interested The sense of urgency around the topic needs to be addressed regularly through the directors of the Domain, the task force of blended learning, as well as the PLC itself In this way, interest in the topic of didactic and pedagogical skills and blended learning can be enhanced In the report we go into greater detail on how to organize and apply these recommendations. We are convinced that implementing these steps will pay off in the future and will successfully enhance competencies on blended learning and didactic and pedagogical skills through knowledge exchange.
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Integrated approach aims at bridging the gap between theory and practice in designing persuasive eHealth applications. Developed from a didactic and educational perspective and is being implemented in our master program. It enables our master students to design user-centered persuasive eHealth applications. Inspiring educators on how to teach design of persuasive eHealth applications and support development of best practices in this area.
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Blended learning, a teaching format in which face-to-face and online learning is integrated, nowadays is an important development in education. Little is known, however, about its affordances for teacher education, and for domain specific didactical courses in particular. To investigate this topic, we carried out a design research project in which teacher educators engaged in a co-design process of developing and field-testing open online learning units for mathematics and science didactics. The preliminary results concern descriptions of the work processes by the design teams, of design heuristics, and of typical ways of collaborating. These findings are illustrated for the case of two of the designed online units on statistics didactics and mathematical thinking, respectively.
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This article explores the perceptions of development through metaphor use by students of International Business Management Studies at The Hague University. Students’ reflections upon the concepts of nature and development before and after educational intervention are examined through discourse analysis and narrative analysis. Results show that initially students reflect the dominant development paradigm which tends to conflate ‘nature’ with ‘natural resources’. This study suggests that the critical course has the potential to shift the student focus from the unquestioning acceptance of economic development and instrumental view of nature to recognition of more ecologically benign and culturally variable paths to sustainability. In terms of pedagogy, the ‘trans-human’ Gestalt, or mindset conducive to planetary consciousness, may require a distinct type of didactic strategy, discussed in this article. It is concluded that while transformative social learning towards sustainability requires the integrative switching back and forth between the various mindsets, effective, ecologically engaged and critical learning may require a more fixed, committed and above all affirmative action approach. https://doi.org/10.1177/0973408214529989 https://www.linkedin.com/in/helenkopnina/
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Video was used in a variety of formats during a third year elective Inholland course ‘Levensbeschouwing’ at the Faculty Onderwijs en Innovatie (education and innovation) in Amstelveen. From April to June (2017), 30 part-time and full-time students on the Tweedegraads Leraren Opleiding chose to follow the course for the ten week study period. Students used a variety of video formats to support and enhance their learning process. This research evaluates how the didactic embedding of video supported the teaching and learning on the course. The objective of the research was to gain insight into the ways in which video supports the learning and teaching process in the course and into the perceived practicality and effectiveness of this video support. The research examined how video was integrated into the course structure, how students and lecturers perceived the practicality of the use of video, and whether they considered it effective. The conversational framework of Laurillard (2002), was used as a framework in which to examine the interaction between students and teachers at the conceptual and application level. An overview was made of the different forms of videos used during the course (both teacher and student generated), how they were viewed and the value of them to the students. A survey was collected on the last day of the course in which students could share feedback on the ways in which video had contributed to their learning process. At the end of the course, a group interview was held with six student representatives (one from each group) and with the lecturers on the course to collect additional qualitative feedback on how video contributed to the learning process.
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Background: Courses for migrants in Europe are mostly aimed at literacy in western languages as a means for participation in society. These curricula are not suitable for migrants without previous basic education, which leaves groups of migrants vulnerable to alienation and without support for social integration.Method: The IDEAL-programme (Integrating Disadvantaged Ethnicities through Adult Learning), which takes a participatory didactic approach and in which daily personal and family life is the starting point for learning, was provided and evaluated in the Netherlands and Sweden in 2011–2013. The participants (N = 16) were migrant mothers of Berber and Arabic origin without formal educational experience. The teachers shared the same back-ground and served as role model facilitators and social brokers.Results: Through exploring their personal narratives, the participants showed new insights,skills, and attitudes on the topics of communication, health and parenting. All participants showed progress in language acquisition and participation in society. The Dutch group of migrant mothers reported to use less physical punishment and threats to their children,and to practise more positive parenting skills instead.Discussion: Literacy oriented programmes for social integration are not suitable for all migrants and do not encourage acculturation. The proposed method offers a feasible alter-native, so that migrants may be more adequately supported in their efforts for social integration in receiving societies. In order to advance the future development of participatory programmes for civic education, several key intervention design principles and political conditions are discussed.
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Huidige inburgeringscursussen zijn meestal gericht op taal en kennis en houden geen rekening met de complexe inspanningen die migranten moeten leveren om een nieuw bestaan op te bouwen in een vreemde samenleving. Sinds 2002 onderzoekt en ontwikkel ik samen met Vantrood Educational Services methoden voor psychosociale volwassenenonderwijs, toegespitst op een dubbele context benadering: de ontvangende samenleving, evenals de volwassen lerende migrant. In dit Position paper beschrijven we de theoretisch gefundeerde principes van deze effectieve pedagogische aanpak en bespreken we veronderstellingen van volwassenenonderwijs en inburgering om hiermee een constructieve bijdrage te leveren aan de doorontwikkeling van inburgeringscursussen.
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