Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.
MULTIFILE
Bachelor-studenten van de Hotel Management School Maastricht beginnen hun opleiding Hoger Hotelonderwijs met een semester Hotel Orientation. De module Hotel Orientation was ten tijde van het onderzoek opgebouwd uit blokken van drie weken waarin studenten zich theoretisch oriënteren en gedurende steeds een week praktijkervaring opdoen in Teaching Hotel Château Bethlehem. Zodoende maken zij kennis met alle afdelingen van het Teaching Hotel: de keuken, het restaurant, housekeeping, services en de receptie. De opleiders zien dat de praktijkweken voor de studenten een rijke leerervaring opleveren en willen meer inzicht krijgen in de leeropbrengsten om deze te kunnen benutten in het curriculum van de module en van de opleiding. Aan het Lectoraat Professionalisering van het Onderwijs is gevraagd onderzoek te doen voor afstemming van het curriculum op de leerervaringen in het Teaching Hotel. Aan de hand van een vooronderzoek, samen met medewerkers en studenten van de Hotel Management School hebben de onderzoekers de onderzoeksvraag geformuleerd: Welke perceptie hebben studenten van wat ze leren in Teaching Hotel Chateau Bethlehem? Er is voor gekozen om studenten aan de hand van drie thema’s te interviewen: leeropbrengsten uit de leeromgeving, uit de begeleiding en persoonlijke leeropbrengsten. In totaal zijn 19 interviews met studenten gehouden waarbij de interviewdata uiteindelijk zijn ingedeeld in twaalf leeropbrengsten, zoals operationele vaardigheden, visie op de bedrijfscultuur, teamwerk, rol van de begeleiders, verantwoordelijkheid nemen, professioneel zelfvertrouwen, socialisatie en leermotivatie. Voor deze leeropbrengsten is op basis van de uitspraken van studenten een beschrijvende definitie geformuleerd. De onderzoekers hebben de beschrijvingen van de leeropbrengsten met een overzicht van de deelaspecten en enkele citaten van studenten gepresenteerd in een werkconferentie met medewerkers die in de opleiding verantwoordelijk zijn voor het curriculum: het management van het Teaching Hotel, de Werkgroep Praktijkleren, de Curriculum Commissie en de Directeur. De deelnemers aan de conferentie waren blij verrast door de hoeveelheid leeropbrengsten en de positieve waardering van studenten voor de praktijkweken in het Teaching Hotel. De aanwezigen in de werkconferentie stelden vast dat het onderzoek hun signalen bevestigt en helpt om deze collectief bespreekbaar te maken. Het onderzoek laat zien dat het Teaching Hotel een belangrijke bijdrage levert aan de opleiding van eerstejaars studenten. De onderzoeksbevindingen hebben ertoe geleid dat de Werkgroep Praktijkleren de opdracht heeft gekregen om voorstellen voor het beter benutten van de leeropbrengsten te ontwikkelen.
There are different strategies of curriculum implementation regarding ICT education in schools of social work. It concentrates on ICT as a content of social work education, not on educational technology. Theoretically, an integral approach of ICT teaching ( social informatics ) is considered an adequate strategy for an up to date social work education. In practice however, the institutes of vocational education do not arrive at a full integration of social informatics. Some conditions are discussed that support integration as an implementation strategy.
KnowledgeFlows in Marine Spatial Planning - Sharing Innovation in Higher Education(KnowledgeFlows) aims at further enforcing the European higher education community to meet the growing demands for knowledge, skills and innovation within the still emerging field of marine or maritime spatial planning (MSP).Marine Spatial Planning (MSP) is an emerging governmental approach towards a more effective use of the sea. MSP is of great interest in Europe and can be considered a societal process to balance conflicting interests of maritime stakeholders and the marine environment. Many different activities take place at sea, ranging from shipping, fisheries, to offshore wind energy activities. Simultaneously, new and evolving policies focus on strategies to integrate different marine demands in space and resources. MSP is now legally binding in the EU and is much needed approach to manage and organize the use of the sea, while also protecting the environment.KnowledgeFlows will contribute to the development of new innovative approaches to higher education and training on MSP by means of problem-based learning schemes, transdisciplinary collaboration, and advanced e-learning concepts. KnowledgeFlows builds on results from former project outputs (Erasmus+ Strategic Partnership for Marine Spatial Planning SP-MSP), such as the online learning platform MSP Education Arena (https://www.sp-msp.uol.de).The strategic partnership consists of a transnational network of experts both in research and in practice based in the north Atlantic, Baltic Sea and North Sea Regions including Aalborg University (DK, lead partner), The University of Oldenburg (D), the University of Liverpool (U.K.), the University of Nantes (F), the Leibniz Institute for Baltic Sea Research (D), the Breda University of Applied Sciences (NL), University of Ulster (U.K.), and the Finnish Environment Institute (FI). Gothenburg University, also being a higher education organisation, will be associated partner.Furthermore, three international organisations, the Marine Spatial Planning Research Network, the Baltic inter-governmental VASAB and the pan-Nordic Nordregio will be involved in the partnership as associated organisations deeply rooted in the MSP community of practice.The further improvement of curricula, exchange of knowledge and experts, and transparency and recognition of learning outcomes to reach higher qualifications in MSP are key components of KnowledgeFlows. A mutual learning environment for MSP higher education will enable problem-driven innovation among students and their educators from research and governance also involving stakeholders. Related activities on intellectual outputs, multiplier events and lecturing will be carried out by all participating organisations.The intellectual outputs are related to three major contributions to the European higher education landscape:1) an advanced level international topical MSP course (Step-up MSP)2) digital learning facilities and tools (MSP Education Arena)3) designing problem-based learning in MSP (MSP directory)The advanced level inter-institutional topical MSP course will include different teaching and training activities within a problem-based learning environment. Digital learning facilities enabling communication and training will include a further enrichment of the MSP Education Arena platform for students, practitioners and lecturers for including modules forcollaborate learning activities, documentation and dissemination, mobilisation/recruitment, thesis opportunities, placements/internships. Designing problem-based learning in MSP will include topics as; the design of didactics and methods; guidance for lecturers, supervisors and students; evaluation and quality assurance; assessment.Five multiplier events back to back or as part of conferences within the MSP community will be organised to mainstream the outputs and innovative MSP didactics among other universities and institutions.Different teaching and training activities feeds into the intellectual output activities, which will include serious gaming sessions (MSP Challenge (http://www.mspchallenge.info/) and others), workshops, excursions, courses/classes as well as a conference with a specific focus on facilitating the exchange of innovative ideas and approaches among students at bachelor´s, master´s and doctoral level and the MSP community of practice.Project management meetings (twice a year) will assure coherence in project planning and implementation. As the core focus of the strategic partnership is on collaboration, mutual learning, and innovation among educators, students, and practitioners in order to meet actual and future needs regarding knowledge exchange and training within the MSP community, the project will be designed to have long lasting effects.Results
Business relations between Brainport organisations and their partners based in China have been growing rapidly. This postdoc project explores the Sino-Dutch corporate communicative strategies in the intercultural and geo-political context. Adopting discourse analysis and design-based research methods, the research aims to develop effective communication strategies for organisations in Brainport. Probing the geo-political, intercultural and digital challenges, the project provides a framework and insights in terms of corporate communication in the intercultural settings. Based on the results, the publications, the teaching activities, and the public talks, this research will generate future research leads and more societal discussions on the interplay between intercultural and business communicative strategies. Furthermore, this research engages the teaching activities through lectures and workshops at Fontys School of Business and Communication. Engaging the students in various learning activities, I will encourage the learning groups to participate and experiment in a hybrid learning environment at Fontys. I will lead a research project team in our minor China and World Economy, and encourage the learning group to participate and experiment in a hybrid learning environment at Fontys.
