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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The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.
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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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The relevance of an internationalised home curriculum for all students is generally acknowledged. Other than study abroad, the home curriculum gives programs of study full control over the way students learn international, intercultural, and interdisciplinary perspectives. However, misconceptions, lack of strategies, lack of skills of academics, and lack of connection between stakeholders present major obstacles to internationalising teaching and learning “at home”. The practical trajectory outlined in this chapter presents programs of study with the opportunity to focus on employability skills instead of on a semantic discussion on internationalisation. By linking this orientation on employability skills with the articulation of intended learning outcomes (ILOs), a pathway for developing employability skills in all students will be created. Within this pathway, international, intercultural, interdisciplinary, and future-focused dimensions serve to enhance students’ acquiring employability skills. The trajectory presented here evolved out of action research on internationalisation with academics. During the action research, taking employability skills as a starting point emerged as an enabler for the internationalisation process. It helped to overcome lengthy and semantic discussions on the meaning of internationalisation. After that, international and intercultural dimensions are included in these employability skills. These skills are then translated into ILOs. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Internationalization and employability in higher education on 19/25/06, available online: https://www.taylorfrancis.com/books/e/9781351254885.
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To adequately deal with the challenges faced within residential care for older people, such as the increasing complexity of care and a call for more person-centred practices, it is important that health care providers learn from their work. This study investigates both the nature of learning, among staff and students working within care for older people, and how workplace learning can be promoted and researched. During a longitudinal study within a nursing home, participatory and democratic research methods were used to collaborate with stakeholders to improve the quality of care and to promote learning in the workplace. The rich descriptions of these processes show that workplace learning is a complex phenomenon. It arises continuously in reciprocal relationship with all those present through which both individuals and environment change and co-evolve enabling enlargement of the space for possible action. This complexity perspective on learning refines and expands conventional beliefs about workplace learning and has implications for advancing and researching learning. It explains that research on workplace learning is itself a form of learning that is aimed at promoting and accelerating learning. Such research requires dialogic and creative methods. This study illustrates that workplace learning has the potential to develop new shared values and ways of working, but that such processes and outcomes are difficult to control. It offers inspiration for educators, supervisors, managers and researchers as to promoting conditions that embrace complexity and provides insight into the role and position of self in such processes.
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Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.
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This open access book is a valuable resource for students in health and other professions and practicing professionals interested in supporting effective change in self-management behaviors in chronic disease, such as medication taking, physical activity and healthy eating. Developed under the auspices of the Train4Health project, funded by the Erasmus+ program of the European Union, the book contains six chapters written by international contributors from different disciplines. This chapter sets the stage for the remaining book, by introducing the Train4Health project and by explaining how the learning outcomes presented in subsequent chapters have been derived and linked with content of the book. Firstly, the Train4Health interprofessional competency framework to support behaviour change in persons self-managing chronic disease is briefly presented. This European competency framework was the starting point for developing the learning outcomes-based curriculum, which is succinctly addressed in the subsequent section. Finally, practical considerations about the Train4Health curriculum are discussed, including opportunities and challenges for interprofessional education.
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poster voor de EuSoMII Annual Meeting in Pisa, Italië in oktober 2023. PURPOSE & LEARNING OBJECTIVE Artificial Intelligence (AI) technologies are gaining popularity for their ability to autonomously perform tasks and mimic human reasoning [1, 2]. Especially within the medical industry, the implementation of AI solutions has seen an increasing pace [3]. However, the field of radiology is not yet transformed with the promised value of AI, as knowledge on the effective use and implementation of AI is falling behind due to a number of causes: 1) Reactive/passive modes of learning are dominant 2) Existing developments are fragmented 3) Lack of expertise and differing perspectives 4) Lack of effective learning space Learning communities can help overcome these problems and address the complexities that come with human-technology configurations [4]. As the impact of a technology is dependent on its social management and implementation processes [5], our research question then becomes: How do we design, configure, and manage a Learning Community to maximize the impact of AI solutions in medicine?
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Although learning analytics benefit learning, its uptake by higher educational institutions remains low. Adopting learning analytics is a complex undertaking, and higher educational institutions lack insight into how to build organizational capabilities to successfully adopt learning analytics at scale. This paper describes the ex-post evaluation of a capability model for learning analytics via a mixed-method approach. The model intends to help practitioners such as program managers, policymakers, and senior management by providing them a comprehensive overview of necessary capabilities and their operationalization. Qualitative data were collected during pluralistic walk-throughs with 26 participants at five educational institutions and a group discussion with seven learning analytics experts. Quantitative data about the model’s perceived usefulness and ease-of-use was collected via a survey (n = 23). The study’s outcomes show that the model helps practitioners to plan learning analytics adoption at their higher educational institutions. The study also shows the applicability of pluralistic walk-throughs as a method for ex-post evaluation of Design Science Research artefacts.
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Adversarial thinking is essential when dealing with cyber incidents and for finding security vulnerabilities. Capture the Flag (CTF) competitions are used all around the world to stimulate adversarial thinking. Jeopardy-style CTFs, given their challenge-and-answer based nature, are used more and more in cybersecurity education as a fun and engaging way to inspire students. Just like traditional written exams, Jeopardy-style CTFs can be used as summative assessment. Did a student provide the correct answer, yes or no. Did the participant in the CTF competition solve the challenge, yes or no. This research project provides a framework for measuring the learning outcomes of a Jeopardy-style CTF and applies this framework to two CTF events as case studies. During these case studies, participants were tested on their knowledge and skills in the field of cybersecurity and queried on their attitude towards CTF education. Results show that the main difference between traditional written exam and a Jeopardy-style CTF is the way in which questions a re formulated. CTF education is stated to be challenging and fun because questions are formulated as puzzles that need to be solved in a gamified and competitive environment. Just like traditional written exams, no additional insight into why the participant thinks the correct answer is the correct answer has been observed or if the participant really did learn anything new by participating. Given that the main difference between a traditional written exam and a Jeopardy-style CTF is the way in which questions are formulated, learning outcomes can be measured in the same way. We can ask ourselves how many participants solved which challenge and to which measurable statements about “knowledge, skill and attitude” in the field of cybersecurity each challenge is related. However, when mapping the descriptions of the quiz-questions and challenges from the two CTF events as case studies to the NICE framework on Knowledge, Skills and Abilities in cybersecurity, the NICE framework did not provide us with detailed measurable statements that could be used in education. Where the descriptions of the quiz-questions and challenges were specific, the learning outcomes of the NICE framework are only formulated in a quite general matter. Finally, some evidence for Csíkszentmihályi’s theory of Flow has been observed. Following the theory of Flow, a person can become fully immersed in performing a task, also known as “being in the zone” if the “challenge level” of the task is in line with the person’s “skill level”. The persons mental state towards a task will be different depending on the challenge level of the task and required skill level for completing it. Results show that participants state that some challenges were difficult and fun, where other challenges were easy and boring. As a result of this9 project, a guide / checklist is provided for those intending to use CTF in education.
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