Zoekresultaten

Student reflections on the curriculum and citizenship education using card sorting in group settings

This reflective paper aims to illustrate how card sorting activities can be used as an educational tool to capture group perspectives, prompt reflection and endorse citizenship skills such as discussion, critical thinking, group collaboration and decision making. For this illustration, the paper presents the results of a pilot study in which students in a higher education context conducted two different card sorting activities. In addition, the reflections and lessons learned from the case study together with literature about Diamond Ranking and Q methodology sorting technique, are presented to highlight the potential of card sorting as a multipurpose educational tool in higher education settings. In the final section, the author refelxively contemplates future research opportunities to enhance the body of literature on card sorting activities, based on the Q methodology sorting technique, as an educational tool.

Making in informal and formal settings

The maker movement is increasingly finding its way into informal and formal educational settings. This chapter welcomes that trend and reflects on the cases in this book through five lenses, whereby informal and formal settings are contrasted. The first lens focuses on the development of a maker identity. In the formal setting in Delft (The Netherlands), for instance, students are expected to develop a professional engineering identity, which calls for certain task characteristics and a learning environment that differs from informal settings. The second lens focuses on what in being learnt: maker skills can be a learning objective in itself but making can also be a vehicle to learn other things. The third lens is about ‘what drives learners, what is motivating?’ The fourth lens is concerned with the value of working with tangible objects, and the use of different types of materials. Lastly, ways to sustain ‘making in education’, for instance by means of collaboration between learners, teachers and stakeholders is a lens that is used to shed light on contrasts between formal and informal settings.

Scaffolding Students’ Professional Development: learning & teaching in complex educational settings

Educational material toolkit - For educators

The SEDY2 project is a three-year follow-up project (2020-2022) funded through the European Union (Erasmus+). The goal of the project is to encourage inclusion and equal opportunities in sport for children and youth with disabilities. This toolkit is aimed at people involved in educating students or volunteers on inclusion in sport for young people with disabilities, who are managing, working in a sports club or involved in the development of sports policy. They could be a volunteer, a coach, a club member or a policy maker. Inclusion in its simplest form is defined as the state of being included. In an inclusive club, every participant is welcomed, accepted, and feels that they belong. However, the needs of young people with disabilities are often unmet. Young people with disabilities have fewer opportunities to participate in quality sport activities. The goal of this toolkit is to support educators to facilitate and promote disability inclusion among mainstream sport providers through education, using the educational materials and sharing best practices and inclusive ideas from SEDY2 project.

Disentangling Educational Curation: How Lecturers in Higher Education Handle Educational Resources

How lecturers in higher education handle, or curate, educational resources during course design, has become increasingly important with the growing amount of digitally available educational materials. Despite the recognition of curation in educational literature and the development of two conceptual models, there is a lack of empirical knowledge of lecturers' actual curational practices. Through 23 semi-structured interviews at a Dutch University of Applied Sciences, this study identified six categories of distinguishable but interconnected activities that constitute lecturers' curational behaviour, taking place within the context of course design. These activities are: searching for resources, assessing and selecting resources, creating and editing resources, structuring resources, sharing resources, and soliciting feedback. The findings suggest that lecturers underemphasize the construction of a narrative that relates the resources and are providing students with little didactical support when sharing the resources. This paper offers an empirical a foundation for educational curation and suggests directions for future research to inform lecturers’ course design practices and enhance support for lecturers in this critical task.

Developing Educational Escape Rooms for Experiential Entrepreneurship Education

Educational escape rooms (EERs) are increasingly used in education as learning innovations for non-digital and game-based learning (GBL) since EERs positively influence student motivation. They are common in educational fields where skills developments are vital such as STEM subjects and healthcare. However, EERs are marginally implemented in entrepreneurship education (EE) because there is a lack of evaluated design elements to guide the creation of EER in this context, which hampers their wider adoption. Therefore, in this study, we evaluated design elements for EERs in EE. We are particularly concerned with experiential EE since EERs are well suited for experiential learning. We used a research-through-design approach and created an EER based on 11 design elements derived from the literature on social cognitive theory, entrepreneurship competence, and gamification. We created and evaluated the EER in two cycles with two diverse groups of students at a university of applied sciences in the Netherlands. We contribute to the literature and practice of experiential EE by presenting evaluated design elements for EERs. We show which design elements work well and which do not. We also present a comprehensively designed EER that educational professionals can implement in their experiential EE programs.