The Hogeschool van Amsterdam, University of Applied science , or Amsterdam University of Applied science, is the largest institutes for higher professional education in the Netherlands. The HvA mainly offers bachelor degree programmes, but also has a number of master degree programmes. For students from the HvA's international partner institutes it is possible to study at the HvA as an exchange student.The HvA offers eighty courses of study, spread across locations in Amsterdam and Almere. The HvA's 2,300 employees serve more than 40,000 students.The HvA maintains ties with the University of Amsterdam. An important way of learning is via work placements. All students at the HvA have a practical work period in order to get on-the-job experience in the field of their study. Such a work placement can be at a company or organisation in the Netherlands or abroad. Most of the teaching at the HvA is organised in modules, which are given in four periods of ten weeks or in two semesters. Wikipedia.
Heigl F.,University of Bern |
Kinebanian A.,Hogeschool van Amsterdam |
Josephsson S.,Karolinska Institutet
Scandinavian Journal of Occupational Therapy | Year: 2011
The purpose of this qualitative study was to increase the understanding of the relationship between culture and occupation by exploring the perceptions of current daily occupations of some immigrants living in Switzerland. Semi-structured interviews with eight healthy Muslim Albanian men doing blue-collar work were analysed in a comparative manner followed by an interpretation. Three themes were identified: "Everything I do I do for my family"; "Where do I belong?"; and "Doing something for myself". These themes reflect the occupational perceptions of the participants. The findings are discussed in relation to the ongoing discourses on individualism and collectivism. To offer occupational therapy appropriately to a multicultural clientele the findings indicate the necessity to be conscious of the differences between one's own and the client's attitudes regarding individualism and collectivism. © 2011 Informa Healthcare.
Generating pedagogical content knowledge in teacher education students This is a modified version of the author's keynote lecture on teacher education at the World Conference on Physics Education, 1-6 July 2012, Istanbul, Turkey.
Van Den Berg E.,Hogeschool van Amsterdam
Physics Education | Year: 2015
Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are generating PCK within the pre-service teacher's own classroom. Three examples are described: preparing exhibitions of science experiments, assessing preconceptions, and teaching using embedded formative assessment in which assessment leads teaching and almost inevitably results in the development of PCK. Evidence for the effectiveness of the methods is based on the author's experience in teacher education programmes in different countries, but will need to be confirmed by research. © 2015 IOP Publishing Ltd.
Ferri G.,Hogeschool van Amsterdam
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2015
Interactive Poetry is a lively genre within E-Lit and interactive digital narrative that was made more accessible by the diffusion of tablets with “multitouch” screens allowing relatively complex gestural UIs on consumerlevel hardware. This paper leverages pragmatist aesthetics to critically interrogate three exemplar pieces (Strange Rain, What They Speak When They Speak to Me? and Vniverse) that produce poetic effects by inviting gestural interactions. In conclusion, two critical concepts (“isomorphism” and “heteromorphism”) are demonstrated for future design and research. © Springer International Publishing Switzerland 2015.
Rotem-Mindali O.,Bar - Ilan University |
Weltevreden J.W.J.,Hogeschool van Amsterdam
Transportation | Year: 2013
This paper offers an extensive review of conceptual and quantitative studies on the implications of business-to-consumer (b2c) e-commerce on mobility. To create a more comprehensive understanding of the mobility implications we also discuss the complementary side: freight transport. Most studies conducted thus far have looked at the consequences of b2c e-commerce for either personal travel or goods movement, but not for both. The added value of this review article is that it not only explores the conclusions drawn in the wide-ranging published research, but also attempts to review the sampling strategies, definitions, assumptions and methodologies that lead to the diverse conclusions. For example, the paper discusses the differences in how "e-shopping" is defined (whether it includes browsing or only purchasing) and with what frequency a respondent e-shops (however it is defined) in order to be considered an "e-shopper". The review describes how product differentiation is necessary to scrutinize the mobility effects of e-commerce. It points to studies which tend to have a dual conclusion. We try to observe whether complementary effects are given the same level of attention as substitution effects. Each of these factors can have sizable impacts on the quantitative conclusions reached. Our aim is that, by calling attention to these issues, the conclusions of studies will be discussed in a rigorous way to improve our knowledge of the transportation impacts of online shopping. © 2013 Springer Science+Business Media New York.
Eryilmaz E.,Claremont Graduate University |
van der Pol J.,Hogeschool van Amsterdam |
Ryan T.,Claremont Graduate University |
Clark P.M.,Yeditepe University |
Mary J.,Claremont Graduate University
International Journal of Computer-Supported Collaborative Learning | Year: 2013
This article reports a theory-driven experimental study that evaluates the effects of an annotation functionality on online social interaction and individual learning outcomes. The central hypothesis of this study is that directly addressing a part of a text by annotating it and then connecting each annotation with its related discussion can decrease coordinative interaction costs and result in a higher-quality discussion that favors greater gains in individual learning outcomes. To reach our objective, we carried out a theory-driven experimental study that compares two versions of an anchored discussion system: one with annotation functionality and one without it, both displaying the learning material side by side with its associated discussion in one window. Participants were 106 students enrolled in two sections of a blended-format course in health education. We assigned each section to a software condition. The examination of students' online social interaction centered on a fine-grained content analysis of coordination and knowledge construction activities as well as sequential analysis of knowledge construction activities. The results indicate that annotation functionality decreased coordinative interaction costs and stimulated more elaborated discussions that favored greater gains in individual learning outcomes. Implications for research and practice are discussed. © 2013 International Society of the Learning Sciences, Inc. and Springer Science+Business Media New York.