In the fall of 2015 the Research Group Open Educational Resources of Fontys University of Applied Sciences - School of ICT has conducted a survey into the production and/or reuse of OER and MOOCs by Dutch publicly financed Higher Education (HE) institutions: 15 research universities, 38 university of applied sciences and 8 university medical centres. The goal of the survey was to provide an overview of the current situation regarding the creation, sharing and reuse of OER and MOOCs. Until then information was anecdotal, mainly about individual projects and programs. In this paper data are presented on the following three main issues: production and publication of open educational resources (OER) and Massive Open Online Courses (MOOCs), re-use of OER and/or MOOCs (motives, forms and target audiences) and the presence or absence of an institutional vision and policy. Some of the outcomes of the survey are compared with the results of two other surveys: the survey of the OER Research Hub and a survey on policy for OER in the Netherlands in 2012. The results of the current survey indicate that on many places in universities (including university medical centres) and universities of applied sciences OER and/or MOOCs are being published and reused, but also that many institutions still lack a coherent vision or policy on this subject. The data of the survey, however, do no yet provide an overview on which conclusions may be drawn for individual institutions. Further research must enhance the current picture.
Over the past decade, more and more studies have been published about OER adoptionby educators and educational institutions. The largest part of these studies is about OER in Higher Education and a growing amount is about OER and open textbooks in K-12 education. In addition, according to De Olivereira Netoet al (2017), most studies are focused on the Global North where education instructors “enjoy comparatively higher levels of economic development, educational provision, policy elaboration, and technological access than those in the Global South. This means that less is known about educators’ OER-related practices in the regionwhere OER is touted as having its potentially greatest impact”(De Olivereira Netoet al,2017:2-3).Despite the steadily growing number of studies on the use of OER by educators, there is part of the realm of education that still is ‘a dark continent’ for OER and OER studies, namely Technical Vocational Education and Training (TVET). As an indicator, we have analyzed the database from the OER Knowledgecloud1, considered representative for the current state of international OER research, being available as Open Access. With a total of 1638 items in the database (27 October, 9:35 CEST), searching on “technical AND vocational” only gave 2 results (dating from 2011 and 2012).The research presented in this paperprovides the results of a systematic international literature review with the aim of localizing relevant studies on the potentialities and use of OER in TVET. The information from this literature review has been complemented by data from an international quantitative survey taken by members of an UNESCO TVET forum, and from semi-structured interviews with international TVET experts.
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June 2015 the Dutch Ministry of Education, Culture and Science formulated an ambitious program for open and online education in the Netherlands in its Strategic Agenda “HO2025, de waarde(n) van weten” (“Higher Education 2025, the value(s) of knowledge”). According to Minister Mrs. Jet Bussemaker: “I aim to ensure that all Dutch higher education institutions have made their teaching materials available in open format by 2025 (Open Access to Higher Education), propelling the Netherlands to a leading global position.”(…) “As apart of this process, we must also ensure that the various Dutch higher education institutions recognise each other’s MOOCs and Open Educational Resources” (Ministry of Education, Culture and Science, 2015, p. 30) To realize these ambitions, a taskforce within the Ministry investigated which measurements where needed for this. This resulted in a program “Open and connected higher education – Exchange of digital learning materials”. One of the elements was to start with two so-called “moonshot projects” in cross-institutional open sharing of learning materials. These projects should on the one hand serve as good practice for Dutch Higher Education and on the other hand provide more detailed insight into what is needed for the Ministry to take the next step in implementation of their ambitions. The two projects are on developing resources on mathematics, done by the 4 Universities of Technology, and on developing resources for the Bachelor Nursing program, done by 5 Universities of Applied Sciences. In this presentation we will provide more insights into the background and approach of these projects and compare them with similar approaches for supporting national policies elsewhere.
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The HAS professorship Future Food Systems is performing applied research with students and external partners to transform our food system towards a more sustainable state. In this research it is not only a question of what is needed to achieve this, but also how and with whom. The governance of our food system needs rethinking to get the transformative momentum going in a democratic and constructive manner. Building on the professorship’s research agenda and involvement in the transdisciplinary NWA research project, the postdoc will explore collective ownership and inclusive participation as two key governance concepts for food system transformation. This will be done in a participatory manner, by learning from and with innovative bottom-up initiatives and practitioners from the field. By doing so, the postdoc will gain valuable practical insights that can aid to new approaches and (policy) interventions which foster a sustainable and just food system in the Netherlands and beyond. A strong connection between research and education is created via the active research involvement of students from different study programs, supervised by the postdoc (Dr. B. van Helvoirt). The acquired knowledge is embedded in education by the postdoc by incorporating it into HAS study program curricula and courses. In addition, it will contribute to the further professional development of qualitative research skills among HAS students and staff. Through scientific, policy and popular publications, participation in (inter)national conferences and meetings with experts and practitioners, the exposure and network of the postdoc and HAS in the field of food systems and governance will be expanded. This will allow for the setting up of a continuous research effort on this topic within the professorship via follow-up research with knowledge institutes, civic society groups and partners from the professional field.
Dutch Cycling Intelligence (DCI) embodies all Dutch cycling knowledge to enhances customer-oriented cycling policy. Based on the data-driven cycle policy enhancement tools and knowledge of the Breda University of Applied Sciences, DCI is the next step in creating a learning community between road authorities, consultants, cycling industry, and knowledge institutes with their students. The DCI consists of three pilars:- Connecting- Accelerating knowledge- Developing knowledgeConnecting There are many stakeholders and specialists in the cycling domain. Specialists with additional knowledge about socio-cultural impacts, geo-special knowledge, and technical traffic solutions. All of these specialists need each other to ensure a perfect balance between the (electric) bicycle, the cyclist and the cycle path in its environment. DCI connects and brings together all kind of different specialists.Accelerating knowledge Many bicycle innovations take place in so-called living labs. Within the living lab, the triple helix collaboration between road authorities the industry and knowledge institutes is key. Being actively involved in state-of-the-art innovations creates an inspiring work and learning environment for students and staff. A practical example of a successful living lab is the cycle superhighway F261 between Tilburg and Waalwijk, where BUAS tested new cycle route signage. Next, the Cycling Lab F58 is created, where the road authorities Breda and Tilburg opened up physical cycling infrastructure for entrepreneurs in the bicycle domain and knowledge institutes to develop e-cycling innovation. The living labs are test environments where pilots can be carried out in practice and an excellent environment for students to conduct scientifically applied research.Developing knowledge Ultimately, data and information must be translated into knowledge. With a team of specialists and partners Breda University of applied sciences developed knowledge and tools to monitor and evaluate cycling behavior. By participating in (inter)national research programs BUAS has become one of the frontrunners in data-driven cycle policy enhancement. In close collaboration with road authorities, knowledge institutes as well as consultants, new insights and answers are developed in an international context. By an active knowledge contribution to the network of the Dutch Cycling Embassy, BUAS aims to strengthen its position and add to the global sustainability challenges. Partners: Province Noord-Brabant, Province Utrecht, Vervoerregio Amsterdam, Dutch Cycling Embassy, Tour de Force, University of Amsterdam, Technical University Eindhoven, Technical University Delft, Utrecht University, DTV Capacity building, Dat.mobility, Goudappel Coffeng, Argaleo, Stratopo, Move.Mobility Clients:Province Noord-Brabant, Province Utrecht, Province Zuid-Holland, Tilburg, Breda, Tour de Force
Fotowedstrijd Eenzaamheid in beeld Door de Coronacrisis hebben veel bewoners van Amsterdam ervaren hoe het is om geïsoleerd en/of eenzaam te zijn. Gezinnen kwamen onder druk te staan, mensen zijn naar elkaar om gaan zien. Studenten hebben ervaren hoe het is om afgesloten te zijn van campus, docenten en medestudenten. Senioren heroverwegen hun toekomstplannen voor wonen uit angst om in een volgende lock down opgesloten te zitten in een verzorgingshuis. Corona heeft iedereen aangeraakt. Deze ervaringen met isolatie en eenzaamheid willen we in beeld brengen met de fotowedstrijd Eenzaamheid in beeld. Op deze manier wordt eenzaamheid bespreekbaar gemaakt en onderwerp van gesprek. Deze zomer kunnen foto’s worden ingezonden via Instagram om deelname zo laagdrempelig mogelijk te houden. De groep ouderen zal ook via andere kanalen benaderd worden. In de week van de eenzaamheid (1 t/m 8 oktober) kiest een jury de vijf meest sprekende foto’s uit die het verhaal van eenzaamheid visualiseren. De bekendmaking van de winnende foto’s (2 oktober) wordt gecombineerd met een presentatie van de bevindingen van verschillend onderzoek naar eenzaamheid in Coronatijd, waaronder studentenwelzijn tijdens de lockdown van HVA en VU. De winnende foto’s worden gebruikt voor een tentoonstelling die door studenten Culturele Maatschappelijke Vormgeving (HvA) wordt georganiseerd. De foto’s worden uitgelicht op panelen met daarop naast de betreffende foto een professioneel portret van de maker en het verhaal achter de ingezonden foto. Aan de tentoonstelling zullen verschillende andere projecten op het thema eenzaamheid worden gekoppeld die in Amsterdam Nieuw West zijn uitgevoerd. door studenten van Klinische Psychologie, studenten van de cursus Analysis of Governmental Policy en onderzoek van 4 sociologiestudenten naar de impact van de Covid-19 op o.a. buurtwerk, eenzaamheid en flexwerk.
