Since 2000, all Dutch Universities of Professional Education are confronted with three major renewals. The first was the European agreement to implement the Bachelor-Master system in Higher Education. The second was the strong tendence to renew eduction towards Competence Based Education. The third renewal came from the decision of the ministery of Education to contract lectures (lectoren) and research networks (kenniskringen) to improve research competences among students. Basic idea behind the latest renewal was that if students from Universities of Professional Education bring in more knowledge in companies, during and after their study, this will stimulate the innovative power of Dutch small and medium enterprices (SME’s). Educational developers have been very bussy with these renewals. Under the cloak of national assurance guidelines and external panels of inspection many educational developers automatically tended to use the instrumental paradigm for many design contexts. In accordance with the research of Gustafson (1993) and Richey (1993) we raised questions about the relevance of the instrumental paradigm for educational design contexts, because often the means-end thinking of the instrumental approach have seemed to be out of place. This research project by Lappia, De Boer & Van Rennes took place in 2006 at INHOLLAND university of professional education in the western part of The Netherlands with four pilots at School of Technology, Social Work, Education and Economics. The researchers started from the assumption that improving competence-based internships could not been based on an instrumental paradigma, because of the lack of absolute standards and the need to support deliberation among stakeholders. The Design Science Approach of Van Aken (2004) and Andriessen (2004) was been used to reveal field-tested and grounded technological rules as design specifications for improvement tools. Beside that the research project used the communicative paradigm (Visscher-Voerman & Gustafson, 2004) to reach consensus among the practitioners, who accompanion students during their internships in organisations in order to achieve a growth of competences in the choosen working field. Participants in the research project were employees of the School of Education, The School of Technology and the School of Economics, the department of Education, Quality, Research and development (OKR). Conditions for participating in the project were that the Schools recognized the problems with implementing Competence Based Internship and the School had to set the employees whe participated in the project free for half a day during the project. The Schools as stakeholders in the project were primary interested in solution of their practical problem (practical stream). The department of Education, Quality, Research and development was interested in solution of the pratical problem for dissemination reasons, but would also learn new strategies for implementation (knowledge stream). Therefore was choosen to follow the Design Science Research Approach.
Schrijven is een effectief middel om te leren, en vindt plaats in alle vakken. Hoe kunnen taal- en vakdocenten door interactie en feedback bijdragen aan het schrijfproces en -resultaat van hun leerlingen? Hoe kunnen leerlingen en studenten leren om adequate school- en vaktaal te gebruiken en hun tekst goed te structureren? Taalgericht vakonderwijs biedt mogelijkheden om leerlingen zich deze vaardigheden eigen te laten maken. Expliciete instructie en op de leerling afgestemde feedback zijn hierbij essentieel, oftewel: de interactie tussen docent en leerling speelt een belangrijke rol.
Aim. This study aims to identify ways that allow studying how intellectually impaired persons showing challenging behaviour interact with space, without impacting their daily lives. Back-ground. Research about space that better suits these persons’ needs is challenging to conduct, since they may have difficulties expressing themselves verbally and are extremely sensitive to-wards sensory stimuli. Therefore, researchers collecting data may be disturbing and intrusive, and requires great caution. Tapping into existing data may be a promising alternative. Residential care organisations routinely collect data about residents during their regular work processes, such as personal information and incident registration. Also useful may be routinely collected spatial data, such as drawings and repair reports. This study explores how routinely collected data (RCD) can provide insight into how residents interact with space, without impacting their daily lives. Methods. We reflect on the possibilities of using RCD (related to resident or space) based on explorations in the context of a case study at a Dutch very-intensive-care facility. The data were analysed to identify general patterns, such as locations with a high density of incidents/repairs and verified initial findings by member checking with staff. Results. The RCD analysed provide a basic and relevant insight into incidents and repairs connected to challenging behaviour. However, most data were neither complete or relevant for analysis. Therefore, we dis-cussed the RCD were with staff and only then it was possible to draw conclusions regarding relevance of RCD and the residents-space interactions. Conclusions. Only in conjunction with an ex-tended approach on member checking the use of RCD seems relevant. RCD have little meaning of their own. But the combination of RCD with member checking seems to provide insight into the interaction between residents and space, without interfering with the residents’ daily lives.
