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3Ark of Inquiry is a learning platform that uses a computer-based inquiry learning approach to raise youth awareness to Responsible Research and Innovation (RRI). It is developed in the context of a large-scale European project (http://www.arkofinquiry.eu) and provides young European citizens (7–18-year-olds) with a pool of engaging inquiry activities. Computer-based inquiry learning has been found effective in many studies and is recommended for science education by several countries all over the world. Several EU policy documents, however, have emphasized the need to increase society’s active involvement in knowledge creation and scientific discussions. Therefore, combining computer-based inquiry learning with the ideas of RRI is required. RRI is a key term in the current policy of the European Commission in the field of science education and in linking science with other domains. RRI is a transparent, interactive process by which societal actors and innovators become mutually responsive to each other with a view on the acceptability, sustainability and societal desirability of the innovation process. In the Ark of Inquiry project, we have developed a pedagogy that helps to link RRI to computer-based inquiry learning. In the current theoretical paper, we introduce this approach and explain how this has been implemented in the Ark of Inquiry project.
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This research paper looks at a selection of science-fiction films and its connection with the progression of the use of television, telephone and print media. It also analyzes statistical data obtained from a questionnaire conducted by the research group regarding the use of communication media.
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Undergraduate students who seek a bachelor degree in Dutch universities of applied sciences are supposed to learn also research skills so that they can provide innovative solutions to real problems of the society and businesses in their future careers. Current education and textbooks on research skills are not tuned well to software engineering disciplines. This paper describes our vision about the scope and model of the research suitable for software engineering disciplines in Dutch universities of applied sciences. Based on literature study we identify a number of research models that are commonly used in computer science. Through reviewing a number of graduation reports in our university, we further identify which of the research models are most suitable for the (graduation) projects of software engineering disciplines and also investigate their shortcomings with respect to the desired research skills. Our study reveals that the approach of most graduation works is close to the implementation-based (also called build-based or proof by example based) research model. In order to be considered as a realization of sound applied research, however, most of theses graduation works need to be improved on a number of aspects such as problem context definition, system/prototype evaluation, and critical literature study.
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Over the past few years, there has been an explosion of data science as a profession and an academic field. The increasing impact and societal relevance of data science is accompanied by important questions that reflect this development: how can data science become more responsible and accountable while also responding to key challenges such as bias, fairness, and transparency in a rigorous and systematic manner? This Patterns special collection has brought together research and perspective from academia, the public and the private sector, showcasing original research articles and perspectives pertaining to responsible and accountable data science.
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Abstract Despite the numerous business benefits of data science, the number of data science models in production is limited. Data science model deployment presents many challenges and many organisations have little model deployment knowledge. This research studied five model deployments in a Dutch government organisation. The study revealed that as a result of model deployment a data science subprocess is added into the target business process, the model itself can be adapted, model maintenance is incorporated in the model development process and a feedback loop is established between the target business process and the model development process. These model deployment effects and the related deployment challenges are different in strategic and operational target business processes. Based on these findings, guidelines are formulated which can form a basis for future principles how to successfully deploy data science models. Organisations can use these guidelines as suggestions to solve their own model deployment challenges.
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This review of meta-analyses of outcome studies of adults receiving Computer-Based Health Education (CBHE) has two goals. The first is to provide an overview of the efficacy of CBHE interventions, and the second is to identify moderators of these effects. A systematic literature search resulted in 15 meta-analyses of 278 controlled outcome studies. The meta-analyses were analysed with regard to reported (overall) effect sizes, heterogeneity and interaction effects. The results indicate a positive relationship between CBHE interventions and improvements in health-related outcomes, with small overall effect sizes compared to non-computer-based interventions. The sustainability of the effects was observed for up to six months. Outcome moderators (31 variables) were studied in 12 meta-analyses and were clustered into three categories: intervention features (20 variables), participant characteristics (five variables) and study features (six variables). No relationship with effectiveness was found for four intervention features, theoretical background, use of internet and e-mail, intervention setting and self-monitoring; two participant features, age and gender; and one study feature, the type of analysis. Regarding the other 24 identified features, no consistent results were observed across meta-analyses. To enhance the effectiveness of CBHE interventions, moderators of effects should be studied as single constructs in high-quality study designs. http://www.journalofinterdisciplinarysciences.com/ https://www.linkedin.com/in/leontienvreeburg/
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Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorized according to a taxonomy of integration types synthesized from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support, and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.
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Brochure from the Inauguration of Klaas Dijkstra, professor Computer Vision and Data Science
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Computer security incident response teams (CSIRTs) respond to a computer security incident when the need arises. Failure of these teams can have far-reaching effects for the economy and national security. CSIRTs often have to work on an ad hoc basis, in close cooperation with other teams, and in time constrained environments. It could be argued that under these working conditions CSIRTs would be likely to encounter problems. A needs assessment was done to see to which extent this argument holds true. We constructed an incident response needs model to assist in identifying areas that require improvement. We envisioned a model consisting of four assessment categories: Organization, Team, Individual and Instrumental. Central to this is the idea that both problems and needs can have an organizational, team, individual, or technical origin or a combination of these levels. To gather data we conducted a literature review. This resulted in a comprehensive list of challenges and needs that could hinder or improve, respectively, the performance of CSIRTs. Then, semi-structured in depth interviews were held with team coordinators and team members of five public and private sector Dutch CSIRTs to ground these findings in practice and to identify gaps between current and desired incident handling practices. This paper presents the findings of our needs assessment and ends with a discussion of potential solutions to problems with performance in incident response. https://doi.org/10.3389/fpsyg.2017.02179 LinkedIn: https://www.linkedin.com/in/rickvanderkleij1/
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