In dit artikel staat auteur stil bij problemen die voortkwamen uit de autonome positie van de professional, en bij de oplossingen die bedacht zijn om het handelen van de professional transparanter en efficiënter te maken en de effecten ervan te meten.
Due to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.
Most people with dementia (PwD) are cared for by unpaid family carers, many of whom must balance caring with paid work. This regularly entails dealing with care-related emergencies (CRE). This study aims to explore the impact of carers’ autonomy at work regarding breaks, schedule, and place on their ability to manage CRE, and use technology to that end. We conducted interviews with 16 working carers of PwD in Scotland. Data were analysed thematically to identify key themes. Autonomy at work appeared on a spectrum from no to complete autonomy. Carers’ position on this spectrum was often dynamic and determined by the nature of their work, their workplace culture and regulations, and their line managers’ support – or clients in the case of self-employed carers. Break autonomy allowed carers to use technology to be notified of and delegate the CRE response. Schedule autonomy allowed for an in-person response to CRE. Place autonomy allowed carers to work and care simultaneously, which enabled them to manage CRE immediately but presented them with additional challenges. Distance between workplace and PwD’s residence impacted carers’ ability to manage CRE, despite having complete autonomy. Implications for healthcare professionals, service providers, employers, policymakers, and technology developers are presented.
Higher education offers great flexibility as students are largely free to decide where, when, and how to study. Being successful in such an environment requires well-developed self-regulated learning skills. However, every teacher in higher education knows that students experience ample difficulty to self-regulate their learning. They struggle to set and plan learning goals, and to gain sufficient depth in learning when preparing for exams. These struggles can negatively impact their learning, well-being, academic achievement, and professional life. On top of the existing flexibility in higher education, a need for more flexibility in what students learn is becoming evident. That is, students have room for flexible learningapproaches (i.e., deciding what learning goals or materials to study and how) and/or flexible learning trajectories (i.e.,choosing what combination of courses to take). This places an additional burden on students’ self-regulated learning skills. We posit that for students to thrive in flexible higher education, practice-oriented research on supporting students’self-regulated learning skills is required. Our collaborative consortium will i) unravel how students can be optimally scaffolded within flexible learning approaches and flexible learning trajectories, ii) examine how to optimize teacher and technological support, and iii) study how student autonomy and motivation can be guarded. We will set up a practice-oriented research program with both qualitative and quantitative methods, including design-based research, action research, pre-post comparative intervention studies, and large-scale correlational research. The findings will impact higher education through (technological) design guidelines and intervention programs for educational professionals, andsupport-modules for students.
The increase in the number and complexity of crime activities in our nation together with shortage in human resources in the safety and security domain is putting extra pressure on emergency responders. The emergency responders are constantly confronted with sophisticated situations that urgently require professional, safe, and rapid handling to contain and conclude the situation to minimize the danger to public and the emergency responders. Recently, Dutch emergency responders have started to experiment with various types of robots to improve the responsiveness and the effectiveness of their responses. One of these robots is the Boston Dynamic’s Spot Robot Dog, which is primarily appealing for its ability to move in difficult terrains. The deployment of the robot in real emergencies is at its infancy. The main challenge that the robot dog operators are facing is the high workload. It requires the full attention to operate the robot itself. As such, the professional acts entirely as a robot operator rather than a domain expert that critically examines and addresses the main safety problems at hand. Therefore, there is an urgent request from these emergency response professionals to develop and integrate key technologies that enable the robot dog to operate more autonomously. In this project, we explore on how to increase the autonomy level of the robot dog in order to reduce the workload of the operator, and eventually help the operator remain domain expert. Therefore, we will explore the ability of the robot to autonomously 3D-map unknown confined areas. The results of this project will lead to new practical knowledge and a follow-up project that will focus on further developing the technologies that increase the autonomy of the robot for eventual deployment in operational environments. This project will also have direct contribution to education through involvement of students and lecturers.
Despite the vast potential drone technologies have, their integration to our society has been slow due to restricting regulations. Recently, a new EU-wide drone regulation has been published. This regulation is intended to harmonize the non-uniform national regulations across EU. It also relaxes the existing restrictions and allows previously prohibited operations that have significant socio-economic and technological impacts, such as autonomous BVLOS flights even over populated areas. However, there are challenges with regard to specifics and accessibilities of the required technological & procedural prerequisite this regulation entails. There is, therefore, a demand from SMEs for practical knowledge on technological and procedural aspects of a safe, robust and BVLOS operable security drone with short and long-term autonomy that fully complies to the new drone regulation. The required drone technologies include robust obstacle avoidance, intelligence failsafe for robust, reliable and safe autonomous flights with long-term autonomy capabilities. The operational procedures include SORA, pre/in/post-flight analysis and ROC/LUC permissions. In this project, these two aspects will be addressed in an integral manner. The consortium recognizes that developing such advanced security drone in two years is ambitious. Yet, they firmly believe that it is realizable due to the complementary expertise of the consortium and their commitment for the success of the project. With this project, the knowledge institutes will enrich their practical knowledge in the area of autonomous and BVLOS capable drones, operational procedures, risk analysis and mitigations. The partner companies will be equipped with the necessary technologies, operation permission and knowledge on optimal operation procedures to be at the forefront and benefit from the exploding market opportunities when the new regulation is fully implemented in July 2022. Moreover, this project will also make a demonstrable contribution to the renewal of higher professional education.
