How students develop vocational knowledge is a rather under-researched topic in the context of vocational education and training. Vocational knowledge is perceived as the kind of knowledge required to perform in occupational practice. From an activity-theoretical approach to learning, supplemented with ideas borrowed from inferentialism, this article explores how students develop vocational knowledge in terms of a cognitive activity of contextualising. A qualitative in-depth study is presented, which explores students’ cognitive processes during professional performance. Hospitality students and culinary students were interviewed and asked to articulate the process of contextualising during their work in a sandwich bar. A detailed description of the characteristics of contextualising is presented, and the process is illustrated with examples from the data.
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When it comes to hard to solve problems, the significance of situational knowledge construction and network coordination must not be underrated. Professional deliberation is directed toward understanding, acting and analysis. We need smart and flexible ways to direct systems information from practice to network reflection, and to guide results from network consultation to practice. This article presents a case study proposal, as follow-up to a recent dissertation about online simulation gaming for youth care network exchange (Van Haaster, 2014).
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A case study and method development research of online simulation gaming to enhance youth care knowlegde exchange. Youth care professionals affirm that the application used has enough relevance as an additional tool for knowledge construction about complex cases. They state that the usability of the application is suitable, however some remarks are given to adapt the virtual environment to the special needs of youth care knowledge exchange. The method of online simulation gaming appears to be useful to improve network competences and to explore the hidden professional capacities of the participant as to the construction of situational cognition, discourse participation and the accountability of intervention choices.
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This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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Hoofdstuk 8 in Kennis in de frontlijn. Ervaringen met praktijkonderzoek in de politie. Na het schietdrama in Alphen aan den Rijn (9 april 2011) ontstond bij de bestuurlijke en operationele verantwoordelijken behoefte aan verantwoording. De media en politiek stelden vragen over het functioneren van de overheid. Hoe was gehandeld? Heeft iemand gefaald? Zijn er schuldigen aan te wijzen? Hebben de burgemeester, de driehoek en het beleidsteam goed gefunctioneerd? Hoe hebben hulpdiensten en andere betrokken professionals het gedaan? Hoe was het samenspel tussen verschillende instanties? De verantwoordelijken die leiding gaven aan de beheersing van de crisis, werden vrijwel vanaf het eerste moment gevraagd zich publiekelijk te verantwoorden over de feiten en achtergronden en over hun optreden
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In een aantal eerdere blogs heb ik aangegeven wat de problemen kunnen zijn met de PDCA-cyclus in snel veranderende omgevingen. Plannen pinnen ons te veel vast, de cyclus is te traag, de waarde van meten wordt overschat en de personele factor (hoe krijgen we medewerkers in beweging voor verbetering?) wordt onderschat. Mooi, maar wat dan wel?
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In media audience research we tend to assume that media are engaged with when they are used, however ‘light’ such engagement might be. Once ‘passive media use’ was banned as a reference to media use, being a media audience member became synonymous with being a meaning producer. In audience research however I find that media are not always the object of meaning making in daily life and that media texts can be hardly meaningful. Thinking about media and engagement, there is a threefold challenge in relation to audience research. The coming into being of platform media and hence of new forms of media production on a micro level that come out of and are woven into practices of media use, suggests that we need to redraft the repertoire of terms used in audience research (and maybe start calling it something else). Material and immaterial media production, the unpaid labour on the part of otherwise audience members should for instance be taken into account. Then, secondly, there is the continuing challenge to further develop heuristically strong ways of linking media use and meaning making, and most of all to do justice, thirdly, to those moments and ways in which audiences truly engage with media texts without identifying them with those texts.
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Vastgoed biedt onderdak aan activiteiten in de samenleving; aan wonen, werken, winkelen, zorgen, leren, ontspannen en ontmoeten. De manier waarop we invulling geven aan die activiteiten is voortdurend in beweging. Dit vormt een uitdaging voor het vastgoed, want stenen zijn van nature traag.De spanning tussen de dynamiek van maatschappelijke processen en het betrekkelijk statische karakter van het vastgoed wordt versterkt door de grote opgaven waar we als samenleving voor staan. Klimaatadaptatie, energietransitie, leefbaarheid, gezondheid en circulariteit: het zijn opgaven die stuk voor stuk raken aan de kwaliteit van onze leefomgeving. Maar óók aan de kwaliteit van de onderliggende systemen die deze ruimte produceren. En juist op dat punt is de vastgoedwereld aan zet.In deze lectorale rede roept Bart de Zwart, lector Vastgoed aan de Hanzehogeschool Groningen, op tot een andere manier van denken over en denken in het vastgoed. In die nieuwe denkwijze staan niet de stenen maar de mensen centraal. Het gaat dan onder meer over de vraag hoe we de bestaande voorraad duurzaam kunnen (her)gebruiken, hoe we kunnen inzetten op meervoudige waardencreatie voor gebruikers en de omgeving, en hoe we aandacht geven aan inclusiviteit en ethiek. Op die manier kan vastgoed als vakgebied niet alleen meebewegen met ontwikkelingen, maar onderdeel worden van de verandering.
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Insider ethnographic analysis is used to analyze change processes in an engineering department. Distributed leadership theory is used as conceptual framework.
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