Studentassistenten verrichten verschillende soorten onder-wijstaken in het hoger onderwijs. Deze systematische literatuurstudiebracht het onderzoek in kaart naar hoe studentassistenten worden voor-bereid op hun inzet in het onderwijs, welke soorten onderwijs ze ver-zorgen en wat dit oplevert voor de studentassistenten en hun studenten.De studentassistenten werden vooral bij praktisch vaardigheidsonder-wijs en laboratoriumonderwijs in medische en scheikundige opleidingeningezet, en in mindere mate ook bij casusonderwijs en studievaardig-heden. Qua voorbereiding hadden ze het meeste baat bij een trainingwaar het verwachte gedrag voorgedaan wordt, waar ze kunnen oefenenen hier feedback op krijgen. Wanneer onderwijs door studentassisten-ten als aanvulling op het bestaande onderwijs wordt georganiseerd leidthet tot hogere studenttevredenheid en betere prestaties bij de studen-ten die dit aangeboden krijgen t.o.v. wie dit niet krijgt aangeboden. Deprestaties en tevredenheid van studenten die practica van studentas-sistenten versus docenten zijn vergelijkbaar. Bij de organisatie van stu-dentassistenten in het onderwijs kan geleerd worden van de twee stro-mingen die nu prevaleren: Supplementele Instructie (si-pass ) enPeerAssistedLearning(pal ). Centrale coördinatie van het opleiden van bege-leiders en studentassistenten, duidelijke complementaire functieprofie-len, inzet bij praktische vakken, en inbedding binnen de opleidingen opbasis van passende leeruitkomsten kunnen bijdragen aan duurzame bor-ging.Students perform various types of educational tasks in higher education as teaching assistants. This systematic literature review mapped out the research on how teaching assistants are prepared for their tasks,what types of instruction they provide, and what this yields for both teaching assistants and students. The teaching assistants were primarily deployed in practical skills education and laboratory education in medical and chemistry programs, and to a lesser extent also in case-based education and metacognitive education. In terms of preparation, they benefited most from training that demonstrates expected behaviour, provides opportunities for practice, and offers feedback. The deployment of teaching assistants in education, as a supplement to regular instruction, resulted in higher student satisfaction and better performance. Regarding practical sessions, students taught by teaching assistants did not perform differently or express less satisfaction than those taught by teachers. In organizing student assistants in education, lessons can be learned from the two prevailing approaches: SI-PASS and PAL. Both central coordination with clear complementary job profiles for student assistants or integration within programs based on appropriate learning outcomes can contribute to sustainable implementation.
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Een aantal studieonderdelen van de Fontys-opleiding Technische Informatica, met name op het gebied van de Industriële Automatisering worden nader toegelicht. In het begin van de opleiding zijn er oriënterende eenheden, zoals de module Productiesystemen (PRS) en het project Industriële Automatisering (ProIA). Bij PRS wordt het onderwijs uitgevoerd in de vorm van theorie- en practicumopdrachten, respectievelijk individueel en in groepen. Bij ProIA wordt een praktijkproject nagebootst. In het vierde jaar zijn er voor studenten die de afstudeervariant Industriële Automatisering hebben gekozen specialisatiemodulen en een project op dit gebied. Er wordt vooral aandacht besteed aan de onderwijsvormen, die in het eerste deel van de opleiding worden toegepast. In de loop der jaren is een lesmodule op gebied van Industriële Automatisering "uitgeëvolueerd" tot zijn huidige vorm. Sinds IA een afstudeervariant is geworden binnen de opleiding Technische Informatica zijn daar nog een aantal onderwijsvormen bij gekomen met name in de vorm van practica en projecten op dit gebied.
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This textbook is intended for a basic course in problem solving and program design needed by scientists and engineers using the TI-92. The TI-92 is an extremely powerful problem solving tool that can help you manage complicated problems quickly. We assume no prior knowledge of computers or programming, and for most of its material, high school algebra is sufficient mathematica background. It is advised that you have basic skills in using the TI-92. After the course you will become familiar with many of the programming commands and functions of the TI-92. The connection between good problem solving skills and an effective program design method, is used and applied consistently to most examples and problems in the text. We also introduce many of the programming commands and functions of the TI-92 needed to solve these problems. Each chapter ends with a number of practica problems that require analysis of programs as well as short programming exercises.
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Digital transformation has been recognized for its potential to contribute to sustainability goals. It requires companies to develop their Data Analytic Capability (DAC), defined as their ability to collect, manage and analyze data effectively. Despite the governmental efforts to promote digitalization, there seems to be a knowledge gap on how to proceed, with 37% of Dutch SMEs reporting a lack of knowledge, and 33% reporting a lack of support in developing DAC. Participants in the interviews that we organized preparing this proposal indicated a need for guidance on how to develop DAC within their organization given their unique context (e.g. age and experience of the workforce, presence of legacy systems, high daily workload, lack of knowledge of digitalization). While a lot of attention has been given to the technological aspects of DAC, the people, process, and organizational culture aspects are as important, requiring a comprehensive approach and thus a bundling of knowledge from different expertise. Therefore, the objective of this KIEM proposal is to identify organizational enablers and inhibitors of DAC through a series of interviews and case studies, and use these to formulate a preliminary roadmap to DAC. From a structure perspective, the objective of the KIEM proposal will be to explore and solidify the partnership between Breda University of Applied Sciences (BUas), Avans University of Applied Sciences (Avans), Logistics Community Brabant (LCB), van Berkel Logistics BV, Smink Group BV, and iValueImprovement BV. This partnership will be used to develop the preliminary roadmap and pre-test it using action methodology. The action research protocol and preliminary roadmap thereby developed in this KIEM project will form the basis for a subsequent RAAK proposal.
In the last decade, the automotive industry has seen significant advancements in technology (Advanced Driver Assistance Systems (ADAS) and autonomous vehicles) that presents the opportunity to improve traffic safety, efficiency, and comfort. However, the lack of drivers’ knowledge (such as risks, benefits, capabilities, limitations, and components) and confusion (i.e., multiple systems that have similar but not identical functions with different names) concerning the vehicle technology still prevails and thus, limiting the safety potential. The usual sources (such as the owner’s manual, instructions from a sales representative, online forums, and post-purchase training) do not provide adequate and sustainable knowledge to drivers concerning ADAS. Additionally, existing driving training and examinations focus mainly on unassisted driving and are practically unchanged for 30 years. Therefore, where and how drivers should obtain the necessary skills and knowledge for safely and effectively using ADAS? The proposed KIEM project AMIGO aims to create a training framework for learner drivers by combining classroom, online/virtual, and on-the-road training modules for imparting adequate knowledge and skills (such as risk assessment, handling in safety-critical and take-over transitions, and self-evaluation). AMIGO will also develop an assessment procedure to evaluate the impact of ADAS training on drivers’ skills and knowledge by defining key performance indicators (KPIs) using in-vehicle data, eye-tracking data, and subjective measures. For practical reasons, AMIGO will focus on either lane-keeping assistance (LKA) or adaptive cruise control (ACC) for framework development and testing, depending on the system availability. The insights obtained from this project will serve as a foundation for a subsequent research project, which will expand the AMIGO framework to other ADAS systems (e.g., mandatory ADAS systems in new cars from 2020 onwards) and specific driver target groups, such as the elderly and novice.
ALE organised an event with Parktheater Eindhoven and LSA-citizens (the Dutch umbrella organisation for active citizens). Five ALE students from the minor Imagineering and business/social innovation took responsibility for concept and actual organisation. On Jan 18th, they were supported by six other group members of the minor as volunteers. An IMEM-team of 5 students gathered materials for a video that can support the follow-up actions of the organisers. The students planned to deliver their final product on February 9th. The theatre will critically assess the result and compare it to the products often realised by students from different schools or even professional ones, like Veldkamp productions. Time will tell whether future opportunities will come up for IMEM. The collaboration of ALE and IMEM students is possible and adding value to the project.More than 180 visitors showed interest in the efforts of 30 national and local citizen initiatives presenting themselves on the market square in the theatre and the diverse speakers during the plenary session. The students created a great atmosphere using the qualities of the physical space and the hospitality of the theatre. Chair of the day, Roland Kleve, kicked off and invited a diverse group of people to the stage: Giel Pastoor, director of the theatre, used the opportunity to share his thoughts on the shifting role of theatre in our dynamic society. Petra Ligtenberg, senior project manager SDG NL https://www.sdgnederland.nl/sdgs/ gave insights to the objectives and progress of the Netherlands. Elly Rijnierse, city maker and entrepreneur from Den Haag, presented her intriguing efforts in her own neighbourhood in the city to create at once both practical and social impacts on SDG 11 (sustainable city; subgoal 3.2). Then the alderman Marcel Oosterveer informed the visitors about Eindhoven’s efforts on SDGs. The plenary ended with very personal interviews of representatives of two impressive citizen initiatives (Parkinson to beat; Stichting Ik Wil). In the two workshop rounds, ALE took responsibility for two workshops. Firstly the workshop: Beyond SDG cherrypicking: using the Economy for the common good’, in cooperation with citizen initiative Ware winst Brabant en Parktheater (including Social innovation-intern Jasper Box), secondly a panel dialogue on local partnerships (SDG 17) for the sustainable city (SDG 11) addressing inclusion (SDG 10) and the livability (SDG 3) with 11 representatives from local/provincial government, companies, third sector and, of course: citizen initiatives.
