Digitalization enables public organizations to personalize their services, tuning them to the specific situation, abilities, and preferences of the citizens. At the same time, digital services can be experienced as being less personal than face-to-face contact by citizens. The large existing volume of academic literature on personalization mainly represents the service provider perspective. In contrast, in this paper we investigate what makes citizens experience a service as personal. The result are eight dimensions that capture the full range of individual experiences and expectations that citizens expressed in focus groups. These dimensions can serve as a framework for public sector organizations to explore the expectations of citizens of their own services and identify the areas in which they can improve the personal experiences they offer.
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This article provides a construct to monitor and analyse students' personal knowledge development: 'personal professional theory' (PPT). It aims to investigate the development of the content and nature of students' PPTs and their perceptions of learning processes in vocational education during school-based learning and workplace learning. The conclusion based on this study is that the development of students' PPTs involves knowledge compilation as well as thematic turbulence.
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Het plan van aanpak gepresenteerd in deze handreiking is bedoeld als leidraad voor het ontwerpen, ontwikkelen, implementeren en evalueren van verschillende Learning Communities binnen het RAAK-5 project Het Nieuwe Telen: gas erop! Het is bedoeld om zowel inzichten als instrumenten te bieden aan coördinatoren en facilitatoren voor de implementatie van de lokale Learning Communities gedurende het project. Deze handreiking is een noodzakelijke aanvulling op het project vanwege de prominente rol van Learning Communities binnen het project, maar ook omdat er geen wetenschappelijk gebaseerde ontwerpprincipes voor LC’s te vinden zijn. Er zijn veel projecten die Learning Communities uitvoeren, maar een grondige zoektocht naar literatuur en internetbronnen resulteerde niet in ontwerpprincipes.
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Als relatief nieuw begrip in de context van e-learning krijgt ‘mobile learning’ steeds meer aandacht, wat ten dele kan worden verklaard door de ontwikkeling en verspreiding van mobiele technologie. Als we de pleitbezorgers van ‘mobile learning’ moeten geloven, dan wordt deze vorm van leren belangrijker en is het denkbaar dat sommige leerprocessen in de toekomst volledig op die wijze vormgegeven zullen worden. Probleem is dat een eenduidige definitie van ‘mobile learning’ nog altijd ontbreekt, dat er meningsverschillen zijn over de technologie die tot het domein van ‘mobile learning’ behoort, en dat er betrekkelijk weinig resultaten zijn van succesvolle inzet van mobiele technologie in leerprocessen. Daarbij wordt onder succesvol verstaan dat het heeft bijgedragen aan de effectiviteit van het leren, en daarmee aan een beter leerresultaat en een efficiënter leerproces, waarbij onder het laatste verstaan wordt dat het maximale leereffect wordt bereikt met een beperkte inzet van mensen en middelen. Deze notitie beoogt enige duidelijkheid te scheppen in de definitiekwestie en in de visies op leren die een rol spelen bij ‘mobile learning’. Vanuit dat perspectief wordt vervolgens ingegaan op kenmerken van mobiele technologie en ontwikkelingen die daarin verwacht worden. Aansluitend wordt er dieper ingegaan op leerprocessen en de rol die mobiele technologie daarin zou kunnen vervullen, waarna de notitie wordt afgesloten met een kijkkader om de mogelijke inzet en betekenis van ‘mobile learning’ in onderwijssituaties te kunnen duiden en beoordelen.
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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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Introduction: With a shift in healthcare from diagnosis-centered to human- and interprofessional-centered work, allied health professionals (AHPs) may encounter dilemmas in daily work because of discrepancies between values of learned professional protocols and their personal values, the latter being a component of the personal dimension. The personal dimension can be defined as a set of personal components that have a substantial impact on professional identity. In this study, we aim to improve the understanding of the role played by the personal dimension, by answering the following research question: What is known about the personal dimension of the professional identity of AHPs in (allied) health literature? Methods: In the scoping review, databases, CINAHL, ERIC, Medline, PubMed, and PsychINFO were searched for studies focusing on what is regarded as ‘the personal dimension of professional identity’ of AHPs in the health literature; 81 out of 815 articles were included and analyzed in this scoping review. A varying degree of attention for the personal dimension within the various allied health professions was observed. Result: After analysis, we introduce the concept of four aspects in the personal dimension of AHPs. We explain how these aspects overlap to some degree and feed into each other. The first aspect encompasses characteristics like gender, age, nationality, and ethnicity. The second aspect consists of the life experiences of the professional. The third involves character traits related to resilience and virtues. The fourth aspect, worldview, is formed by the first three aspects and consists of the core beliefs and values of AHPs, paired with personal norms. Discussion: These four aspects are visualized in a conceptual model that aims to make AHPs more aware of their own personal dimension, as well as the personal dimension of their colleagues intra- and interprofessionally. It is recommended that more research be carried out to examine how the personal dimension affects allied health practice.
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The research described in this paper provides insights into tools and methods which are used by professional information workers to keep and to manage their personal information. A literature study was carried out on 23 scholar papers and articles, retrieved from the ACM Digital Library and Library and Information Science Abstracts (LISA). The research questions were: - How do information workers keep and manage their information sources? - What aims do they have when building personal information collections? - What problems do they experience with the use and management of their personal collections? The main conclusion from the literature is that professional information workers use different tools and approaches for personal information management, depending on their personal style, the types of information in their collections and the devices which they use for retrieval. The main problem that they experience is that of information fragmentation over different collections and different devices. These findings can provide input for improvement of information literacy curricula in Higher Education. It has been remarked that scholar research and literature on Personal Information Management do not pay a lot of attention to the keeping and management of (bibliographic) data from external documentation. How people process the information from those sources and how this stimulates their personal learning, is completely overlooked. [The original publication is available at www.elpub.net]
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The current transnational climate (British Council, 2014) in Europe is likely to continue to generate institutional and classroom situations which dictate that difference and otherness be the norm rather than the exception. Unfortunately, in the 1960's, Black and minority ethnic (BME) migrants from the former British colonies had less-than-favorable educational experiences in Britain due to prejudice and stereotyping mainly arising from cultural differences. Since then there have been a plethora of studies, policies, and reports regarding the perpetuation of discrimination in educational institutions. Today, British higher educational institutions have finally begun to recognize the need to reduce progression and attainment gaps. However, their focus tends to only consider the student “Black and Minority Ethnic attainment gap” with almost no attention being given to educators', or more specifically there is a distinctive lack of thought given to the female BME educators' progression and attainment in British HEIs. As such, this paper draws theoretically and conceptually on critical cultural autoethnography, to illustrate the value of conducting research into a female's BME educators' personal and professional experiences, and “gives voice to previously silenced and marginalized experiences” (Boylorn and Orbe, 2014, p. 15). In doing so, I highlight how higher educational institutions underutilisation of such competencies and contributions have and continue to perpetuate BME underachievement. I conclude the paper by questioning the accountability of providing support for BME educators progression and attainment, challenge educational leaders to consider the value and utilization of cultural knowledge, and implore all educators to reflect on how their personal experiences influence their professional identity.
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Voortdurende maatschappelijke veranderingen en uitdagingen vragen om samenwerking en een leven lang ontwikkelen. Vaak gebeurt dit in learning communities (innovatieve leerwerkomgevingen) waar organisaties grensoverstijgend samenwerken aan complexe vraagstukken. Bruggenbouwers (brokers) hebben een sleutelpositie in het ontwikkelen van deze learning communities om mensen en organisaties met elkaar te verbinden. Een veelzijdige rol die zich moeilijk laat definiëren. Bovendien voorzien organisaties niet altijd bewust in ondersteuning en ontwikkeling van deze bruggenbouwers. Op basis van een mixed-methodsbenadering voorziet dit onderzoek in de behoefte van een generieke rolbeschrijving met zeven vaardigheden. Hierbij wordt de invloed van kennis, ervaring en persoonskenmerken belicht. Bruggenbouwers werken intersectoraal over grenzen van organisaties heen en ondersteunen betrokken professionals en organisaties in hun samenwerking door politiek bewust en strategisch te handelen. Zij stimuleren kennisdeling en vertalen kennis naar diverse betrokkenen en contexten en onderzoeken daarbij de beroepspraktijk systematisch. Deze rolbeschrijving en de gewenste ondersteuning hierin biedt concrete handvatten om bruggenbouwers beter te selecteren, te waarderen en ook gerichter te investeren in hun professionele ontwikkeling. Deze investering is van cruciaal belang omwille van de katalyserende werking van de rol als bruggenbouwer om het voortdurend leren en ontwikkelen bij organisaties mogelijk te maken
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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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