Context When the pandemic hit the world, teachers were forced to change their education from onsite to virtual overnight Understandably, teaching quality decreased in the beginning, as there was little experience in how to adapt the educational design Zuyd University of Applied Sciences ( recognized the problem that teachers were on different didactic and pedagogical levels when it comes to online education Unfortunately, the pandemic made it hard for teachers to connect with each other In the Domain of Health and Welfare, this led to the idea of establishing a professional learning community A professional learning community ( can be seen as an informal group of people who share knowledge and experiences among each other on a common topic they are all highly interested in Zuyd’s vision “passion for development” sets a good basis for the start of such a community. Steps we took In order to find out how a professional learning community can look like in Zuyd, the following steps were taken Firstly, we collected and evaluated literature and best practices around the topic Based on our findings we developed an interview guideline and conducted interviews with eight teachers from the Domain of Health and Welfare Throughout the whole report a SWOT analysis was performed with the literature and best practices filling opportunities and threats and the interviews providing content for strengths and weaknesses Main findings From these sources, we derived enablers for a successful learning community, which led to recommendations for Zuyd on how to strategically position, implement and organize a PLC One of our major recommendations is to make didactic and pedagogical skills an important topic within Zuyd in order to strategically implement the learning community into Zuyd’s strategy Furthermore, we recommend giving the lead in organizing and facilitating the PLC to the blended learning task force To collect a diverse set of interested employees to the core group, the educational managers should personally approach teachers that might be interested The sense of urgency around the topic needs to be addressed regularly through the directors of the Domain, the task force of blended learning, as well as the PLC itself In this way, interest in the topic of didactic and pedagogical skills and blended learning can be enhanced In the report we go into greater detail on how to organize and apply these recommendations. We are convinced that implementing these steps will pay off in the future and will successfully enhance competencies on blended learning and didactic and pedagogical skills through knowledge exchange.
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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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"Je kunt niet op Bonaire wonen en niets van Bonaire afweten, dan ben je een half mens” Duidelijke taal van juf Sonia Janga. Ze is remedial teacher op het Integraal Kind Centrum (IKC) van de Bonairiaanse basisschool Kolegio Kristu Bon Wardador. Ze deed deze uitspraak toen ze door ons werd geïnterviewd over het Bonairiaans burgerschapsprogramma, dat recent voor vier basisscholen op het eiland is ontwikkeld. De noodzaak om een burgerschapsprogramma te ontwikkelen kwam voort uit het feit dat het onderwijs op Bonaire – in de hoedanigheid van bijzondere gemeente binnen het Koninkrijk der Nederlanden – uitgaat van vrijwel dezelfde richtlijnen als voor scholen in Europees Nederland. Daar hoort de burgerschapsopdracht uit 2021 ook bij. In deze bijdrage staan we achtereenvolgens stil bij: 1) de visie achter en uitgangspunten voor het betekenisvolle Bonairiaans burgerschapsonderwijs, 2) de wijze waarop scholen dit burgerschapsonderwijs hebben ontwikkeld en geïmplementeerd en 3) succesfactoren en uitdagingen die de scholen tijdens het proces ondervonden.Inzichten over het Bonairiaanse burgerschapsonderwijsprogramma zijn ook relevant voor scholen in Europees Nederland, die een (cultureel) diverse leerlingpopulatie hebben: ook zij moeten stilstaan bij de vraag welk (burgerschaps)onderwijs voor hun leerlingen betekenisvol is.
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This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewers to engage with postdigital inquiry, structured in three parts: (1) a review of literature on co-design, GenAI, and postdigital theory; (2) 11 situated contributions from educators, researchers, and designers worldwide, each offering practice-based accounts of co-design with GenAI; and (3) an explorative discussion of implications for higher education designs and futures. Across these sections, we show how GenAI unsettles assumptions of collaboration, knowing, and agency, foregrounding co-design as a site of ongoing material, ethical, and epistemic negotiation. We argue that postdigital co-design with GenAI reframes educational design as a collective practice of imagining, contesting, and shaping futures that extend beyond human knowing.
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Our society faces many challenges, necessitating collaborative efforts among multiple stakeholders. Our students learn this in living labs. This paper explores preliminary research on introducing co-design to novices. We introduce a case study exploring how design educators can support students in developing co-design competencies. Central to this study is our Co-Design Canvas, introduced as a pivotal tool for fostering open dialogue among diverse stakeholders. This stimulates collaboration through effective teamwork and empathic formation. The research questions aim to discover effective methods for introducing the Co-Design Canvas to living lab students, and to identify the necessary prior knowledge and expertise for both novices and educators to effectively engage with and teach the Co-Design Canvas. The paper advocates for a pedagogical shift to effectively engage students in multi-stakeholder challenges. Through a series of workshops, the Co-Design Canvas was introduced to novices. We found that this required a significant cognitive stretch for staff and students. The paper concludes by presenting a, for now, final workshop format consisting of assignments that supports introducing the Canvas and thereby co design to societal impact design novices. This program better prepares students and coaches for multi stakeholder challenges within living labs.
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Bij autisme spelen twee kernkwetsbaarheden een rol: 🔹 Moeite met sociale interactie en communicatie 🔹 Beperkte en herhalende gedragingen, interesses of aanpakkenOm deze leerlingen talentgericht te begeleiden in de klas, zijn er drie sleutelprincipes: ▪️ Ruimte bieden – zie het unieke perspectief van het kind▪️ Structuur geven – creëer voorspelbaarheid en veiligheid▪️ Flexibel ondersteunen – sluit aan op individuele behoeften en mogelijkhedenDeze kennisclips brengen deze aanpakken helder in beeld aan de hand van drie ervaringen van leerlingen en hun leerkracht. Ze zijn compact, praktisch en direct inzetbaar in jouw onderwijs- of hulpverleningspraktijk.
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The research methodology will be developmental research, defined as The systematic study of designing, developing and evaluating instructional programs, processes and products that must meet the criteria of internal consistency and effectiveness. (Richey and Nelson, 1996, p. 1213). Using this kind of methodology will allow me to find outcomes on a Self-Direction Learning (SDL) design process together with colleagues and student teachers - and to carry out several designed learning arrangements from an educational perspective. From the pedagogic perspective I intend to improve the relation between teacher trainer and student teacher with the accent on development, stimulation and support of SDL. This will be done during the design and carrying out of learning arrangements and also by training teacher trainers in the necessary skills of SDL in the context of relational/pedagogic didactic. Looking from both related perspectives it will lead to a construction of an SDL-environment in which teacher trainers and student teacher will learn effectively together.
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Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
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Blended learning, a teaching format in which face-to-face and online learning is integrated, nowadays is an important development in education. Little is known, however, about its affordances for teacher education, and for domain specific didactical courses in particular. To investigate this topic, we carried out a design research project in which teacher educators engaged in a co-design process of developing and field-testing open online learning units for mathematics and science didactics. The preliminary results concern descriptions of the work processes by the design teams, of design heuristics, and of typical ways of collaborating. These findings are illustrated for the case of two of the designed online units on statistics didactics and mathematical thinking, respectively.
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This article explores how schools can function as a pedagogical in-between space, or a pedagogical inter-space, and how lecturers can act professionally within this space, of which they themselves are also a part. Met een samenvatting in het Nederlands: De school als een ‘pedagogische tussenruimte’.
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