Author: mmulder

Martin Mulder is Emeritus Professor of Education and Director-Owner of MM Consultancy for Education and Training. He published widely with his colleagues and students about issue related to competence development, vocational and professional education, higher education, teacher education, and learning technology.

Martin Mulder is Emeritus Professor of Education and Director-Owner of MM Consultancy for Education and Training. He published widely with his colleagues and students about issue related to competence development, vocational and professional education, higher education, teacher education, and learning technology.

Pekka Kämäräinen appointed as Honorary Member VETNET

On September 10, during the Open Business Meeting of the Vocational Education and Training NETwork (VETNET) at the European Conference of Educational Research (ECER) in Budapest, Pekka Kämäräinen was appointed as Honorary Member VETNET for his enduring commitment for the network. Again: well-deserved and congratulations! Thanks Ludger Deitmer for these pictures. Continue reading Pekka Kämäräinen appointed as Honorary Member VETNET

Competence-based Vocational and Professional Education. A Global Overview – PPT and text uploaded under Downloadable papers

The keynote address Competence-based Vocational and Professional Education: A Global Overview, given at the International VET Conference on Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century, at Bremen, September 2, is uploaded on the page Downloadable papers of this website. Enjoy.

What do students think what contributes to learning to think interdisciplinary?

Dear website visitor. Welcome back after, I hope, a beautiful Summer for you. This Academic year begins with a lot of good news for ECS. First I would like to share that the paper of Elsbeth Spelt on interdisciplinary learning is published in the European Journal of Engineering Education. The full reference to the publication is:

Spelt, E.J.H., P.A. Luning, M.A.J.S. van Boekel, and M. Mulder (2015). Constructively aligned teaching in higher education in engineering: what do students perceive as contributing to the learning of interdisciplinary thinking? European Journal of Engineering Education 40(5), 459-475.

Access the article via: http://www.tandfonline.com/action/doSearch?quickLinkJournal=&journalText=&AllField=spelt&=Search&publication=40000158

I wish you a very good start of the Academic year 2015-2016.

Teaching and learning of interdisciplinary thinking

Elsbeth Spelt will defend her doctoral thesis publicly on October 26, 11:00am in the Aula of Wageningen University. The theme of the dissertation is teaching and learning of interdisciplinary thinking in higher education in engineering. The study was conducted within Wageningen University and based on the design, implementation and analysis of a multidisciplinary course in Food Quality Management.

Opportunity competence linked to high level of problem solving

Research of Yvette Baggen et al showed that the field of cognitive research contributes to the field of entrepreneurship research; it provides a deeper understanding of the initial steps of the entrepreneurial process. More specifically, it is argued that those who excel in opportunity identification, share core characteristics with high-level complex problem solvers.

The results will be published in Baggen, Y., Mainert, J., Lans, T., Biemans, H. J. A., Greiff, S., & Mulder, M. (in press). Linking complex problem solving to opportunity identification competence within the context of entrepreneurship. International Journal of Lifelong Education. Doi: 10.1080/02601370.2015.1060029. (special issue: Problem solving – facilitating the utilization of a concept towards lifelong education).

Facilitating argumentative knowledge construction

Interested in fostering argumentation competence via online group learning? See the publication of Omid Noroozi et al, entitled: ‘ Facilitating argumentative knowledge construction through a transactive discussion script in CSCL’. The results of this study showed that transactive discussion scripts facilitate argumentative knowledge construction. Furthermore, learners assigned to the scripted condition acquired significantly more domain-specific and domain-general knowledge on argumentation than learners assigned to the unscripted condition. Source: Noroozi, O., Weinberger, A., Biemans, H.J.A., Mulder, M., & Chizari, M. (2013). Facilitating argumentative knowledge construction through a transactive discussion script in CSCL. Computers and Education, 61(2), 59-76.