This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action- and development-oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence-based vocational educational arrangements for pupils. An inductive qualitative analysis of 37 semi-structured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration, action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organisational learning outcomes were identified: institution-level learning, project-level learning, and combining institution-level and project-level learning. A tension was identified between the participants' individual interests in learning and personal development, and the need for organisational learning aimed at improving organisational processes.
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Peer reviewed paper op SEFI Engineering Education congress 2009 In engineering programs an important part of the learning process takes place in practical assignments like capstone projects, internships and co-op assignments in industry. The assignments are very divers. Students have different roles, work in different environments and the learning outcomes are not uniform. So how can the individual learning outcomes or growth competencies of the assignments be determined? To cope with this question the authors developed and implemented a method to monitor and assess the individual learning outcomes of the assignments. The method can be used to match a student to his next assignment in such a way that he can build his individual learning track. The method defines three aspects of an assignment: the role of the engineer (i.e. project leader, designer, researcher), the domain(s) of the assignment (i.e. user interface, software engineering) and a general results matrix that describes results and the level required to produce them. To manage the process learning outcomes are defined as products so project management methods can be used to plan, monitor and assess learning outcomes. Key aspects of the method are: 1. A general results matrix for engineering assignments 2. Learning outcomes that are defined as results in the matrix and these results can be assessed. 3. The results have levels so the learning outcomes can grow during the programme. 4. The method can be used to match, monitor and assess students on one assignment. 5. The method can be used to match, monitor and assess students for the entire programme. 6. The tools that are developed are based on an industry standard for project management.
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Integrating internationalisation in learning outcomes and assessment has long been known to be a key issue in higher education. However, getting buy-in from academics and incorporating learning outcomes into a programme’s larger internationalisation goals can present a challenge. LinkedIn: https://www.linkedin.com/in/josbeelen/
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This study aims to identify factors that impact on the internationalisation of learning outcomes of programmes at The Hague University of Applied Sciences (THUAS). The process of the articulation of learning outcomes has been studied at institutional, faculty and programme levels. Both document analysis and action research with trainers, managers and lecturers provided data for this study. The study describes the broader issue and the layers of contexts in which THUAS operates: the global, European, national, local and institutional. Within the latter two, several strategies are distinguished, i.e. research on employability skills of students and THUAS’ Educational vision. The strategies for internationalisation of learning outcomes at THUAS are then placed in an international perspective. The next section zooms in on current practice on the basis of self-assessment and management reports of THUAS faculties. The analysis of these reports is followed by more detailed observations from individual programmes. Analysis and observations are then connected to professional development for internationalisation of teaching and learning. Three elements of THUAS’ extensive programme for professional development are discussed in more detail. The study ends with the identification of priorities to internationalise learning outcomes across THUAS.
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This study aims to build a new framework - learning experience - to classify individual differences from students. It is not based on theories about learning styles or cognitive styles but on user experience models from human computer interaction and already applied in serious gaming. Some of these theories incorporate affective and emotional aspects from students. Katuk (2013) recently incorporated the flow model of Csikszentmihalyi (1990) into the design of e-learning systems. Interesting would be if we apply more recent theories about affectional states of students like frustration into this design. This way we could understand more about the learning experience and the individual differences of students while learning and the short-term and long term effects on learning outcomes.
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Uit het vooronderzoekvan het project Duurzamelearning communities: Oogstenin de Greenportblijkt dat12 factorenhierbijvan belangrijk zijn. Deze succesfactoren staan centraal in de interactieve tool Seeds of Innovation. Ook komen uit het vooronderzoek, aangevuld met inzichten uit de literatuur en tips om de samenwerking door te ontwikkelen en meer gebruik te maken van de opbrengsten 12 succesfactoren met toelichting, belangrijkste bevindingen en tips voor ‘hoe nu verder’, Poster, Walk through, De app die learning communities helptde samenwerkingnaareenhogerplan te tillenen innovatieveopbrengstenoptimaalte benutten.
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Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.
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This paper presents a mixed methods study in which 21 first-year student teachers took part that investigated learning outcomes of a modified learning by design task. The study is part of a series of studies that aims to improve student learning, teaching skills and teacher training. Design-based science challenges are reasonably successful project-based approaches for breaking down the boundaries between traditional school subjects. Previous learning outcomes of the extensively studied Learning by Design (LBD) approach demonstrated a strong positive effect on students’ skills. However, compared to traditional classroom settings, LBD provided little or no profit on (scientific) concept learning. For this, according to two preliminary studies, a lack of explicit teaching and scaffolding strategies, both strongly teacher-dependent, bears a share of responsibility. The results of this third study indicate that more emphasis on these strategies indeed strengthens concept learning without reducing positive effects on skill performance.
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This study evaluates psychometric properties of the Individual Recovery Outcomes Counter (I.ROC) in a Dutch population of participants with a schizophrenia spectrum disorder (SSD). B. Esther Sportel1*† , Hettie Aardema1†, Nynke Boonstra2 , Johannes Arends1 , Bridey Rudd3 , Margot J. Metz4 , Stynke Castelein5 and Gerdina H.M. Pijnenborg6
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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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