Op 20 januari 2022 sprak mr. dr. Bart Wernaart zijn lectorale rede “Building value-based technology together" uit. Aansluitend werd Bart geïnstalleerd als lector Moral Design Strategy binnen Fontys Hogeschool Economie en Communicatie. Op deze website een verslag van alle onderdelen van die dag.
LINK
Inclusive research practices can lead to progress towards an inclusive society. With this study, we aimed to gain insight into dilemmas and catalysing processes within the long-term collaboration of an inclusive research duo: one non-academic researcher who lives with the label of intellectual disabilities and visual impairment, and one academic researcher. Both researchers kept personal diaries about their collaboration process. Inductive thematic analysis, individually and as a group of authors, was employed. Our findings reveal six necessary conditions for diversity-sensitive work in inclusive research: (a) experiencing belonging within the research group, (b) empowering people in a team through growing self-awareness and competence-building, (c) having room for reflection and searching for various ways of communication, (d) sharing power and ownership of research processes, (e) having enough time to foster the above conditions, and (f) joining in a mutual engagement in accommodating vulnerability in dialogue and collaborative work. Awareness of stigma-related issues and the risk of tokenism is also required.
LINK
Henry Ford onderscheidt drie verschillende generaties binnen outsourcing: coming together, staying together en working together. 'Coming together is a beginning. Staying together is progress. Working together is succes.' Maar zijn we overal al in de fase van working together? Ik denk van niet. Daarom is het boeiend om in de special edition van MIS Quarterly eens te lezen wat de status van de wetenschap is omtrent offshoring.
DOCUMENT
n research (2010-2012) conducted by the research group Lifelong Learning in Music into instrumental lessons for elderly learners, a ‘Community of Practice’ (CoP; Wenger & Lave) was set up in which instrumental music teachers exchanged expertise and reflected together on their actions in lessons with elderly pupils. Meetings of the CoP centred on the exchange and development of knowledge. In 2012-2013 a follow-up study was conducted which looked into the transfer and development of knowledge within this CoP. Central in this follow-up study were the questions: “What learning takes place in the CoP?” and “Can collaborative learning contribute to the professional development of teachers?”
DOCUMENT
n research (2010-2012) conducted by the research group Lifelong Learning in Music into instrumental lessons for elderly learners, a ‘Community of Practice’ (CoP; Wenger & Lave) was set up in which instrumental music teachers exchanged expertise and reflected together on their actions in lessons with elderly pupils. Meetings of the CoP centred on the exchange and development of knowledge. In 2012-2013 a follow-up study was conducted which looked into the transfer and development of knowledge within this CoP. Central in this follow-up study were the questions: “What learning takes place in the CoP?” and “Can collaborative learning contribute to the professional development of teachers?”
DOCUMENT
The Study Success and Diversity research groups at Inholland are conducting a long-term qualitative study among students, focusing on their experiences with (online) higher education. The study examines issues related to social and academic integration, motivation, student well-being and equal opportunities. A total of 110 students were interviewed in June and November 2020. In this infographic we share preliminary results of this qualitative study. Students are missing the social aspect and structure of the university. They need contact and are finding it difficult to stay motivated. Studying at home requires a great deal of energy and self-discipline. Students tend to be distracted more quickly at home and find it harder to concentrate. The preliminary results seem to confirm the assumption that studying together has a motivating effect. In addition to their experiences, we asked for tips on how to increase their well-being and active involvement.
DOCUMENT
The first presentation is based on a secondary analysis on a dataset containing more than 10.000 responses of teachers in three educational domains (primary, secondary en vocational education). The following questions will be answered: 'How do teachers think about learning together in order to develop themselves and their schools? Is this the same for the different types of education? Is there a relation with aspects of school leadership?"
DOCUMENT
We are living in a flexitarian age, in which reduced meat eating and vegetarianism are normalising, while simultaneously meat eating is still the norm in Dutch society. A resulting individualisation of diets begs the question whether and how omnivores and veg*ns living together maintain commensality. Based on interviews with 119 young people living in sharedhouseholds – made up of both vegans and omnivores – we investigate how these young adults shape and manage their shared meals.
LINK
As a consequence of restructuring instrumental music education in the Netherlands, Art Centres increasingly cease to facilitate instrumental music lessons. As a consequence, instrumental teachers are no longer employed in these Centres and have started working as independent entrepreneurs now. The question is how (future) teachers can share their knowledge, renew their profession and shape their professional development without being organised within institutions.In research conducted by the research group Lifelong Learning in Music into instrumental lessons for elderly learners we worked with a ‘Community of Practice’ (CoP; Lave & Wenger 1991). A group of recently graduated teachers provided instrumental lessons for elderly people. This group of teachers formed a CoP together with teachers with experience in teaching elderly students and the researchers in this study. Members worked within the CoP in varying formations in peer learning sessions and seminars. Meetings of the CoP centred on the exchange and development of knowledge. In this study I look into the transfer and development of knowledge within this CoP. The data used in writing this paper are the reflective dairies and logbooks written by the participants following the lessons with elderly students and the meetings of the CoP. The central question of this study is:“What learning took place in the Community of Practice?ResultsThe CoP is a rich learning environment. Learning takes place in a multitude of ways. Learning is stimulated by the multiformity of the group make-up and by using a variety of work forms. Equality is achieved when all the participants have the same opportunity to contribute to the CoP.Learning in the CoP is influenced by the way in which participants observe, formulate their observations and put these into words. When setting up a CoP as a learning environment attention should be paid to the ways in which reflection as a result of the observations and exchange can be stimulated further.The collaborative learning which takes place in the CoP is useful for the transfer and development of knowledge. Working with a CoP at the intersection of the professional practice and the professional training is of great value to all those involved.
DOCUMENT
