Keynote Research of VET – International Perspective

Keynote ‘Research of VET on an International Perspective’ delivered at the information event for the new Funding line ‘Research on the Internationalization of Vocational Education and Training’ (IBBF), of the Federal Ministry of Education and Research in Bonn, Germany, January 30th, 2018. Thank you Dr. Henk van Liempt for the opportunity, and Antje Wessels and Hannes Barske for facilitating this. All professors and researchers who attended: success with your proposals. Check my PPT here.

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Rick Maatman, Wendy Keizer – Van der Veen en Maike Vlassak nieuwe Masters of Education

Op 29 januari, hebben Rick Maatman, Wendy Keizer-Van der Veen, en Maike Vlassak met succes hun scriptie voor de NCOI Masteropleiding Onderwijskunde verdedigd. De titels van de scripties zijn:

  • Rick Maatman is: Gepersonaliseerd leren en (leer)motivatie. Een praktijkonderzoek naar de invloed van gepersonaliseerd leren op het verhogen van (leer)motivatie van leerlingen binnen het Liemers College.
  • Wendy Keizer – Van der Veen: Netwerkleren, van theorie naar praktijk. Een onderzoek naar het stimuleren en faciliteren van netwerkleren als middel voor het maken van de transfer van het geleerde naar de praktijk.
  • Maike Vlassak: CITAVERDE College, de deelnemer aan zet. Deelnemersparticipatie in het kwaliteitszorgsysteem.

Dr. Joachim Wetterling was begeleider van Wendy en Maike en beoordelaar van Rick.

Alle drie de nieuwe Masters: van harte gefeliciteerd! Succes gewenst in jullie verdere loopbaan. Continue reading Rick Maatman, Wendy Keizer – Van der Veen en Maike Vlassak nieuwe Masters of Education

Machiel Bouwmans: new Doctor in educational sciences

Machiel Bouwmans successfully defended his PhD dissertation on January 12th for a jury of opponents consisting of Professors M.A.J.S. van Boekel (Wageningen University), M.L.L. Volman (University of Amsterdam), P.G.C. van den Bossche (Maastricht University and University of Antwerp) and T.V. Bondarouk (University of Twente). Co-promotors were Dr. Piety Runhaar and Dr. Renate Wesselink. Professor A. Bregt served as Deputy Rector Magnificus and chair. Continue reading Machiel Bouwmans: new Doctor in educational sciences

Just published: Agricultural education in the Netherlands: from crystallizing to dissolving?

The article ‘Agricultural education in the Netherlands: from crystallizing to dissolving?’, of M. Mulder and H.J.A. Biemans, is just published. It goes into the recent national policy developments regarding agricultural education, or ‘green education’ as it is called, in the Netherlands. The Dutch government has decided to move the governmental responsibility to the Ministry of Education. This historic change may be good in terms of administrative efficiency, but it may be disastrous in terms of quality and effectiveness. Time will learn if green education, including Wageningen University, is sufficiently resilient to maintain its extremely high reputation.

Full reference: Mulder, M. & Biemans, H.J.A. (2018). Agricultural education in the Netherlands: from crystallizing to dissolving? The Journal of Agricultural Education and Extension, 24(1), 1-5.

Download paper here: 2018 Mulder & Biemans – Agr Ed i t Neth from cr to diss – JAEE

Elsbeth Spelt’s paper on interdisciplinary learning in science and engineering is published

Research of Elsbeth Spelt et al on interdisciplinary learning of student in higher science and engineering education has now been published in the European Journal of Engineering Education.

The research contends that students in the field of science and engineering need to work in interdisciplinary teams. As a consequence of this research is needed on teaching and learning of interdisciplinary thinking. In this study 615 student experiences were analysedusing the theory of Illeris who distinguishes three dimensions of learning: the cognitive, emotional, and social dimension. These  dimensions are very relevant in interdisciplinary work and learning, as understanding and accepting theories, concepts and strategies of ‘other’ disciplines implies a knowledge component, feelings about other views and interactions with professionals with different views and interests. Students reported 214, 194, and 207 times on these dimensions, thus showing that these are indeed important. For each learning dimension, students identified key learning experiences of interdisciplinary learning, such as understanding, frustration, and engaging with peers. The study showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions, which reflects the real difficulty of interdisciplinary teaching and learning.

Full reference:

Spelt, E., Luning, P.A., Boekel, T. van, & Mulder, M. (2017). A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education. European Journal of Engineering Education, 42(6), 761-774.

The publication can be downloaded from the page Publication List.