De impact van digitalisering op de leraar, het curriculum en op de organisatie van onderwijsinstellingen valt niet te onderschatten. Achterblijven is geen optie in ‘the war for talent’. Frans van der Reep (Inholland lector Digital World) schetst de contouren van een digitaliseringsaanpak en geeft leraren gratis consult. “De leraar overbodig en de klas uit? Ik geloof er niets van.”
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Het gaat hier om de conceptversie van een verhaal over leerobjecten, waarom we ze nodig hebben en hoe we ze daadwerkelijk kunnen inzetten in gedistribueerde leeromgevingen.
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Oratie uitgesproken bij installatie als lector 'educatieve functies van ICT' aan de Fontys Hogescholen, Lerarenopleiding Sittard. Het verhaal gaat over leerobjecten, waarom we ze nodig hebben en waarom een zinvolle inzet ervan niet binnen de vigerende inrichting van het onderwijs past maar een transformatie daarvan vraagt. Geschetst wordt hoe dit zou kunnen, inclusief de rol die onderwijsmodelleertalen daarin kunnen spelen.
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In indoor comfort research, thermal comfort of care-professionals in hospital environment is a little explored topic. To address this gap, a mixed methods study, with the nursing staff in hospital wards acting as participants,was undertaken. Responses were collected during three weeks in the summer (n = 89), and four weeks in the autumn (n = 43). Analysis of the subjective feedback from nurses and the measured indoor thermal conditions revealed that the existent thermal conditions (varying between 20 and 25 °C) caused a slightly warm thermal sensation on the ASHRAE seven point scale. This led to a slightly unacceptable thermal comfort and a slightly obstructed self-appraised work performance. The results also indicated that the optimal thermal sensation for the nurses—suiting their thermal comfort requirements and work performance—would be closer to‘slightly cool’than neutral. Using a design approach of dividing the hospital ward into separate thermal zones, with different set-points for respectively patient and care-professionals’comfort, would seem to be the ideal solution that contributes positively to the work environment and, at the same time, creates avenues for energy conservation.
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The traditional way of educating nature management students, in which students are trained to solve relatively simple and technical problems, is no longer sufficient. Societies are changing towards a network society, which makes nature management more complex. This asks for new competences and new learning strategies in nature management education. Therefore, VHL University of Applied Sciences started two pilots in 2012. The goal of these pilots was to create a network of lecturers and students, nature conservationists and local stakeholders to create sustainable and innovative nature management strategies withina local context. Network learning was the leading learning strategy in both these pilots. In this paper we use these pilots for an evaluation of network learning as an educational principle for higher education. The pilot will be assessed on criteria based on three perspectives: 1) the changing society, 2) educational theories and 3) a theory on learning networks. The paper results in recommendations for further use of network learning as an educational principle in general.
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In March 2020 schools in The Netherlands closed to contain the spread of Covid-19 virus. Shortly after, schools took to online education. The condensed setting of the Covid-19 situation provided a background to study which learning activities and tools teachers choose in online education and how they use them to promote interaction. Interaction is quintessential to learning but in online education it is not easy to provide room for interaction. Our central research question therefore is how interaction within online education activities change over time. An online longitudinal survey amongst teachers was conducted. The first four rounds took place in the early stages of the lockdowns and shortly after. In total 179 different secondary school teachers participated of whom 16 responded three rounds or more. Most teachers use tools in online education that can facilitate more interaction than necessary for the Instructional Design. This means that improving interaction in online education is more a pedagogical challenge than a technical one. It was also found that teachers who deploy Instructional Designs that require more interaction use more and different tools. However, only few of these tools seem to facilitate the interactive quality the teachers pursued. Over time we saw the interactive quality of Instructional Design and tools converge. We are in awe of the artful way in which some teachers manage to combine the possibilities of different tools to establish high interactive quality in the online learning processes they conduct.
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With the development of Enterprise Architecture (EA) as a discipline, measuring and understanding its value for business and IT has become relevant. In this paper a framework for categorizing the benefits of EA, the Enterprise Architecture Value Framework (EAVF), is presented and based on this framework, a measurability maturity scale is introduced. In the EAVF the value aspects of EA are expressed using the four perspectives of the Balanced Scorecard with regard to the development of these aspects over time, defining sixteen key areas in which EA may provide value. In its current form the framework can support architects and researchers in describing and categorizing the benefits of EA. As part of our ongoing research on the value of EA, two pilots using the framework have been carried out at large financial institutions. These pilots illustrate how to use the EAVF as a tool in measuring the benefits of EA.
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It is a well-known fact that a good preparation in the pre-departure stage can maximize the chances of a succesful foreign experience. But what is meant by a good preparation? And what are the expected results of such a preparation? This course focuses in internship and study abroad (pre-departure) preparation. Its aim is to prepare you for the personal, professional and academic challenges of living and working abroad. The course will address awareness and purpose in the acquisition of attitude, knowledge and skills related to international competencies.
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Purpose: This research aimed to explore factors associated with patient-reported breast and abdominal scar quality after deep inferior epigastric perforator (DIEP) flap breast reconstruction (BR). Material and Methods: This study was designed as a descriptive cross-sectional survey in which women after DIEP flap BR were invited to complete an online survey on breast and abdominal scarring. The online survey was distributed in the Netherlands in several ways in order to reach a diverse population of women. Outcomes were assessed with the Patient Scale of the Patient and Observer Scar Assessment Scale (POSAS). Additional items were assessed with a numeric rating scale (NRS). Results: A total of 248 women completed the survey. There was a statistically significant worse POSAS scar appraisal for the abdominal scar compared with the breast scar. The vast majority of women reported high scores on at least one scar characteristic of their breast scar or ab- dominal scar. Overall, color, stiffness, thickness, and irregularity scored higher than pain and itching. Women were only moderately positive about the size, noticeability, location, and the information provided regarding scarring. Conclusion: It is crucial to address the inevitability of scars in patient education before a DIEP flap BR, with a particular focus on the abdominal scar, as women experience abdominal scars significantly worse than their breast scars. Providing more information on the experience of other women and the expected appearance will contribute to having realistic expectations while allowing them to make well-informed decisions.
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Background A high sedentary time is associated with increased mortality risk. Previous studies indicate that replacement of sedentary time with light- and moderate-to-vigorous physical activity attenuates the risk for adverse outcomes and improves cardiovascular risk factors. Patients with cardiovascular disease are more sedentary compared to the general population, while daily time spent sedentary remains high following contemporary cardiac rehabilitation programmes. This clinical trial investigated the effectiveness of a sedentary behaviour intervention as a personalised secondary prevention strategy (SIT LESS) on changes in sedentary time among patients with coronary artery disease participating in cardiac rehabilitation. Methods Patients were randomised to usual care (n = 104) or SIT LESS (n = 108). Both groups received a comprehensive 12-week centre-based cardiac rehabilitation programme with face-to-face consultations and supervised exercise sessions, whereas SIT LESS participants additionally received a 12-week, nurse-delivered, hybrid behaviour change intervention in combination with a pocket-worn activity tracker connected to a smartphone application to continuously monitor sedentary time. Primary outcome was the change in device-based sedentary time between pre- to post-rehabilitation. Changes in sedentary time characteristics (prevalence of prolonged sedentary bouts and proportion of patients with sedentary time ≥ 9.5 h/day); time spent in light-intensity and moderate-to-vigorous physical activity; step count; quality of life; competencies for self-management; and cardiovascular risk score were assessed as secondary outcomes. Results Patients (77% male) were 63 ± 10 years and primarily diagnosed with myocardial infarction (78%). Sedentary time decreased in SIT LESS (− 1.6 [− 2.1 to − 1.1] hours/day) and controls (− 1.2 [ ─1.7 to − 0.8]), but between group differences did not reach statistical significance (─0.4 [─1.0 to 0.3]) hours/day). The post-rehabilitation proportion of patients with a sedentary time above the upper limit of normal (≥ 9.5 h/day) was significantly lower in SIT LESS versus controls (48% versus 72%, baseline-adjusted odds-ratio 0.4 (0.2–0.8)). No differences were observed in the other predefined secondary outcomes. Conclusions Among patients with coronary artery disease participating in cardiac rehabilitation, SIT LESS did not induce significantly greater reductions in sedentary time compared to controls, but delivery was feasible and a reduced odds of a sedentary time ≥ 9.5 h/day was observed.
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