Educational design research yields design knowledge, often in the form ofdesign principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design.In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that aresituated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desiredoutcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.
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Hoofdstuk 2 uit Position paper Learning Communities van Netwerk learning Communities Grote maatschappelijke uitdagingen op het gebied van vergrijzing, duurzaamheid, digitalisering, segregatie en onderwijskwaliteit vragen om nieuwe manieren van werken, leren en innoveren. In toenemende mate wordt daarom ingezet op het bundelen van kennis en expertise van zowel publieke als private organisaties, die elkaar nodig hebben om te innoveren en complexe vraagstukken aan te pakken. Het concept ‘learning communities’ wordt gezien als dé oplossing om leren, werken en innoveren anders met elkaar te verbinden: collaboratief, co-creërend en contextrijk. Vanuit het Netwerk Learning Communities is een groep onafhankelijk onderzoekers van een groot aantal Nederlandse kennisinstellingen aan de slag gegaan met een kennissynthese rondom het concept ‘Learning Community’. Het Position paper is een eerste aanzet tot kennisbundeling. Een ‘levend document’ dat in de komende tijd verder aangevuld en verrijkt kan worden door onderzoekers, praktijkprofessionals en beleidsmakers.
Community, lab, werkplaats, netwerk, systeem, multi-stakeholder leeromgeving, leerwerkplaats, hybride leeromgeving: de termen buitelen over elkaar heen. Het gaat om omgevingen waarbij betrokkenen vanuit verschillende werelden met elkaar samen werken, leren en innoveren over grenzen heen, vaak rondom een maatschappelijke opgave. Bij de HU is gekozen voor de term ‘rijke leeromgevingen’. Vanwege het samen werken, leren en innoveren over grenzen heen, vinden wij ‘grensoverstijgende leeromgevingen’ een passend concept.
Business relations between Brainport organisations and their partners based in China have been growing rapidly. This postdoc project explores the Sino-Dutch corporate communicative strategies in the intercultural and geo-political context. Adopting discourse analysis and design-based research methods, the research aims to develop effective communication strategies for organisations in Brainport. Probing the geo-political, intercultural and digital challenges, the project provides a framework and insights in terms of corporate communication in the intercultural settings. Based on the results, the publications, the teaching activities, and the public talks, this research will generate future research leads and more societal discussions on the interplay between intercultural and business communicative strategies. Furthermore, this research engages the teaching activities through lectures and workshops at Fontys School of Business and Communication. Engaging the students in various learning activities, I will encourage the learning groups to participate and experiment in a hybrid learning environment at Fontys. I will lead a research project team in our minor China and World Economy, and encourage the learning group to participate and experiment in a hybrid learning environment at Fontys.
