ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
Not a member yet
9734 research outputs found
Sort by
AIS tot 2030 - Arbeidsmarktinformatie
No full textMet het Project Onderwijs-Arbeidsmarkt (POA) wil het Researchcentrum voor Onderwijs en Arbeidsmarkt (ROA) inzicht geven in de huidige en de toekomstige arbeidsmarktsituatie binnen de verschillende bedrijfssectoren, beroepsklassen, opleidingscategorieën en regio’s in Nederland. Hierbij gaat de centrale aandacht uit naar de verwachte ontwikkelingen op de middellange termijn. Er is voor een tijdshorizon van zes jaar gekozen om een zo goed mogelijk beeld te kunnen geven van de arbeidsmarktsituatie bij afstuderen van degenen die thans aan het begin van hun studie staan. Deze informatie is van belang voor zowel het geven van voorlichting aan degenen die aan een opleiding willen beginnen, als het nemen van beleidsbeslissingen door instanties die betrokken zijn bij de aansluiting van het onderwijs aan de arbeidsmarkt.
Als onderdeel van het POA wordt elke twee jaar een rapport uitgebracht met analyses die zich toespitsen op de grote lijnen van de huidige en toekomstige arbeidsmarktontwikkelingen.
Het laatst verschenen rapport uit eind november 2025 beschrijft ontwikkelingen tot 2030: De arbeidsmarkt naar opleiding en beroep tot 2030.
Daarnaast heeft ROA een database ontwikkeld met gedetailleerde arbeidsmarktinformatie; het ArbeidsmarktInformatieSysteem (AIS). Het AIS bevat kerncijfers over de actuele arbeidsmarktsituatie, recente trends en arbeidsmarktprognoses. De cijfers zijn samengesteld uit verschillende bronnen, zoals de Enquête Beroepsbevolking (CBS), onderwijsdata (DUO) en ROA Schoolverlatersenquêtes (SIS)
Roman Hari - PhD project-data for study 4
No full textTitle
Course directors’ reflections on educational design choices in near-peer teaching of procedural skills
Purpose
Near-peer teaching (NPT) is widely used to substitute faculty in undergraduate training of procedural skills. Research suggests there is more to capitalize on in NPT when implemented deliberately, leading us to the following research questions: What were course directors’ design choices when creating procedural skills courses with near-peers? What informed these design choices?
Materials and Methods
This descriptive qualitative study used semi-structured interviews with 25 course directors from 12 countries following reflexive thematic analysis. Participants were sampled through a Medline search, identifying procedural skills course directors who had recently published on NPT, complemented by other recognized experts. Interviews were transcribed and analysed combining inductive and deductive approaches, whereas Cognitive Apprenticeship informed the deductive analysis.
Results
Course directors appointed near-peers to teach standardizable, protocolized skills to small groups of beginners/intermediates. Additionally, near-peers and faculty were often instructed to join forces. Considering near-peers’ limited content expertise, near-peers were typically appointed to teach hands-on skills, while faculty provided clinical context and supervision. Some programs played to NP strengths of social and cognitive congruence by having them assess students’ learning needs or supporting their transition to clinical practice.
Conclusions
Course directors deliberately appointed near-peers and faculty to complementary roles catering to near-peer competence. Capitalizing on near-peer strengths by involving them in the co-construction of education and supporting students’ transition to practice offers promising avenues to expand near-peer contribution to teaching.
Explanation of all the instruments used in the data collection (including phrasing of items in surveys)
Baseline Questionnaire for interview participants, semi-structured interview guide
Explanation of the data files: what data is stored in what file?
The study contained 25 transcripts of interviews and one baseline questionnaire
Folder name -.> Description
Baseline Questionnaire -> Questions in Baseline questionnaire, containing demographic data on the course directors and administrative information on the courses they developed
Participant and course Information -> Contains results from Baseline questionnaire
Transcripts Interview 1-25 -> Transcripts of the 25 interviews
In case of qualitative data: description of the structure of the data files
The Transcript files contain the original focus group interview data in German. The Participant information sheet contain demographic data of the focus group participants<BR
Repository for 'Attention networks and their interactions: From the lab to mobile virtual reality'
No full textThis repository includes the behavioral data of [publication placeholder].
Abstract:
Attention is a fundamental aspect of cognition. Based on computerised behavioural tasks and neural measurements, previous research identified and examined the alerting, orienting, and executive “attention networks”. Advancements of virtual reality (VR) headsets offer new means to assess attentional networks and prior results obtained with an adapted version of the computerised Attention Network Test-Revised (ANT-R; Fan et al, 2009) implemented in VR (ANT-VR; Tekampe et al., 2023) confirmed their overall comparability. The current study utilised the high degree of experimental flexibility and control provided by VR headsets to investigate the effects of ecologically more valid stimuli and response feedback. In one experimental session,
participants performed both the computerised ANT-R and the VR-adapted ANT-VR test. Overall, longer reaction times were observed for the VR test. Nevertheless, our results confirmed the similarity between tests of the observed network scores, and their interaction and integration effects. Some differences were observed as well. VR test delivery led to increased arousal, reduced disengaging costs as well as stronger and faster orienting. A validity effect was only observed for the ANT-R while previously reported location conflict was not observed for both variants. Participants reported good overall utilisation of the VR headset. These findings confirm that the ANT-VR offers a valid flexible and mobile test environment for controlled attention assessment
and research outside the traditional laboratory or clinical settings
Onderzoek in HLO's
No full textDe dataset bestaat uit de volgende documenten waarbij onderscheid gemaakt wordt tussen de 3 fases van het onderzoek:
1. Casestudy
Interviews in diverse hybride leeromgevingen hebben geresulteerd in beschrijvende cases hoe onderzoek verankerd is in de diverse HLO’s en wat hierin belemmerende en bevorderende factoren zijn. Onderliggend aan deze casebeschrijvingen zijn de transcripten van onderliggende interviews opgeslagen in de datakluis.
2. Crosscase analyse
De casereports vanuit fase 1 (case studies) hebben na crosscase analyse geresulteerd in een tabel met diverse bevorderende en belemmerende factoren voor de inbedding en verankering van onderzoek in hybride leeromgevingen. Hierin is onderscheid gemaakt op het factoren op het niveau van handeling, actor en instituut. Onderliggend aan deze tabel zijn coderingen vanuit ATLAS TI opgenomen in de datakluis.
3. Validering
De crosscase analyse heeft inzicht gegeven in diverse bevorderende en belemmerende factoren. Daarbij lijkt de ontstaansgeschiedenis van een HLO relevant voor te ondernemen stappen voor verdere verankering onderzoek. In deze fase zijn bij de HLO uit fase 1 de ontstaansgeschiedenis getoetst en het ontworpen ARRT voorgelegd ter validering.
Data bestaat uit ontwerpelementen voor verankering van onderzoek (ARRT). Daarbij zijn presentaties toegevoegd in de dataset. Onderliggend aan deze casebeschrijvingen zijn de transcripten van onderliggende interviews opgeslagen in de datakluis
Paths to autonomous motivation and well-being: Understanding the contribution of basic psychological needs satisfaction in health professions students
No full textSummary
This study explored how the satisfaction of basic psychological needs (autonomy, relatedness, and competence) relates to motivation and well-being among first-year Health Professions students. We used survey data from 202 students and structural equation modeling for analysis. The findings showed that autonomy satisfaction was positively linked to autonomous motivation, and relatedness and competence satisfaction were directly and positively associated with well-being. Autonomous motivation did not directly influence well-being. The results highlight that learning environments support all three psychological needs to promote both autonomous motivation and well-being in health professions education.
Dataset
The dataset contains anonymized survey responses from 202 first-year Health Professions students, including measures of basic psychological needs satisfaction (autonomy, relatedness, competence), autonomous motivation, and well-being. These variables were used to examine the relationships outlined in the structural equation model reported in the study. The corresponding scales are Basic Psychological Needs Satisfaction and Frustration Scale, Academic Motivation Scale, and WHO-5 Well-being Index, respectively. The first sheet ‘survey responses’ are scores of each item from the participants, and the second sheet ‘survey item’ shows which item corresponds to which question in the scale, as well as what variable this item measures.<BR
‘Ik weet niet wat ik niet weet’
No full textHet doel van dit onderzoek was om samen met mensen met een visuele beperking, een blauwdruk ontwikkelen voor een voorlichtingsprogramma rondom seksualiteit. Mensen met een visuele beperking waren partner in het project en we betrokken ze in alle fasen. De dataset bevat kwalitatieve data gericht op het ontwikkelen van
seksuele vorming
Study 4: Closing the gap between skills training and academic education at a military academy: An integrated instructional design model.
No full textTitle
Closing the gap between skills training and academic education at a military academy: An integrated instructional design model.
Authors
Hornstra, S. P. A., Durning, S. J., Hoogenboezem, J. A., & Van Mook, W. N. K. A
Summary
This study reports the systematic six-step design process of the resulting integrated instructional design model, the so-called TrEd ID model that addresses the requirements of both military training and academic education within a military academy context in general, based on the Nine events of instruction model and the STAR Legacy model, linked through the First Principles of Instruction framework.
Linking skills training and academic education is a formidable challenge in many professional fields. At modern military academies, officer cadets learn military skills and strategic thinking, fostered by skills training and academic education respectively. As an example, we briefly elaborate on these two learning tracks at the Royal Military Academy of the Netherlands Defence Academy. However, skills training and academic education are often implemented in a non-integrated manner. Because officers have to integrate military skills and strategic thinking during actual military operations, it is paramount that officer cadets learn how to integrate these in a meaningful way. Therefore, we designed an innovative integrated instructional design model that aims to meet the needs of both military training and academic education. We herein describe the six-step design process of the resulting so-called TrEd ID model, based on the Nine events of instruction model and STAR Legacy, linked through the First Principles of Instruction. The First Principles framework encompasses five fundamental instructional principles: addressing real-world problems, activating pertinent prior knowledge and skills, demonstrating the learning objectives, applying new knowledge and skills to problem-solving, and transferring newly acquired knowledge and skills to personal contexts. The TrEd ID model provides common ground to military trainers and (civilian) academic educators at a military academy, encouraging mutual understanding and collaboration. Future research was considered paramount to understand the potential value of the TrEd ID model in bridging the gap between military training and academic education, and how to optimally prepare officer cadets for their roles.
Methods
Instructional design.<BR
Drugs Monologen interview Leo Fluitman
No full textDrugs Monologen was een digital storytelling en oral history project van de Open Universiteit (Faculteit Cultuurwetenschappen) en het Poppi Drugs Museum dat liep van oktober 2023 tot oktober 2025. Het project draaide om het bestuderen van de Nederlandse drugsgeschiedenis vanuit het perspectief van mensen die zelf drugs gebruikten in de periode ca. 1960-2000. In dit kader vonden 28 oral history interviews en 5 thematische groepsinterviews plaats. Daarnaast werd een speciale app ontwikkeld waarmee deelnemers op de Drugs Monologen website hun eigen historische ‘monoloog’ konden vertellen en bijdragen aan het onderzoek. Deze laatste methode leverde 51 monologen op. De oral history interviews, groepsinterviews en monologen waarvoor van de verteller toestemming werd verkregen voor gebruik voor toekomstig onderzoek zijn hier bewaard. Bij alle Nederlandstalige items is een transcriptie toegevoegd. Dit item maakt deel uit van deze datacollectie. Vanwege de privacygevoelige aard van de data kunnen deze alleen worden geraadpleegd na via de daartoe bestemde knop toestemming te hebben aangevraagd en verkregen voor toegang tot deze dataset
Naastenspraak
No full textDuring the corona pandemic, we examined four times how caregivers of people with an intellectual disability were doing. Topics included well-being, contacts, and care tasks. In this additional study, we ask the same caregivers to answer questions about four topics in their own words as much as possible. We examine whether caregivers (1) and their family members (2) have recovered and what effects they still experience from the corona measures. This knowledge contributes to improving crisis policy, aftercare in the event of crises and support for caregivers. We also examine if caregivers arrange future care (3) and whether they experience changes in the provision of information and participation by healthcare providers (4) after the pandemic. This knowledge contributes to issues of scarcity and cooperation with caregivers in care for people with disabilities. We will disseminate and discuss the results with caregivers, professionals, policy makers, healthcare providers and researchers
Hoe kan ik naar mijn werk als het regent?
No full textPromotieonderzoek naar jongeren zonder startkwalificatie, met multiproblematiek. De dataset bevat gemaakte keuzes, de ruwe data uit Atlas.ti en de transcripten van interviews en narrative photo futuring