1,721,172 research outputs found
Het ontwerpvan een onderwijskundige aanpak voor het maken van videoverslaglegging in het MBO onderwijs binnen de ondergrondse infratechniek
No full textIn this project, the development of a method for making film recordings for proving competences from the student's perspective is the design focus. A design project that has been completed in collaboration with many companies, vocational schools, MBO institutions and branch organizations in underground infrastructure construction. The vocational education programs focussed on becoming a mechanic specialised in gas, water, heat and low and medium voltage have been the design context in which the different iterations of the iterative design process have taken place. The emphasis on text in assessments, such as written tests, reports and portfolios, do cause an obstacle for students within these programs. A situation that did create the interest to investigate the opportunities to proof competences by making a videorecording of a task performance. In the design process, it was determined that an action camera is best suitable for capturing images from the student's perspective. Compared to the mobile telephone, the action camera offers the advantage that the student can continue to use both hands to carry out the task. The recording process itself has to be planned in advance, mainly because it turned out that recording an entire task is to complex in the editing process. Selecting tasks afterwards is time consuming, planning the moments of a task to be recorded in advance is easier. Based on this finding, a step-by-step instruction was designed for the recording process, including three phases: before, after and during the recording. Before the recording a focus on the planning, during on the practical exhibition and after the recording on the reflection. Reflection that takes place by making comments that can be linked to a specific moment in the video. A functionality that is included in the list of requirements that has been constructed which is targeted at the software supporting the creation of the video report. The final product consists of a step-by-step instruction describing how to make a video report and a list of requirements for the supporting software. In addition to the list of requirements, a study was conducted into the software available on the market and its user-friendliness. Insights that make the end product ready for use in the current version, the next step is to continue the implementation
Shaping Talent, A needs analysis into students’ talent identification and development at the University of Twente
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Differences in dialogue: The voices we hear in interorganizational collaboration
Full text linkThis dissertation offers subjective insider accounts, momentary snapshots, processual sketches, and bottom-up theoretical insights into how differences are in dialogue—of how different voices converse—in interorganizational collaboration. Chapter I outlines interorganizational collaboration’s particular characteristics, possibilities, and complications, the research assumptions and theoretical perspectives that orient this work, and the study’s empirical setting. Drawing on in-depth interpretative interviews and adopting ideas from sensemaking, Chapter II unpacks the differences that make a difference in interorganizational collaboration, including collaborators’ subjective and interpretative practices of making sense of them. Chapter III then develops the notion of ventriloquism (Cooren, 2010a) into a methodological framework. This framework aids in identifying the various voices that become expressed in interactions and in analyzing voices’ performative effects on organizing processes and practices. Chapters IV and V apply the ventriloquial analytical framework to longitudinally study critical processes of interorganizational collaboration, drawing mainly on video-recorded team meetings. Specifically, Chapter IV scrutinizes the many voices that partake in an interorganizational team’s strategy coauthoring process. It illustrates how some voices are heard and integrated into what an interorganizational collective works on while others are silenced and excluded from the strategy. Chapter V reports how a visual artifact can both facilitate and thwart team members’ communication and collaboration across and around the boundaries of their group. It shows how collaborators can make present their organizations’ voices through the visual in ways that either permeate or uphold organizational distinctions. Furthermore, it illustrates how the visual can inspire team members to figuratively look in the same direction, but also how this shared perspective can quickly diminish when new members join. Chapter VI, the final chapter, discusses the overarching conclusions of this work, reflects on this research, derives several core practical implications, and sketches a provisional agenda for future endeavors. Altogether, these efforts and exercises then provide novel, nuanced, and more complete answers to the following two main questions: What differences make a difference—whose voices do we hear—in interorganizational collaboration? How do these voices shape and constitute how work unfolds and organizing is accomplished
The dynamic and emergent nature of team learning: Using machine learning techniques to automatically discern team learning processes from team conversations
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Integrating research and practice: How research instruments can be used as incentives for improving student teachers’ professional learning
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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