This article examines the organisation of collaborative digital methods and data projects in the context of engaged research-led teaching in the humanities. Drawing on interviews, field notes, projects and practices from across eight research groups associated with the Public Data Lab (publicdatalab.org), it provides considerations for those interested in undertaking such projects, organised around four areas: composing (1) problems and questions; (2) collectives of inquiry; (3) learning devices and infrastructures; and (4) vernacular, boundary and experimental outputs.Informed by constructivist approaches to learning and pragmatist approaches to collective inquiry, these considerations aim to support teaching and learning through digital projects which surface and reflect on the questions, problems, formats, data, methods, materials and means through which they are produced.
MULTIFILE
While Communicative Language Teaching (CLT) is recognised as an effective approach worldwide, its implementation in foreign language (FL) classrooms remains difficult. Earlier studies have identified factors impeding CLT implementation, such as a lack of communicative lesson materials or teachers' more traditional views on language learning. In the Netherlands, CLT goals have been formulated at the national level, but are not always reflected in daily FL teaching and assessment practice. As constructive alignment between learning goals, classroom activities and assessments is a precondition for effective teaching, it is important to gain a deeper understanding of the degree of alignment in Dutch FL curricula and the factors influencing it. The current study therefore aims to take a systematic inventory of classroom practices regarding the translation of national CLT goals into learning activities and assessments. Findings revealed that teaching activities and classroom assessments predominantly focused on grammar knowledge and vocabulary out of context and, to a lesser extent, on reading skills. External factors, such as teaching and testing materials available, and conceptual factors, such as teachers' conceptions of language learning, were identified to contribute to the observed lack of alignment. Assessments in particular seem to exert a negative washback effect on CLT implementation.
The quality of teaching has a clear impact on student success, but how can good teaching be defined? The European QualiTePE research project, funded by the Erasmus+ programme and involving ten European countries, seeks to adress this question specifically for Physical Education (PE). The QualiTePE instrument was designed for use in teacher training and further training to enable criteria-based observation and assessment of the quality of Physical Education lessons. The instrument is designed for diverse PE teaching and learning scenarios, alongside teacher resources, facilitating the practical assessment of teaching quality in PE. The QualiTePE instrument quantifies teaching quality by assessing specific, observable teaching characteristics via questionnaire items. Each assessment is conducted by three different population groups: 1) the students 2) the PE teacher 3) an observer. The comparative analysis of the data collected from these three perspectives enables systematic and criteria‐based feedback for (prospective) teachers, identifies areas of improvement, and informs content development for PE across Europe. The QualiTePE digital web-based evaluation tool for assessing the “Quality of Teaching in Physical Education” is now available in English, German, French, Italian, Spanish, Dutch, Swedish, Slovenian, Czech and Greek.
De maatschappelijke aandacht voor welvaartcreatie die verder reikt dan financiële welvaart en de oproep aan bedrijven om hieraan bij te dragen, groeit. MKB-familiebedrijven vinden het vanzelfsprekend om een bijdrage te leveren, maar geven ook aan dat dergelijke brede welvaartactiviteiten niet zijn ingebed in de huidige bedrijfsstrategie. Hieruit volgt de praktijkvraag: Hoe kunnen we [MKB-familiebedrijven] brede welvaartactiviteiten planmatiger aanpakken zodat we meer maatschappelijke impact kunnen maken? Het doel van het project is om interventies (werkwijzen) te ontwikkelen en te toetsen om brede welvaartcreatie bij MKB-familiebedrijven inzichtelijk te maken en de maatschappelijke impact ervan te vergroten door ‘ad hoc’ uitgevoerde activiteiten planmatiger aan te pakken. De centrale onderzoeksvraag is: Hoe kunnen MKB-familiebedrijven brede welvaartactiviteiten koppelen aan hun bedrijfsstrategie en de maatschappelijke impact van deze activiteiten vergroten? Het project wordt uitgevoerd door het Lectoraat Familiebedrijven van Windesheim, het Kenniscentrum Business Innovation van Hogeschool Rotterdam, en met Utrecht University School of Economics. We starten het project met acht MKB-familiebedrijven, met wie interventies worden ontwikkeld, waarna andere familiebedrijven aansluiten en in twee rondes de interventies worden doorontwikkeld. FBNed is aangesloten voor de valorisatie in Nederland en internationaal via hun koepelorganisatie FBN. De belangrijkste onderzoeksmethode in het project is de meervoudige case study methode. Verwachte outcome: Maatschappelijke impact van MKB-familiebedrijven vergroten door: • Kennis over hoe MKB-familiebedrijven zich (kunnen) ontwikkelen in brede welvaartcreatie; • De (h)erkenning van MKB-familiebedrijven in brede welvaartcreatie; • Bewustwording van kansen die brede welvaarcreatie MKB-familiebedrijven kan bieden. Verwachte output: • Een werkboek met een scan voor MKB-familiebedrijven om de huidige en gewenste situatie t.a.v. brede welvaartcreatie inzichtelijk te maken, inclusief interventies om brede welvaartactiviteiten te verankeren in de strategie en maatschappelijke impact te maken; • Twee wetenschappelijke artikelen, vijf vakpublicaties, acht teaching cases en vijf seminars in samenwerking met FBNed om resultaten breed te delen, voor onderwijs, wetenschappelijk publiek en bedrijven.
Under the umbrella of artistic sustenance, I question the life of materials, subjective value structures, and working conditions underlying exhibition making through three interconnected areas of inquiry: Material Life and Ecological Impact — how to avoid the accumulation of physical materials/storage after exhibitions? I aim to highlight the provenance and afterlife of exhibition materials in my practice, seeking economic and ecological alternatives to traditional practices through sustainable solutions like borrowing, reselling, and alternative storage methods that could transform exhibition material handling and thoughts on material storage and circulation. Value Systems and Economic Conditions —what do we mean when we talk about 'value' in relation to art? By examining the flow of financial value in contemporary art and addressing the subjectivity of worth in art-making and artists' livelihoods, I question traditional notions of sculptural skill while advocating for recognition of conceptual labour. The research considers how artists might be compensated for the elegance of thought rather than just material output. Text as Archive and Speculation— how can text can store, speculate, and circulate the invisible labour and layers of exhibition making? Through titles, material lists, and exhibition texts, I explore writing's potential to uncover latent structures and document invisible labor, considering text both as an archiving method and a tool for speculating about future exhibitions. Using personal practice as a case study, ‘Conditions for Raw Materials’ seeks to question notions of value in contemporary art, develop alternative economic models, and make visible the material, financial, and relational flows within exhibitions. The research will manifest through international exhibitions, a book combining poetic auto-theoretical reflection with exhibition speculation, new teaching formats, and long-term investigations. Following “sticky relations," of intimacy, economy and conditions, each exhibition serves as a case study exploring exhibition making from emotional, ecological, and economic perspectives.
The consortium would like to contribute to structural reduction of post-harvest and food losses and food quality improvement in Kenyan avocado and dairy value chains via the application of technical solutions and tools as well as improved chain governance competences in those food chains. The consortium has four types of partners: 1. Universities (2 Kenyan, 4 Dutch), 2. Private sector actors in those chains, 3. Organisations supporting those chains, and 4. Associate partners which support category 1 to 3 partners through co-financing, advice and reflection. The FORQLAB project targets two areas in Kenya for both commodities, a relatively well-developed chain in the central highlands and a less-develop chain in Western-Kenya. The approach is business to business and the selected regions have great potential for uptake of successful chain innovations as outcome of research results. The results are scalable for other fresh and processed product chains via a living lab network approach. The project consists of 5 work packages (WPs): 1. Inventory , status quo and inception, 2. Applied research, 3. Dissemination of research outputs through living lab networks, 4. Translation of project output in curricula and trainings, and 5. Communication among partners and WPs. The applied research will be implemented in cooperation with all partners, whereby students of the consortium universities will conduct most of the field studies and all other partners support and interact depending on the WPs. The expected outcomes are: two knowledge exchange platforms (Living Labs) supported with hands on sustainable food waste reduction implementation plans (agenda strategy); overview and proposals for ready ICT and other tech solutions; communication and teaching materials for universities and TVETs; action perspectives; and knowledge transfer and uptake.
