Windesheim University of Applied science is a Dutch vocational university. It offers multiple studies at the bachelor's level. Windesheim is home to a total of ten different schools:School of Built Environment & TransportSchool of Business & EconomicsSchool of EducationSchool of Engineering & DesignSchool of Health CareSchool of Human Movement & SportsSchool of Information scienceSchool of Management & LawSchool of MediaSchool of Social WorkWindesheim has a partnership with the Vrije Universiteit in Amsterdam, resulting in Windesheim Honours College. Wikipedia.
Boschman F.,Windesheim University of Applied Sciences |
McKenney S.,University of Twente |
Voogt J.,University of Amsterdam
Computers and Education | Year: 2015
Research shows the bene fits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design, little is known about how they use TPACK during design. The main question of this study was: "What is the nature of design talk of a group of teachers during the design of technology-rich early literacy activities?" Using a holistic case study on design talk, the analysis focused on the topics that were under discussion and how these topics were discussed. Three phases of coding were applied: (a) how design represents any of the seven domains of TPACK knowledge (Pedagogical, Content, Technological, Technological Pedagogical, Technological Content, Pedagogical Content or Technological Pedagogical Content Knowledge); (b), how design talk represented three aspects of reasoning (external priorities, practical concerns and existing orientations); and (c), and what levels of inquiry are reached (no-depth; sharing ideas; analyze; and plan). Findings indicate that design talk reflects moments in which teachers reach deeper levels of inquiry. Findings also indicate that TPACK was mostly linked to expressing practical concerns. However when engaging in deeper inquiry, teachers existing orientations featured more prominently in the conversations. External priorities hardly seemed to play any role in design talk. Also, when addressing TPACK or PCK, design talk mostly reflects practical concerns. Pedagogy was addressed not as a single knowledge domain, rather in conjunction with the other two domains. Practical implications are discussed regarding how to support teachers during collaborative design. © 2014 Elsevier Ltd. All rights reserved.
Koekoek J.,Windesheim University of Applied Sciences |
Knoppers A.,University Utrecht
Physical Education and Sport Pedagogy | Year: 2015
Background: Most research on how children learn when using the Teaching Games for Understanding (TGfU) approach has focused on cognitive dimensions in teaching games models. A social constructivist perspective suggests, however, that learning also takes place during social interactions. Since the process of learning game skills tends to have a relational dimension, researchers need to understand children's affective responses and how they situate their skill learning in games in relationship to their classmates.Purpose: To explore children's perceptions of collaboration, group formations, and friendships while learning a modified baseball game situated in social constructivist learning. Specifically, we focused on how children perceived the role that the social context, especially friends and classmates, plays in learning skills and strategies.Participants and setting: The children (N = 25), aged 12–13, were in their first year of secondary school and were taught in a TGfU baseball unit. They participated in eight small focus groups to talk about their experiences in a modified baseball game.Data analysis: The constant comparative method was used to collect data in which drawings were used as cues for focus group discussions about interactions with peers during their learning of skills.Findings: Three themes emerged from the analysis: peers as necessary collaborators, friends as supporters and distractors, and peers as perceived critics. The results indicated that the presence of peers shaped the experiences of these children in contradictory ways. Findings were situated within social constructivism and compared with other research focusing on game-centered approaches and the role of the affective domain in learning. © 2013, © 2013 Association for Physical Education.
van der Cingel M.,Windesheim University of Applied Sciences
Nurse Education Today | Year: 2014
This article discusses the impact of selected findings from a PhD-study that focuses on compassion as a guiding principle for contemporary nursing education and practice. The study, of which the literature review and empirical findings have already been published, looked at compassion as perceived within the relationship of nurses and older persons with a chronic disease. The patient group was chosen because daily life for them is characterized by long-term dependency on care. The literature review resulted in a theoretical framework of compassion that also explores other closely related concepts such as suffering and empathy. The empirical part of the study, in which 61 in-depth interviews and 6 group interviews with patients and nurses took place, showed that compassion is a mirroring process in response to grief. Compassion consists of seven dimensions such as attentiveness and presence, in which saliency, so as to anticipate patients' needs, is of major importance. Compassion is perceived by participants as an indispensable aspect of care, which helps to reveal relevant information in order to establish appropriate outcomes of care. This article focuses on the aspects of the PhD-study in which an analysis of compassion in the context of both modern as well as the history of nursing took place. Currently evidence based practice is regarded as the standard for good quality care. Nevertheless there is an on-going debate about what constitutes good quality care. Within this debate two opposing views are apparent. One view defines good care as care supported by the best scientific evidence. The other view states that good care takes place within the nurse-patient relationship in which the nurse performs professional care based on intuitive knowing. It is suggested that compassion is the (missing) link between these views. © 2014 Elsevier Ltd.
Heerink M.,Windesheim University of Applied Sciences
HRI 2011 - Proceedings of the 6th ACM/IEEE International Conference on Human-Robot Interaction | Year: 2011
It is generally recognized that non perceptual factors like age, gender, education and computer experience can have a moderating effect on how perception of a technology leads to acceptance of it. In our present research we are exploring the influence of these factors on the acceptance of assistive social robots by older adults. In this short paper we discuss the results of a user study in which a movie of an elderly person using a social assistive robot was shown to older adults. The analysis of the responses give a first indication on if and how these factors relate to the perceptual processes that lead to acceptance.
Van Der Vegt W.,Windesheim University of Applied Sciences
Olympiads in Informatics | Year: 2012
In the Dutch Olympiad in Informatics theoretical subtasks are used to tests some of the skills needed for algorithmic design. The results were somewhat discouraging. An analysis for future use of theoretical tasks is performed. © 2012 Vilnius University.