The Spring of 2020 brought many disruptions to our professional and personal lives due to the COVID-19 pandemic that forced worldwide mid-semester campus closures; pivoting of traditional, face-to-face classes to remote teaching and learning; and postponements or cancellations of conferences, workshops, and other professional development events. One example of the breakdown of scheduled opportunities for us as honors colleagues to gather in-person to enhance our practices and strengthen our community was the cancellation of the 2020 International Conference on Talent Development and Honors Education in Groningen, the Netherlands, originally slated for June 10-12 but moved to June 16-18, 2021. Immediately following the 2020 conference, we (the authors) had planned to offer the fifth Honors International Faculty Institute (HIFI), an international and highly interactive occasion for honors and talent development teachers, researchers, and leaders to engage in presentations, experiential activities, place-as-text explorations, collaborative group work, reflective exercises, and showcases designed to improve teaching, learning, and programming in honors. Suddenly, the coronavirus upended our world, and we had to reimagine the institute that we had previously organized four times alternately at Hanze University of Applied Sciences (Netherlands) and Texas Christian University (USA). Putting aside the disappointment of the moment and recognizing the value of coming up with an alternative to HIFI that would ensure the safety and health of our honors colleagues, we decided to create a fully online version with free registration to encourage participation and create resources accessible to all members of our international community. We wanted to highlight the challenges of how all of us unexpectedly had to pivot to remote teaching and learning as the global pandemic intensified, but we also wanted to share information, experiences, and models that could open new avenues for operationalizing online honors education more generally beyond the COVID-19 crisis. We wanted, in other words, to explore how honors pedagogy could (and maybe should) be adapted to the increasingly online world of primary, secondary, and higher education. Thus, HIFLO 2020 was born! HIFLO stands for Honours International Faculty Learning Online.
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In March 2020 schools in The Netherlands closed to contain the spread of Covid-19 virus. Shortly after, schools took to online education. The condensed setting of the Covid-19 situation provided a background to study which learning activities and tools teachers choose in online education and how they use them to promote interaction. Interaction is quintessential to learning but in online education it is not easy to provide room for interaction. Our central research question therefore is how interaction within online education activities change over time. An online longitudinal survey amongst teachers was conducted. The first four rounds took place in the early stages of the lockdowns and shortly after. In total 179 different secondary school teachers participated of whom 16 responded three rounds or more. Most teachers use tools in online education that can facilitate more interaction than necessary for the Instructional Design. This means that improving interaction in online education is more a pedagogical challenge than a technical one. It was also found that teachers who deploy Instructional Designs that require more interaction use more and different tools. However, only few of these tools seem to facilitate the interactive quality the teachers pursued. Over time we saw the interactive quality of Instructional Design and tools converge. We are in awe of the artful way in which some teachers manage to combine the possibilities of different tools to establish high interactive quality in the online learning processes they conduct.
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Deze uitgave is een eerste verkenning van de mogelijkheden om learning analytics in te zetten bij open en online onderwijs en de Grand Challenges die daarbij spelen. Vijf experts uit de special interest groups Open Education en Learning Analytics identificeerden daartoe de uitdagingen in één van beide gebieden. Per uitdaging is een literatuurstudie uitgevoerd en is onderzocht welke concrete vragen er bestaan, welke nationale en internationale voorbeelden er zijn en welke punten nader onderzoek verdienen.
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Door producten en diensten inclusief te ontwerpen kunnen ontwerpers een belangrijke bijdrage leveren aan een inclusievere samenleving, waarin iedereen op eigen wijze kan participeren. In AID gaan negen mkb-ontwerpbureaus Afdeling Buitengewone Zaken (A/BZ), theRevolution, Design Innovation Group, Greenberry, Ideate, Keen Public, Muzus, Netrex Internet Solutions (Leer Zelf Online) en Vrienden van verandering) die rijke maar uiteenlopende ervaring hebben met inclusief ontwerpen op zoek naar antwoorden op de vraag hoe hun vermogen voor inclusief ontwerpen kan worden versterkt. Ze doen dit middels actie-onderzoek in hun eigen beroepspraktijk en door hun ervaringen te delen met onderzoekers, docenten en co-ontwerpers in een ‘learning community’.
Aanleiding: Scholen weten vaak niet hoe ze om moeten gaan met pestsituaties. In het onderwijsveld is er behoefte aan concrete handvatten om pesten te kunnen signaleren en om op adequate wijze met pestincidenten om te gaan. Recente initiatieven vanuit de politiek en de landelijke onderwijskoepels (Plan van Aanpak Pesten, 2013) onderstrepen het belang hiervan. Doelstelling Het doel van dit project is kennis ontwikkelen en valoriseren waarmee professionals in het basisonderwijs het pestgedrag effectief kunnen terugdringen op basisscholen in Nederland. Voor dit doel verricht het projectteam onderzoek voor de theoretische en praktijkgerichte onderbouwing van antipestbeleid. In samenwerking met professionals en docenten ontwikkelt het team de afzonderlijke onderdelen van antipestbeleid. Daarna volgt een proefimplementatie en onderzoek van de verschillende onderdelen en dan de implementatie op de deelnemende scholen. Beoogde resultaten De concrete resultaten van het project zijn een online pestmeter die scholen zelfstandig kunnen gebruiken om het pesten in de school in kaart te brengen, methodieken voor docenten om pestsituaties - zowel eenvoudige pestproblemen als intensieve incidenten - in de klas op te lossen, een digitale interactieve lessenserie voor leerlingen, een training voor docenten en een training voor schoolleiding (via e-learning). De resultaten, kennis en inzichten worden landelijk verspreid door middel van cursusmaterialen, publicaties, sociale media, presentaties, congresdeelnames en een slotsymposium.
The European creative visual industry is undergoing rapid technological development, demanding solid initiatives to maintain a competitive position in the marketplace. AVENUE, a pan-European network of Centres of Vocational Excellence, addresses this need through a collaboration of five independent significant ecosystems, each with a smart specialisation. AVENUE will conduct qualified industry-relevant research to assess, analyse, and conclude on the immediate need for professional training and educational development. The primary objective of AVENUE is to present opportunities for immediate professional and vocational training, while innovating teaching and learning methods in formal education, to empower students and professionals in content creation, entrepreneurship, and innovation, while supporting sustainability and healthy working environments. AVENUE will result in a systematised upgrade of workforce to address the demand for new skills arising from rapid technological development. Additionally, it will transform the formal education within the five participating VETs, making them able to transition from traditional artistic education to delivering skills, mindsets and technological competencies demanded by a commercial market. AVENUE facilitates mobility, networking and introduces a wide range of training formats that enable effective training within and across the five ecosystems. A significant portion of the online training is Open Access, allowing professionals from across Europe to upgrade their skills in various processes and disciplines. The result of AVENUE will be a deep-rooted partnership between five strong ecosystems, collaborating to elevate the European industry. More than 2000 professionals, employees, students, and young talents will benefit from relevant and immediate upgrading of competencies and skills, ensuring that the five European ecosystems remain at the forefront of innovation and competitiveness in the creative visual industry.
