In summarizing the research on collaborative learning, the quest for the holy grail of effective collaborative learning has not yet ended. The use of the GLAID framework tool for the design of collaborative learning in higher education may contribute to better aligned designs and hereby contribute to more effective collaborative learning. The GLAID framework may help monitor, evaluate and redesign projects and group assignments. We know that the perception of the quality of the task, and the extent to which students feel engaged, influences the perception of students of how much they learn from a GLA. However, perceptions alone are only an indication of what is learned. A next step is to study exactly what those learning outcomes are. This leads to a more difficult question: how can we measure the learning outcomes? Although a variety of research underlines the large potential of collaboration for learning outcomes, the exact learning outcomes of team learning can only be partly foretold. During collaborative learning students could partly achieve the same or similar learning outcomes, but as each individual learning internalizes what is learned from the collaborative learning by his/her given prior experiences and knowledge, the learning outcomes of collaborative learning are probabilistic (Strijbos, 2011), and therefore attaining specific learning outcomes is likely but not guaranteed. If learning outcomes are different per individual and are probabilistic, how can we measure those learning outcomes? Wenger, Trayner, & De Laat (2011) regard the outcomes of learning communities as value creations that have an individual outcome and a group outcome. This value creation induced by collaborative learning consists, for example, of changed behaviour in the working environment as well as the production of useful products or artefacts. Tillema (2006) also describes that communities of inquiry can lead to the design of conceptual artefacts: products that are useful for a professional working environment.
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Background: With increasing knowledge on the adverse health efects of certain constituents of PM (particulate matter), such as silica, metals, insoluble ions, and black carbon, PM has been under the attention of work safety experts. Previously, we investigated the perceptions of blue-collar workers in highly exposed areas of work. Subsequently, we developed an instruction folder highlighting the most important aspects of PM risk and mitigation, and tested this folder in a digital experiment. The digital experiment yielded positive results with regards to acquired knowledge about PM, but did not on risk perception or safety behavior. Methods: In this study, we investigate the efects of the folder when combined with a practical assignment involving a PM exposimeter, showing the amount of particulate matter in microgram per cubic meter in real time on its display for various activities. We tested this at six workplaces of four companies in the roadwork and construction branch. Results: The results indicate that the folder itself yields an increased knowledge base in employees about PM, but the efects of the practical assignment are more contentious. Nevertheless, there is an indication that using the assignment may lead to a higher threat appraisal among employees for high exposure activities. Conclusion: We recommend implementing our folder in companies with high PM exposure and focusing further research on appropriate methods of implementation.
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The qualities and availability of different video formats offer many opportunities within the context of Higher Education (Hansch et al., 2015; Johnson et al., 2016; van Huystee, 2016). There is a shift within Higher Education to transition from the traditional face to face approach, to a more ‘blended’ approach in which face to face and online delivery of content are blended (Bates, 2015). More delivery of content is now provided online in video format, viewed before the class, as part of a flipped classroom (Bishop & Verleger, 2013; Yousef, Chatti, & Schroeder, 2014) and this is impacting the traditional role of the lecturer from ‘sage on the stage’, to ‘guide on the side’ (Tapscott, 2009). When creating video, a lecturer needs to have an understanding of the particular pedagogic affordances of the different types of video (Koumi, 2014; Thomson, Bridgstock, & Willems, 2014) and to know how to implement and embed these effectively into the teaching environment as part of a blended approach (Dankbaar, Haring, Moes, & van Hees, 2016; Fransen, 2006; Woolfitt, 2015). There needs to be awareness of how to embed the video from a didactic perspective to create meaningful learning (Karppinen, 2005) and an understanding of some of the financial and technical issues which include the relationship between cost of video production and the user experience (Hansch et al., 2015) and creating the correct combination of multimedia visual and audio elements (Colvin Clark & Mayer, 2011). As the role of the lecturer changes, there are a number of challenges when navigating through this changing educational environment. Massive Open Online Courses (MOOCs) provide lots of data for analysis and research shows that students in this environment stop watching videos after about six minutes (Guo, Kim, & Rubin, 2014) and that the most common video style used in MOOCs was the talking head with Power Point (Reutemann, 2016). Further research needs to be conducted regarding student preferences of video styles and correlation between video styles and course drop-out rates. As part of its research, the Inholland research group ‘Teaching, Learning and Technology’ (TLT) examines the use of ICT and video to support teaching and learning within Inholland. In 2015-2016, several pioneers (Fransen, 2013) working at Inholland explored different approaches to using video to support the teaching and learning process within a number of educational environments. TLT supported the pioneers in establishing their role within their faculty, creating a framework within which the pioneer can design the video intervention, collecting data and reflecting on what was learned through this process. With some of the projects, a more formal research process was followed and a full research report could be compiled. In other cases, the pioneer took a more exploratory and experimental approach. In these cases, the pioneer may not have conducted the video intervention under a formal research framework. However, during this process the pioneer may have uncovered interesting and valuable practical examples that can inspire and be shared with other educators. This current report falls under the category Research Type 3 as defined by TLT. It describes and assesses an ICT application (in this case, video) in order to share the original approach that could have high potential to be implemented in a broader educational context.
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In this project we utilize the conversational model of delivering destination information as an experimental intervention to provide tips to a sub-group of visitor participants in one specific destination, Overijssel. By contrasting the experience of this group to a randomly assigned control group will be able to test the effectiveness of hyper-personalized information. Furthermore, we will investigate the effectiveness of integrating, in the tips provided, the policy of the DMO to direct visitors to certain places while reducing the pressure on others. For this variable as well––policy-driven vs. demand-driven information sources––random assignment to test and control groups will allow us to draw conclusions about causes of differences in tourist behavior and experience.The main question is: Does the conversational information model, as exemplified by Travel with Zoey, create the possibility to direct people to the places destination managers would like them to go, while assuring they benefit equally––or even more–from their travel experience? Partners: NBTC, Marketing Oost, Travel With Zoey.
Het Hanze Innovation Traineeship Pilot project is geïnitieerd op de Hanzehogeschool Groningen door drie onderzoeksgroepen (lectoraten) die zijn ingebed in het Marian van Os Centre of Expertise Ondernemen (CoEO). De trainees worden gecoacht in een Community of Learners en begeleid door een diverse groep van onderzoekers van de volgende onderzoeksgroepen van de Hanzehogeschool Groningen: (1) International Business, (2) Marketing/Marktgericht Ondernemen en (3) User-Centered Design. Het doel van het programma is om regionale MKBs in Noord-Nederland te ondersteunen om duurzaam te innoveren met de hulp en ondersteuning van trainees en onderzoekers van de drie onderzoeksgroepen. De trainees worden begeleid bij het ontwikkelen en implementeren van een door onderzoek ondersteunde innovatie tijdens een afstudeerproject en een 12-maanden durende traineeship bij het bedrijf. Bij de start van het programma ondergaan de MKBs een innovatie-gezondheids-check die wordt herhaald nadat de traineeship is afgerond. Over het algemeen zouden de bedrijven hun bedrijfsprestaties en innovatiecapaciteit moeten kunnen verbeteren door middel van het programma. Verder zal de onderzoekssamenwerking tussen de onderzoeksgroepen van de Hanzehogeschool en de MKBs leiden tot een beter inzicht in innovatiebarrières en succesfactoren. De opgedane kennis over regionale MKB-innovatie zal in alle sectoren en industrieën worden geprojecteerd. De uiteindelijke projectresultaten zullen dienen voor het besluitvormingsproces van toekomstige innovatie traineeship programma's
Introduction The research group Biobased Resources & Energy (BRE) of Avans focusses on recovery of valuable building blocks from low-value solid and liquid residual streams from agriculture, households and industries. For the valorisation of these residual streams, BRE looks into different biological, chemical and mechanical processes. One of the main issues in the utilisation of residual streams is economic feasibility and the recovery of multiple resources from one residual stream. Using membrane technologies in combination with biological, chemical and/or mechanical processes could offer great opportunities. Central Research Question What is the applicability of membrane technologies for valorisation of different residual streams and is it possible to integrate membrane technology in current and new biorefining projects of research group BRE: Set-up In order to reach the goal of this postdoc, 4 research questions will be answered using literature search, experimentation and modelling: 1) What membrane methods are currently (commercially) available to enhance the results of current projects in research group BRE? 2) What are the essential technical parameters for membrane separation and how can these be optimized? 3) What is the economic impact of using membrane technology in recovery of valuable building blocks from residual streams? 4) What are the effects of using membranes instead of or complementary to currently used methods on the sustainability of valorisation of residual streams? Cooperation The postdoc and the research group BRE want to extend the contact and research cooperation with (regional) businesses and (applied) universities and support and facilitate the introduction and further development of membrane technologies in the curriculum of different Avans study programmes. This will be done via internships, minor projects (together with businesses) and development of study material for courses and trainings.
