Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning. New ideas and concepts about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice supports teachers' technology professional development. Different learning alternatives such as distance learning, workplace learning as well as blended forms of learning will enhance lifelong learning which forces a rethinking of traditional forms of education. However, most institutions for education foster just-in-case learning while new technologies foster just-in-time learning. As a result of new learning perspectives and the potential pedagogical benefits of ICTs in educational contexts, teachers have to learn how to integrate new technologies in teaching and learning. It is recommended that teacher professional development should be situated in multiple learning settings in which learning is teacher-centred. Next to classroom settings and cross-institutional learning communities, virtual learning communities (VCoPs) are a significant source for learning. There is an overlap between the educational values of interned-based learning and social theories of learning such as Lave & Wenger's situated learning theory and Wenger's theory of communities of practice. Drawing upon these theories, offers a perspective on social learning that emphasizes social processes within (V)CoPs where community participants engage in collective learning and knowledge creation. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach. The paper concludes that VCoPs are learning environments since these network-based learning communities push learners to take more control of their learning and provide tasks which are more contextualised and meaningful.
The knowledge-based economy, advances in information and communication technologies as well as new pedagogical perspectives all influence the needs to improve the population skills and competencies in the 21st century. Emerging technologies bring opportunities to reconsider teaching and learning in higher education. Innovative educational ideas and concepts transform the roles of teacher educators and their students. To accomplish the new roles, teacher educators need to learn to work with a new set of information and communications skills and knowledge. In other words, adequate technology training is a prerequisite for the 21st century teacher educator to develop prospective teachers who are able to use new technologies so as to support and improve their own students' achievement gains. In order to deal with the new challenges, teacher education institutions are designing, developing and facilitating teacher educators' technology professional development programs. However, the majority of these efforts fail, since they are for most part based on a formal, institutional delivery of instrumental knowledge and skills. Adequate technology training is a major factor that can help teacher educators to integrate emerging technologies into the curriculum, which is in turn, beneficial to their students. The technology learning preferences instrument designed, implemented and evaluated in this research is intended to make a link between teacher educators' technology learning needs in the workplace and the way in which professional development programs should be designed, developed and evaluated.
In the context of global efforts to increase sustainability and reduce CO2 emissions in the chemical industry, bio-based materials are receiving increasing attention as renewable alternatives to petroleum-based polymers. In this regard, Visolis has developed a bio-based platform centered around the efficient conversion of plant-derived sugars to mevalonolactone (MVL) via microbial fermentation. Subsequently, MVL is thermochemically converted to bio-monomers such as isoprene and 3-methyl-1,5-pentane diol, which are ultimately used in the production of polymer materials. Currently, the Visolis process has been optimized to use high-purity, industrial dextrose (glucose) as feedstock for their fermentation process. Dutch Sustainable Development (DSD) has developed a direct processing technology in which sugar beets are used for fermentation without first having to go through sugar extraction and refinery. The main exponent of this technology is their patented Betaprocess, in which the sugar beet is essentially exposed to heat and a mild vacuum explosion, opening the cell walls and releasing the sugar content. This Betaprocess has the potential to speed up current fermentation processes and lower feedstock-related costs. The aim of this project is to combine aforementioned technologies to enable the production of mevalonolactone using sucrose, present in crude sugar beet bray after Betaprocessing. To this end, Zuyd University of Applied Sciences (Zuyd) intends to collaborate with Visolis and DSD. Zuyd will utilize its experience in both (bio)chemical engineering and fermentation to optimize the process from sugar beet (pre)treatment to product recovery. Visolis and DSD will contribute their expertise in microbial engineering and low-cost sugar production. During this collaboration, students and professionals will work together at the Chemelot Innovation and Learning Labs (CHILL) on the Brightlands campus in Geleen. This collaboration will not only stimulate innovation and sustainable chemistry, but also provides starting professionals with valuable experience in this expanding field.
The SPRONG-collaboration “Collective process development for an innovative chemical industry” (CONNECT) aims to accelerate the chemical industry’s climate/sustainability transition by process development of innovative chemical processes. The CONNECT SPRONG-group integrates the expertise of the research groups “Material Sciences” (Zuyd Hogeschool), “Making Industry Sustainable” (Hogeschool Rotterdam), “Innovative Testing in Life Sciences & Chemistry” and “Circular Water” (both Hogeschool Utrecht) and affiliated knowledge centres (Centres of Expertise CHILL [affiliated to Zuyd] and HRTech, and Utrecht Science Park InnovationLab). The combined CONNECT-expertise generates critical mass to facilitate process development of necessary energy-/material-efficient processes for the 2050 goals of the Knowledge and Innovation Agenda (KIA) Climate and Energy (mission C) using Chemical Key Technologies. CONNECT focuses on process development/chemical engineering. We will collaborate with SPRONG-groups centred on chemistry and other non-SPRONG initiatives. The CONNECT-consortium will generate a Learning Community of the core group (universities of applied science and knowledge centres), companies (high-tech equipment, engineering and chemical end-users), secondary vocational training, universities, sustainability institutes and regional network organizations that will facilitate research, demand articulation and professionalization of students and professionals. In the CONNECT-trajectory, four field labs will be integrated and strengthened with necessary coordination, organisation, expertise and equipment to facilitate chemical innovations to bridge the innovation valley-of-death between feasibility studies and high technology-readiness-level pilot plant infrastructure. The CONNECT-field labs will combine experimental and theoretical approaches to generate high-quality data that can be used for modelling and predict the impact of flow chemical technologies. The CONNECT-trajectory will optimize research quality systems (e.g. PDCA, data management, impact). At the end of the CONNECT-trajectory, the SPRONG-group will have become the process development/chemical engineering SPRONG-group in the Netherlands. We can then meaningfully contribute to further integrate the (inter)national research ecosystem to valorise innovative chemical processes for the KIA Climate and Energy.
Het doel van dit interdisciplinaire SIA KIEM project Fluïde Eigenschap in de Creatieve Industrie is te onderzoeken of en hoe gedeelde vormen van eigenaarschap in de creatieve industrie kunnen bijdragen aan het creëren van een democratischer en duurzamer economie, waarin ook het MKB kan participeren in digitale innovatie. Het project geeft een overzicht van beschikbare vormen van (gedeeld) eigenaarschap, hun werking en hoe deze creatieve professionals kunnen ondersteunen bij de transitie naar de platformeconomie. Dit wordt toegepast op een concrete case, dat van een digitale breimachine. Naast het leveren van een goede praktijk, moet het project leiden tot een groter internationaal onderzoeksvoorstel over Fluid Ownership in the Creative Industry, dat dieper ingaat op de beschikbare eigendomsoplossingen en hoe deze waarde zullen creëren voor de creatieve professional.
