Search

Het bewust inzetten van geschikte (combinaties) van toetsvormen vormt een belangrijk fundament voor goed opleiden in het beroepsonderwijs. In de onderwijspraktijk en onderzoek wordt echter vaak gestart et de instrumentele hoe-vraag van de toetsvormen in plaats van de inhoudelijke wat-vraag van de goede eroepsbeoefenaar. Het doel van dit artikel is het analyseren van negen toetsprogramma’s in het hbo en twee toetsprogramma’s in het mbo, vanuit het perspectief van de inhoudelijke wat-vraag: de professionele bagage en taakuitvoering, de kern van het beroep in het werkveld en het ontwikkelvermogen van de startend beroepsbeoefenaar. De onderzoeksvragen zijn: (1) In hoeverre wordt de professionele bagage en professionele taakuitvoering beoordeeld, (2) In hoeverre wordt de kern van het beroep in het werkveld beoordeeld, en (3) In hoeverre stimuleert de beoordeling het ntwikkelvermogen noodzakelijk voor de startend beroepsbeoefenaar? De resultaten laten zien dat er meer aandacht nodig is voor een ontwerpgericht en programmatisch perspectief op toetsing in het hbo en mbo. Startend vanuit de beroepsbeoefenaar kan duidelijker worden geoperationaliseerd wat een beoordelaar precies wil zien en horen van de student gedurende de toetsing.

Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which student planners can practice these competencies. This study explores if five “regional learning environments” (RLEs) contribute to students competence development and if working in multidisciplinary groups and with multiple external actors has an added value for this learning. Results show a differing pattern of competence development across RLEs. Multidisciplinary RLEs more strongly foster students’ competence development. Quantitative data show less effect of multi-actor collaboration while qualitative data show a wide range of potential learning outcomes typically related to multidisciplinary group work or multi-actor collaboration. It is concluded that the learning potential of RLEs is not optimally utilised yet and that process coaching is an important precondition for increasing students’ learning.

In de afgelopen twee jaren heeft de leerstoelgroep Educatie- en competentiestudies (ECS) van Wageningen UR in nauwe samenwerking met partijen uit het groene onderwijs vijf projecten uitgevoerd in het kader van het WURKSonderzoeksprogramma ‘Competenties voor het groene kennissysteem’ (totale looptijd: 2011-2015). WURKS staat voor Wageningen UR Knowledge Sharing oftewel voor het toepassen van Wageningse kennis in het overige groene onderwijs. De centrale doelstelling van het WURKS-programma is dienstverlening aan instellingen in het groene onderwijs in de vorm van toegepast en vraaggestuurd onderwijskundig onderzoek en daaraan gekoppelde didactische en onderwijskundige ondersteuning. De projecten zijn tot stand gekomen met betrokkenen uit het groene (vmbo-mbo-hbo) onderwijsveld.

In regioleerprojecten voeren studenten een opdracht uit in een regio die een opdrachtgever iets oplevert en waar studenten van kunnen leren. Maar wat kunnen ze leren en welke kenmerken van een regioleer-arrangement zijn cruciaal om die leereffecten te bereiken? Die vragen staan centraal in dit onderzoek.

Ook bij PTC+ vindt zelfregulerend leren plaats. dat bleek uit onderzoek van Anne Khaled die er trainingen observeerde. Een vragenlijstonderzoek liet zien dat dit leren alleen leidt tot competentieontwikkeling als studenten zich ervan bewust zijn dat ze iets te kiezen hebben.

Het onderzoek naar praktijkleren in vmbo groen gaat over de varianten van deze vorm van leren binnen en buiten de school. De vraag is hoe dit wordt ingevuld, hoe het wordt beoordeeld, wat het oplevert en wat de rol van docenten is.

In een onderzoek naar ‘internationale’ competenties voor startbekwame mbo’ers plant is in kaart gebracht over welke competenties het gaat. Groen mbo bereidt hen immers voor op een loopbaan die zeer waarschijnlijk een internationale dimensie heeft.

In Assessment for Learning (AfL), assessment is a tool used to support students’ learning. In the last decades, research has shown the potential of AfL on student learning. Implementation of AfL in practice however, has proven to be complicated and a concrete discriminative operationalization of AfL practice is lacking. Aim of this study is to support the implementation of AfL and to operationalize AfL in an observation instrument for AfL practice. For the design of the observation instrument, a literature search was conducted to find an applicable theoretical framework for AfL and to describe teachers’ activities in AfL practice in concrete processes. The search resulted in the identification of the three main processes of AfL for teachers, students and peers: 1) identifying where learners are going; 2) where they are in their learning and 3) how to get there, as the theoretical framework for the design of the observation instrument. Theory on feedback (dialogues) and monitoring and scaffolding was used to describe teachers’ activities in the three main processes of AfL. The resulting observation instrument is presented in this paper. To determine if the instrument meets its intended goals, the instrument was tested in observing teachers in their practice. Results show that the instrument is appropriate to identify and discriminate between AfL practices and that the instrument is suitable for coaching teachers in their change to AfL.

Wat zijn de leeropbrengsten van buitenonderwijs voor leerlingen van twaalf tot achttien? En hoe kan je dit als docent faciliteren? Om deze vragen te kunnen beantwoorden, is een literatuuronderzoek uitgevoerd en is een aantal praktijken bestudeerd.

Docenten in het ondernemerschapsonderwijs experimenteren grif met regioleren. Docenten (MBO en HBO) en ondernemers uit verschillende regio’s zijn begonnen met regioleren, en hebben ook al verscheidene successen geboekt: veel betrokkenen (docenten, studenten, ondernemers) zijn enthousiast en tevreden met het resultaat. Arrangementen voor regioleren worden ervaren als potentieel krachtige leeromgevingen voor het ontwikkelen van ondernemerschapscompetenties en tevens worden er resultaten geboekt die waardevol voor de ondernemer/de regio zijn. Maar die experimenten hebben ook een aantal obstakels en uitdagingen aan het licht gebracht.

Welke relaties bestaan er tussen persoonlijkheidskenmerken van leerlingen en de mate van ontwikkeling van bepaalde competenties die relevant zijn voor hun opleiding? En hoe kunnen docenten hier bij de coaching van leerlingen rekening mee houden? Dit project wil een stap zetten naar coaching op maat.

To strengthen the practice of Competence-based Education (CBE) it’s needed to realise the potential of Assessment for Learning (AfL). However, teachers are usually not trained in designing assessment practices in CBE and professionalization in AfL is complicated. It’s needed to design a Theory of Improvement in which is described what professionalization activities are needed and how those characteristics contribute to teachers’ learning. A description of the characteristics of the ‘Theory of Improvement’ for teacher professionalization in AfL is the result of this literature study. Characteristics are: Conceptions on assessment and assessment practice which are challenged in a personal enquiry and congruent professional development of teachers and middle management. This Theory of improvement leads to the most suitable approach for this professional development in a Professional Learning Community (PLC). A PLC is closely related to the concept of collaborative learning communities.

Technological developments and computerisation influence many jobs. The goal of this study is to identify to what extent employees need an increased and/or different understanding of science and technology to function in their jobs than is currently taught in schools. Whereas previous research tended to focus on very general skills (e.g., problem solving, communication) or long detailed lists of content knowledge, the focus of this study is on competences such as modelling and visualising. Companies most influenced by technological developments were selected in cooperation with National Centres of Expertise on vocational education. They were asked in which companies (1) more and/or different scientific and technological competences, and (2) creativity and flexibility are required. We focused on jobs at the level of senior secondary vocational education, as these jobs are most prone to being outsourced or taken over by computers. Employees working in the different companies were asked what knowledge and skills they use during their work, for example when working with machines and computers. Preliminary results show the influence of technological developments on almost all jobs. Required knowledge and skills are for example: data-analysis, the use of graphs and thinking beyond one's own job. The need for flexibility, creativity and insight in ‘black boxes' seems to depend on the level of education. Theory and aimsThe increased use of information- and communication technology and the influence of scientific and technological developments have caused many countries to redefine the key competences for adequately functioning professionals. This study specifically focuses on the needs of future employees: what competences in the domains of science and technology do they need to function adequately in their jobs, now and the future?Previous studies tend to focus on very general skills such as problem solving and communication (e.g., Holbrook & Rannikmae, 2007), which do not provide any specification of what should be taught. Other studies provide long and detailed lists of content to be taught in schools (e.g., AAAS, 1993). These lists run the risk of quickly becoming outdated as the amount of technical information is doubling every two years (Binkley et al., 2010). This begs the question whether we can identify competences that are general in the sense that we may expect them to stay valuable for a long time, but at the same time not too general to offer directions for curricula. This study tries to answer this question by interviewing employees in companies that are subject to technological developments. In the literature, two domains provide input to this study. First, a number of studies focus on 21st century-skills, lifelong learning competences, or key skills. For example, Binkley et al. (2010) analysed curriculum and assessment frameworks around the world, and identified ten competences, including creativity, critical thinking and ICT literacy. Voogt and Pareja-Roblin (2010) and Dede (2009) reviewed different reports about 21st century skills, generally relying on private/business initiatives. These reports mention skills such as communication, ICT literacy, social awareness, and creativity. Problematic is, however, that explicit links to educational levels are missing and the educational community hardly participates in this debate. These reports thus provide little direction with regard to the content of education. Second, we reviewed the literature about knowledge and skills used in the workplace. Here, hardly any studies exist on the use of science and technology at the workplace. There are, however, studies on mathematics that are general enough to be useful for science and technology as well (e.g., Bakker et al., 2006; Pozzi et al., 1998). These studies show the importance of: (1) knowing what processes are ‘hidden' in computers or machines, and (2) analysing relationships between variables, based on quantitative data. Data and MethodsParticipantsThe context of this study was vocational education in the Netherlands, preparing students for a job at levels ranging from assistant worker to middle management. This middle-level job was chosen, as it is likely to be most affected by technological changes, while employees are not specifically educated in this domain (Levi & Murnane, 2005). To identify companies most influenced by technological developments, interviews were conducted with National Centres of Expertise, who develop national qualification profiles for the different branches. Six interviews were conducted with representatives from: animal and plant care, car mechanics, audician/optician, graphical design, commercials/presentation, and nursing/care. Seven interviews were conducted with employees of these branches: a farmer using robots, employees of Ford cards, a company developing logistical systems, an ICT desk, an outsourcing company, and an audician. In November/December 2010, more interviews will be conducted in different branches, and nursing specifically. InterviewsRepresentatives of the branches were asked to describe developments with regard to: (1) the amount of science and technology, (2) the content of science and technology, and (3) flexibility and creativity needed to function on the job. Depending on their function, the employees were asked:- what kind of machines and computer programs they work with;- if they need to know the ‘invisible processes' inside;- how they are trained to work with new machines and computers;- what they do in case of an unexpected outcome or problem.All participants were asked to describe job situations in which scientific and technological knowledge and skills are used. Preliminary resultsFull results, including the remaining interviews and more examples from concrete job situations, are presented at the conference.- Required knowledge and skills: most employees need some basic knowledge of science and technology. For example, audicians need knowledge of the auditory organs.- Flexibility and creativity: at lower levels, employees are not expected to suggest improvements or solve non-standard problems. An exception is ‘defence/tank' mechanics. They need to know the exact working of tank engines, enabling creativity in emergencies.- Insight in black boxes: opinions seem to differ here. In general, employees can work with machines without knowing ‘what is going on inside'. For example, graphical designer can use software to make sketches without knowing how colours mix. Theoretical and educational significance. Most jobs seem to be influenced by computerisation and technology, leading to changed requirements in terms of knowledge and skills, creativity and insight in black boxes. The identification of these changed requirements could guide curriculum adaptations, better preparing young people for their future jobs. More research seems warranted on the use of science and technology at the workplace (following studies on mathematics). This study is a first step in this direction.

Dit rapport is een verslag van een jaar monitoring van de uitgevoerde pilots met Groen proeven. De monitoring van de Groen Proevenpilots is, in nauwe samenwerking met de projectleiding van Groen Proeven, uitgevoerd.

Om de ontwikkelingen in het groene onderwijs en de groene sector te ondersteunen heeft de leerstoelgroep Educatie- en competentiestudies (ECS) van Wageningen UR vanaf 2003 tot en met 2007 in opdracht van WUR, Groene Kennis Coöperatie en Ministerie van LNV een onderzoeksprogramma uitgevoerd onder de naam 'Competentieontwikkeling op het terrein van voedsel en groen'. Deze brochure biedt een overzicht van de projecten die de leerstoelgroep in het kader van dat programma uitvoerde. Per project zijn een korte beschrijving, de belangrijkste resultaten, aanbevelingen en producten opgenomen