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Action Plans for 2020

4 March 2020 Acceleration Plan
Acceleration Plan news

Action plans 2020

In January, the team leaders presented the action plans for their zones for 2020 to the steering group. Below you will find a summary and a link to the complete action plans per zone.

Facilitating professional development for lecturers

In 2020 the goals of the Professional development zone are – among other things:

  1. Publication of at least 10 testimonials with supporting materials from educational innovations with ICT, preferably in relation to the testing grounds;
  2. Participating institutions will receive a concrete, tangible set of building blocks for lecturer professionalisation with a suitable working method to be able to analyse and, if necessary, strengthen their professionalisation offer;
  3. Develop a professionalisation module on digital peer feedback with four participating institutions in such a way that it can be offered to all higher education institutions;
  4. Test the integral motion sensor within (at least) five settings, and improve the instrument, resulting in a second prototype;
  5. Based on this, draw up a Plan of Action to anchor ICT competencies throughout the sector based on the competency profiles that are delivered by the zone. If possible, a start is made with the realisation of the aforementioned Action Plan;
  6. Testing – on a small scale – whether working with microcredentials and edubadges is interesting for institutions and lecturers.

Read the full action plan here.

 

Better connection to the job market

For all of the plans in 2020, each work package has both a substantive focus and a focus on community building. In addition, the work packages are distinguished by different perspectives. Work package 1 ‘Future-oriented competence profiles’ is about the content of the required competences, work package 2 ‘Qualification of the digital job market’ is about educational design, work package 3 ‘Leading companies’ is about the process of cooperation with the business community and work package 4 ‘Next practices’ is about knowledge innovation.

The focus on community building also consists of various elements:

  1. Community building between directly involved institutions in the zone and institutions outside the zone, during a work conference in June 2020, 2021 and 2022;
  2. Informing institutions outside the zone about developments, in coordination with Acceleration Plan communications advisor.

In addition, work is being done on a work package 0 ‘Job market inventory’. This is an inventory of stakeholders who are involved in policy issues with digitalisation on the job market. These stakeholders can be, for example, government agencies, interest groups or research institutes.

Read the full action plan here.

 

Making education more flexible

In 2020, the cross-institutional working groups will make a good start and each will deliver a first intermediate product.

  • For the Technology and Organising working group, this first intermediate product is a track on the SURF Challenge Day on March 12th, in which providers of Student Information Systems (SISs) are challenged to make acceleration and deceleration for students possible within the SIS (administratively).
  • The inventory of administrative issues of microcredentials is delivered by AEF, in collaboration with the Ministry of Education, Association of Universities in the Netherlands, The Netherlands Association of Universities of Applied Sciences, DUO, SURF and the Flexible Education zone. Then it is submitted to the umbrella organisations for decision-making.
  • Approximately 6 strategy workshops will be organised within institutions (if required). These serve to support the formulation of goals in the field of flexible education.

In January 2020 we have organised a Futures thinking workshop for inspiration (in collaboration with  Hanze University of Applied Sciences).

Read the full action plan here.

 

Towards digital (open) educational resources

  • Collection managers from libraries of all institutions affiliated with the zone have an overview of all open textbook repositories and how this content can be easily edited by lecturers, so that the re-use of (parts of) open textbooks increases.
  • Gain insight into the needs of professional communities with regard to re-use, sharing and cooperation in the field of digital (open) educational resources, so that at the end of 2020, a realisation or purchase can be made of an online platform to support sharing, searching and finding open and non-open learning materials.
  • Professionalise lecturers/students/supporters in (re-)use of digital (open) educational resources. As a result, lecturers and students must feel more motivated, competent and supported in using these materials.
  • Facilitate the change process needed to realise an optimal mix of educational resources from higher education institutions by defining the transition phases, providing an overview of the institution/transition phase and developing a toolkit per general transition phase.
  • Gain insight into issues that play a role in combining commercial and non-commercial educational resources.
  • Signal relevant developments concerning learning materials outside the zone and getting them on the agenda of relevant parties (Ministry of Education, SURF, Association of Universities in The Netherlands, The Netherlands Association of Universities of Applied Sciences).

Read the full action plan here.

 

Secure and reliable use of learning analytics

In 2020, we will design the connection with other zones strategically and practically. In doing so, we align as much as possible with the themes of the Acceleration Plan (2018) and the Higher Education Strategic Agenda (2019). The Learning analytics zone wants to be facilitating and innovative towards the other zones.

We will write a position paper on the strategic possibilities of learning analytics and the associated preconditions. From Q2 2020 on, we want to organise a strategic session with each zone in consultation with the other team leaders: Mångata Session learning analytics. Each session results in an addition to the position paper on the possibilities of learning analytics for the theme of the another zone and the Strategic Agenda for Higher Education. A trainee programme will contribute substantively, by linking the assignments that trainees receive to the specific learning analytics issues of the zones and the strategic themes.

Read the full action plan here.

 

Accelerating educational innovation with EdTech

The ambition of this zone is to make The Netherlands a fertile breeding ground, and preferably a leading European precursor, for (starting) EdTech providers and their educational innovations. By bundling resources, knowledge and (applied) research related to the EdTech market and EdTech adoption strategies and policies, we can reduce the risks and costs of educational innovation with EdTech and increase the pace of educational development and innovation within our institutions.

This acceleration zone intends to achieve this by creating a ‘Dutch EdTech Incubator’ to increase the pace of innovation and business development on the Dutch EdTech market (including kindergarten, K12, vocational education, higher education and professional training). By designing strategies, policies and tools to lower barriers to enter the higher education market and thereby increasing the speed of acceptance, embedding and scalability of educational innovations in Dutch higher education institutions.

Read the full action plan here.

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