Situated learning plays a key role in internships and other practice-based learning settings in teacher education. The dominant assumption for a long time has been that the development of teaching competency is advanced most through practical teaching experience and post-lesson conferences between mentor and student teachers. It is through the reflection of teaching and classroom processes that student teachers are believed to develop their professional knowledge. The assistance of such reflection draws on mentor teachers’ teaching expertise. Mentor teachers, however, rarely explicate practical and theory-based knowledge underlying their practice and student teachers are not inclined to search for their mentor teacher’s underlying knowledge. As a consequence, the knowledge underlying effective teaching often remains implicit. The symposium brings together three novel approaches to assist teacher learning, which aim to make knowledge of teaching explicit. To bridge the gap between mentor and student teachers’ instructional concepts, the method of videobased tagging as a pre-requisite to initiate and structure professional dialogue is suggested and researched by van den Bogert, Crasborn, Bruggen and Eindhoven in The Netherlands. The second study by Staub, Waldis, Schatzmann and Futter investigates effects of an intervention with mentor teachers in Switzerland, suggesting the enactment of pre-lesson conferences and/or the use of a core concepts for lesson planning and reflection. A third study involving Germany and Switzerland by Kreis, Schnebel, Wyss, Wagner and Deiringer researches student teachers’ knowledge, beliefs and experiences related to collaborative lesson planning with peers. The shared assumption is that all three approaches enhance explicit communication on teaching and encourage professional dialogues that contribute to teacher learning in significant ways. Eliciting mentor and pre-service teachers’ practical knowledge using teacher-tagged classroom situations Bogert van den, Crasborn, Bruggen van & Jochems) Objectives The present study has a twofold objective. First, elicitation of mentor and pre-service teachers’ conceptualizations of videotaped classroom situations to clarify similarities and differences between practical knowledge of experienced and novice teachers. Second, exploration of ‘collaborative tagging’ as a new method to access mentors and pre-service teachers’ practical knowledge. Theoretical framework Teachers’ practical knowledge underlies overt teaching behavior, and is personal, unique, often tacit, and intertwined with teaching actions (Meijer, Verloop, & Beijaard, 2002). The ability to notice and interpret what is happening in a classroom is a basic aspect of teachers’ practical knowledge (Goodwin, 1994). Experienced teachers are more proficient in this essential perceptional process than novice teachers (Berliner, 2001; Sabers, Cushing, & Berliner, 1991). Consequently, proficient teachers may facilitate the professional development of novices. However, mentor teachers rarely explicate practical knowledge underlying their teaching practice (Edwards & Protheroe, 2004), and most pre-service teachers are not inclined to search for their mentor teacher’s practical knowledge (Penny, Harley, & Jessop, 1996). Hence, in this study we explored ‘collaborative tagging’ (Mika, 2005): a method where many people independently attach keywords called tags to e.g. videos, for categorization and fast future retrieval. Collaborative tagging has gained popularity since 2004 (Hammond, Hannay, Lund, & Scott, 2005), indicating the willingness and ease with which this activity is undertaken. In other studies (Cattuto, Benz, Hotho, & Stumme, 2008; Mika, 2005) network analysis of the co-occurrence of tags revealed the semantic relationships between the tags; a bottom-up taxonomy, or a so called folksonomy (Vander Wal, 2004). In this study, collaborative tagging was applied to explore the structure of teachers’ knowledge and compare conscious aspects of mentor and pre-service teachers’ practical knowledge. The main research questions were: • Which concepts do mentor- and pre-service teachers use to tag videotaped classroom situations? • To what extent do the generated tags and the relations between them differ between mentor- and pre-service teachers? • To what extent is collaborative tagging is helpful in gaining access to conscious aspects of mentors and pre-service teachers’ practical knowledge? Method Participants were 100 mentor-teachers and 100 pre-service teachers. The participants each ‘tagged” five video-fragments of different classroom situations. Data were analyzed with UCINET software as proposed by Mika (2005). Co-occurrences of tags were computed. Familiar measures of social network analysis (e.g. clustering coefficients, and (local) betweenness centrality) were used to describe each folksonomy, and to compare pre-service and mentor teachers’ networks of tags. Results and significance The study established that tagging is a promising new method to elicit teachers’ practical knowledge. The resulting folksonomies clarified similarities and differences between mentors’ and pre-service teachers’ practical knowledge. Results indicate that experienced teachers use more detailed and specific tags than pre-service teachers. This method makes a significant contribution to the methodology of the study of teachers’ practical knowledge. Folksonomies not only elicit individual teachers’ practical knowledge but enable researchers to discern common element’s in teachers’ practical knowledge. Moreover, in teacher education, folksonomies are helpful to initiate and structure professional dialogue between pre-service and mentor teachers.
Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only the parts that are relevant to them. While doing so, they often lack the required mechanisms to locate efficiently those parts of the recorded lecture that they want to view. In this paper, we describe an experiment where expert tagging is used as a means to facilitate the students' search. In the experiment, 255 students had the option to use tags to navigate 18 recorded lectures. We used the data tracked by the lecture capture system to analyze the use of the tags by the students. We compared these data to studentswho did not use the tagging interface (TI). Results showthat the use of the TI increases in time. Students use the TI more actively over timewhile reducing the amount of video that they view. The experiment also shows that students who use the TI score higher grades when compared with students who use the regular interface.
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The Internet’s dominant role in recent years has caused a change in the relationship between media producers, suppliers and consumers in the traditional media landscape. The cultural sector must therefore decide what to do with today’s digital media in response to the general public’s changing role, and for the purpose of improving accessibility. The use of multiple media resources and particularly resources like the Internet and mobile telephony seems to be inevitable. The only question that remains is: how? This paper addresses this question by focussing on social tagging and storytelling, and reports the results of an empirical study on tagging behaviour using the social tagging platform (see also Van Vliet et al., 2010).
Mediaorganisaties gebruiken veel foto’s uit beeldarchieven, bijvoorbeeld om bij nieuwsberichten te plaatsen. Met een tool die foto’s automatisch van tags voorziet willen we zorgen voor grotere consistentie en nauwkeurigheid in zulke beeldarchieven. Hiermee wordt het vinden van passende foto’s eenvoudiger.Doel We onderzoeken of het haalbaar is een tool voor het automatisch taggen van foto’s te ontwikkelen die goed om kan gaan met steeds nieuwe tags. In de context van nieuws en journalistiek moeten namelijk regelmatig nieuwe tags toe worden gevoegd. Resultaten In het project zoeken we antwoorden op onderstaande onderzoeksvragen: Hoe verhoudt de nauwkeurigheid van de tool zich tot die van een traditionele tool voor het taggen van foto’s? Blijft de tool voor automatisch taggen goed presteren als het aantal tags toeneemt? Hoeveel foto’s zijn minimaal nodig om de tool goed te laten presteren voor een nieuwe tag? Looptijd 01 maart 2023 - 01 juli 2023 Aanpak In the eerste fase van het project ontwikkelen we een tool die voldoet aan de gestelde eisen. Zodra de tool ontwikkeld en geïmplementeerd is, volgt de tweede fase. Hierin evalueren we de prestaties van de tool, ook wanneer nieuwe tags worden geïntroduceerd en worden gekoppeld aan foto’s.
Internet of Things (IoT) is tagging low power devices, miniaturized, with machine-readable identification tags, which are integrated with sensors to collect information and wireless technology to connect them with the Internet. These devices have a very low energy usage. Powering these devices with battery is very labor intensive, costly and tedious especially as number of nodes increases, which is in many applications, is the case. Hence the main objective of this proposal is to introduce new product called RF Colletor, in the market such that IoT devices function independent of battery. Using the suggested approach the wille be energized using Radio Frequency (RF) energy harvesting. RF Collector wirelessly capture the RF energy that is wasted in space, and re-use it again as the power source for IoT devices and hence making them autonomous of battery. The ability to harvest RF energy enables wireless charging of low-power devices in real time. This has resulting benefits to sustainability, cost reduction, product design, usability, and reliability.
“Het gevreesde zorginfarct” (NRC, 25-11-2022); “Hoe inhalige cardiologen een zorginfarct veroorzaken’ (Volkskrant, 26-11, 2022)’ “Het zorginfarct is volgens Bos al begonnen” (De Gelderlander, 2-07-2022), zo maar willekeurig een aantal krantenkoppen van afgelopen kwartaal over een vastlopend zorgsysteem. In de diverse recente artikelen worden tal van experts aangevoerd, waaronder Wouter Bos, bestuursvoorzitter zorgverzekeraar Menzis en Joep de Groot, bestuursvoorzitter CZ. Opvallende afwezigen zijn de verpleegkundigen. Hun expertise komt in de diverse journalistieke artikelen rondom dit thema nauwelijks aan bod laat een eerste verkenning die we uitvoerden in het kader van ons verpleegkundig opinieleiderschaps- programma (Van Wijk et. Al. 2022). Toch mengen verpleegkundigen zich weldegelijk in het debat over het zorginfarct. Zo laten enkelen van zich horen op opiniepagina’s “Laat verpleegkundigen meepraten” (Trouw, 8-02, 2022). Ook via social media zijn enkele verpleegkundigen nadrukkelijk aanwezig in het debat. Zo is influencer Teun Toebes een niet te missen stem in discussies rondom de zorg voor mensen met dementie. Met hem is er een groeiende groep verpleegkundigen die zijn of haar expertise als ‘nurse-fluencer’ laat horen. Hoe verhouden deze opinies zich ten opzichte van het debat zoals dat via de journalistiek gevoerd wordt over het zorgdebat? In deze studie willen we analyseren welke nurse-fluencers - als identificeerbare opinieleiders en speekbuizen van verpleegkundige kennis (Poyry et al, 2022) - zich laten horen in het debat rondom het zorginfarct, welke argumenten ze ter sprake brengen en wat hun motieven zijn om zich via deze kanalen te manifesten. De studie moet inzage(n) geven in de manier waarop het onlinedebat zich verhoudt ten opzichte van het journalistieke debat over dit thema en handelingsperspectieven geven voor journalisten, verpleegkundigen en het onderwijs rondom het belichten van verpleegkundige expertise in het publieke debat.
