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‘Purpose – The purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group. Continue reading Research of Stan van Ginkel et al on a rubric instrument for oral presentation competence assessment published
Preparing for the BIBB/UNEVOC Workshop „Work-based learning as a pathway to competency-based education – Research and implementation strategies from a comparative and global VET perspective“, which will take place on June 22-23, 2017 at the Federal Institute for Vocational Education and Training (BIBB) in Bonn, Germany. Continue reading Preparing for keynote at BIBB/UNEVOC Workshop on Work- and competence-based vocational education
On Friday May 23 three students defended their final theses in Educational Studies: Michel van Zandvoort of the Academic Hospital Maastricht, Arie van den Heuvel of energy company Enexis and Erik Gelderloos of Rotterdam Business School. Congrats with this achievement! See the picture of Erik Gelderloos and assessor Hanneke Koopmans. Picture made by Hanane Rouichi. Continue reading New NCOI Professional Masters Educational Studies graduated
Proud to have been chosen as Outstanding Reviewer for the Journal of Workplace Learning in the 2017 Emerald Literati Awards. An unexpected pleasant surprise. Check this on www.emeraldgrouppublishing.com/authors/literati/awards.htm?year=2017. Congratulations to all other Award winners! It is always a pleasure to serve the Journal of Workplace Learning (http://www.emeraldinsight.com/journal/jwl).
Preparing for the International Workshop on ‘School-Job Integration. The School in the XXIst Century’, May 8th, 2017, 15.00-18.00 hrs, at Cometa, via Madruzza 36 in Como, Italy. Looking forward to give a keynote at that meeting and to discuss views on 21st Century Vocational Education and Training with a range of highly esteemed colleagues.
Continue reading Preparing for the International Workshop on ‘School-Job Integration’ in Como.
On May 5th, I will be a guest during the International Seminar on Competence-based Education and the Skills Revolution, organized under the auspices of the Università degli studi Roma Tre, the Ministero dell’ Istruzione dell’ Università e Ricerca, and the Università Ca’Foscari Venezia. I have the privilige to give an intervention about the book Competence-based Vocational and Professional Education (Springer, 2017). There is a good number of esteemed speakers with whom I look forward to interact. See the programme flyer for more details here: Loc_5_Maggio_2017
Schools have been – and in many cases still are – systems in which tasks are distributed to individual teachers. HR management in education was therefore primarily focused on individual teacher performance. However, the responsibility for education is more and more a team effort. Think of accreditation of educational programs: in that case whole program teams are involved. Or think of educational innovation, which also necessitates team work ever more, as teachers need to collectively work on those innovations to get them aligned. HR-policies and practices are therefore gradually being redirected to promote teamwork. Large scale research of Machiel Bouwmans et al (N =70 teacher teams and 704 team members), showed positive relationships between team-oriented HR practices (such as recruitment, team development, team evaluation and teamwork facilitation) and team performance indicators innovation and (partly) team efficiency. The relationships between these HR practices and team performance were often partly or even fully mediated by affective team commitment and information processing. These are important findings for HR and innovation professionals in education and teacher teams themselves. Continue reading Machiel Bouwmans et al show positive relationships between team-oriented HR practices and team performance indicators.
In educational practice, much design is going on, such as for lesson plans, lesson series, courses or complete educational programs. Much of this design is based on personal experience or political agreement. This approach does not always pay off, as it lacks a solid foundation in tested design principles. A scientific foundation is needed.
Team learning is important for effective teamwork. However, it is not unusual that teachers in staff or project meetings are not searching for common ground and maintain their individual, instead of a collective, perspective. Team meetings are therefore often suboptimal, as team learning opportunities are being missed, which can hamper the quality of educational innovation and teaching quality improvement. Research of Hildert Zoethout et al, based on in-depth analysis of video-recorded deliberations of meetings of three teacher teams, has shown that team learning depends on using team member’s reasoning together. Without such transactivity of team reasoning the learning potential of the team is hampered, which may have effects on the quality of educational programs and related teaching and learning.
Continue reading Team learning is important for effective teamwork.
For years many scholars have conceptualized management, innovation and transformation as being team learning processes. Research of Machiel Bouwmans et al reported in this article, which is based on data from 992 teachers in 92 teacher teams, confirms that transformational leadership is associated with team learning. It indicates how transformational leaders can positively influence team learning. Continue reading How can transformational leaders positively influence team learning?