Meet the members of the Acceleration Plan.
Meet the members of the Acceleration Plan.
The biggest challenge of the zone is to find ways to take the existing knowledge, methods and good practices of innovation with ICT and translate them into forms that can lead to wider awareness and desire to take evidence-informed approaches in the educational community.
Evidence-informed innovation goes through flanking research and untracked paths, together with didactic professionalisation, after failure and opposition, and always with a controlled degree of 'unreasonableness'. Or according to G.B. Shaw: "The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man."
Within higher education institutions, we all face similar challenges when it comes to the use of (education) data. I am happy to contribute to this Acceleration Zone in order to work together on solutions that will help us move forward and ultimately help the students who study in the Netherlands. Not wanting to invent the wheel all by ourselves, but to draw on each other's expertise and experience and thus.... accelerate.
I am participating in the acceleration plan (in this case for online practical skills) because I think it is important that we pursue innovation together at a national level. All too often the wheel is (unnecessarily) reinvented, and at the end of the day we are just colleagues. That is why I like to join forces with other professionals from all over the country.
Investing in educational innovation with IT offers opportunities for students, instructors and the international position of higher education.
As relations manager and product marketeer I am happy to contribute to the dissemination and implementation of the innovative products that have been developed by the different zones. Innovating together and making education sustainable for the near future: that is what the Acceleration Plan Educational Innovation with IT does best.
Designing educational innovation with IT in an evidence-informed way leads to better substantiated and more effective innovations. Evidence-informed means using both scientific evidence and study data as one's own expertise. In practice, however, people often base their decisions primarily on their own experience and expertise. The challenge for the zone is therefore to provide tools to facilitate evidence-informed educational innovation.
Adequate use of study data is inextricably linked to the higher education of the future. The zone Learning Analytics makes an important contribution to national developments with concrete solutions and allows institutions to benefit from each other's experience.
In more and more sectors, results are being improved on the basis of data analysis. Let us ensure that this also happens in higher education in the upcoming years.
Flexible education offers possibilities to prepare prospective professionals even better for their future job, especially when more flexible education contributes to students being able to make conscious choices to promote their own professional and personal profile. Every choice regarding flexibility creates new (technological, organizational and didactic) challenges and diversity of possible solutions, in short, a nice challenging puzzle.
The greatest challenge for the zone is the realization of a sustainable knowledge infrastructure in which educational institutions, even after the Acceleration Plan has expired, structurally share research results and practical experiences regarding evidence-informed educational innovation with ICT.
What is evidence-informed educational innovation with ICT? Good examples that have proven to be effective have an inspiring and guiding effect. Why invent the wheel yourself when it has already been discovered elsewhere what works? And how can you learn from innovations in your own institution? Explore, research, develop and improve your education with ICT.
The biggest challenge in the summative assessment process is examining large groups of students. What is the optimal balance between privacy on the one hand and authentication and fraud prevention on the other.
Practical skills online: more is possible than you think, but less than you would like. That currently sums up the status of online education in practical skills. I want to map out everything that can be done and contribute to more possibilities that we want. I want to help study programs to develop good education by showing them the possibilities to show (parts of) the learning process in skills online and to take these possibilities to a higher level.
I participate in the Acceleration Zone to contribute to optimal use of study data to create evidence-informed policy.
Online practical education sounds like a contradiction, but there is more to it than you think! Teachers are incredibly creative, so get inspired and see what is possible.
As a connector of the Online Education in Practical Skills working group, I want to bring people together to exchange knowledge about this subject, to join forces and thus accelerate.
"If you want to build a ship, don't drum up people to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea." Antoine de Saint Exupéry
Digitization is a fact and keeping up with this rapid digitization is not self-evident for everyone. The biggest challenge is how we can bring the labor market and higher education closer together to work together on solutions. At the end of the term of this plan, I want us as the labor market and higher education institutions to work better together to better support the digital challenges of our employees of tomorrow.
At the start of the corona pandemic, as a student, I experienced the importance of digitization, flexibility and innovation in education. Now I have been given the opportunity contribute to it myself since January 2021. I hope for great collaborations and results.
Remote assessment is a very important and often complex issue for all higher education institutions. At a national level we can share knowledge and work together to find solutions.
I think the biggest challenge of our zone is to stay close to the lecturers, so that we can connect with their experience and their needs for online education.
Helping education progress by sharing innovations, discussing challenges, and bringing parties together. Education is central, with SURF as a trusted environment that can support the changes.
In the current situation, in which many higher education institutions have switched to online and/or hybrid education, it is very important that lecturers feel sufficiently skilled in the use of IT applications. Professional development activities can offer support in this regard. At the same time, we also have to take into account that the workload in education is already high. That is why, as a researcher, I want to continue to focus on the practical usability of the (evidence-informed) ...
Working in an evidence-informed manner can help to critically examine one's own actions, to investigate what a student needs to learn and to gain insight into the purpose, effectiveness and sustainability of changes.
Dutch higher education is in full swing. Flexibility, digitisation and personalised learning are 'hot items'. Innovating (higher) education with the help of technology requires an approach in which we inspire, professionalise and support lecturers, support staff and managers. It is of great importance as higher education institutions to work together to achieve movement, acceleration and ultimately noticeable effects in the education of students.
As coordinator of lecturer development at Radboud University, I am working on professional development for lecturers and the associated offer within our organisation. The big challenge for me lies in reaching and involving as many lecturers as possible. There is a lot of diversity within this group and I would like to bring them together on certain themes on the one hand, but on the other hand offer a specialised offer as well.
The ISO considers it important that the student perspective is included in the steps being taken in the field of digitisation and innovation within higher education in order to jointly improve the quality of education. A great task that I can fulfill this year!
ICT can contribute to improving the quality of education. But lecturers make the difference; they are the most important factor in providing good quality education. That is why it is important that lecturers are facilitated and given opportunities to professionalise the use of ICT in education. I hope to be able to contribute to that.
I have been involved in the development of the Acceleration Plan from the very beginning and was chair of the Steering Group until 1 September 2020. With the Acceleration Plan we can really make a difference for higher education nationally and bring about real acceleration. Dutch higher education deserves that.
In the past six months, online education has accelerated. That was a huge achievement. We can learn an incredible amount from each other, lecturers and institutions, with the Acceleration Plan as the backbone for this.
The COVID-19 pandemic only emphasises the importance of accelerating innovation, flexibility and digitisation of higher education. Collaboration is essential here. The Acceleration Plan is both the platform and the engine for it.
As part of the zone Learning analytics, I work on the Statistical Handbook for learning analytics (www.sh-studiedata.nl), a website on which existing statistical analyses are explained based on a case studies from higher education. The aim of the website is to give our colleagues in higher education who work with educational data the right tools to perform statistical analyses with their data.
How nice would it be if access to educational resources and materials would only depend on your own interest?
I help to facilitate intensive and up-to-date collaboration between universities of applied sciences and universities on the one hand and the job market on the other, when it comes to digitisation and technology. How do we ensure that students have the digital skills that match what the job market is looking for now, but will also need in the more distant future? And how do we embed that in the current study programmes? We want to optimally prepare students for ...
We will only achieve sustainable improvement of educational quality through digital innovation if ICT resources are introduced in a well-considered manner.
A more flexible education system, in which students have more options to choose their own path. That seems to me to be an enormous enrichment. I am happy to contribute to this change in an ambitious and driven team.
If I compare the acceleration zone to the switch box of a car, the settings in our zone are not all in the same gear. Our challenge is to recognise that we are in different gears, to find out what it takes to move forward in each gear, and to help each other switch to different gears.
Change, innovating and using ICT are not goals in themselves, but can be used to increase the quality of education. The added value for students and lecturers is always central to me.
It would be great if by the end of 2022, products from our zone were actually used in higher professional education, universities and on the job market, in order to achieve a permanent and up-to-date collaboration in the field of digitisation and technology. This would mean that the students we deliver are trained state-of-the-art when it comes to digital and technological developments and that the job market is satisfied with our collaboration. And of course that the students enter the job ...
The biggest challenge in the Acceleration Plan is to reach the large group of lecturers who are not among the pioneers.
Will we succeed in choosing certain standards together in order to bring higher education further? That is the biggest challenge of the Acceleration Plan. This requires more uniformity and that has not always been easy in the past. But it is certainly possible, when I look at collaboration within SURF, for example!
In four years' time I want to have achieved a significant increase in information literacy and information skills among students and professionals within our institution.
Digitisation is of great importance for education. To do it well, it takes a lot of manpower, money and time. By joining forces in this field in higher education we can accelerate.
The Acceleration Plan helps us prepare for "the day after tomorrow".
Our mission is to qualify, socialise and train students for their future professional practice and citizenship and to deliver innovations in a dynamic, globalising and complex society. We train students who can meet the challenges of the professional field and the future job market. We see a clear urgency to accelerate with the help of the Acceleration Plan.
The biggest challenge in the Acceleration Plan is that education remains central to to digital acceleration.
From agony to legal capacity. Helping lecturers with concrete tools help to use technology in education and to ensure that lecturers and students are ready for the digital society. We have to get to work on this, because technology is not waiting. I think it's great that I can contribute to this. There is a lot of positive energy in the Acceleration Plan.
Together we join forces to accelerate innovations. This is necessary for our education, for our students, and to be able to adequately address future societal challenges.
In the digital transformation we face major challenges: how do we realise a future-proof learning environment, how can we safely use learning analytics and how do we keep public education accessible? The Acceleration Plan is a unique initiative to jointly address these challenges in higher education. Administrative strength is necessary in order to make that transformation a success.
Sharing open and online educational resources has long been an item in higher education. Together we go through the transition in which we really need each other. Everyone thinks about it and nobody knows where it is going. Acceleration is above all, being open to the unknown, listening to each other and working with multiple stakeholders. We share more and more experiences within and between the zones, make connections and offer education the opportunity to experiment.
Within my institution, we want a network within which lecturers who have experience with the use of ICT and those who want to experiment with it can find each other easily. A central place has been created within the university where people can meet. We also want all educational advisers to be trained to provide tailor-made advice on the use of ICT. We want to gain experience with online environments and to experiment extensively with the use of ICT in ...
Accelerating educational innovation with ICT is actually a double innovation: Lecturers are able to use ICT and subsequently also innovate education. This requires an institution-wide approach from both lecturers and managers in all bodies of the organisation.
Within new frameworks, flexible education should offer more opportunities for students to put together individual learning routes.
To shape learning and teaching with ICT in our institution, it is important that we can tailor, inspire and professionalise our lecturers in the right way, at the right time. The most important challenge here is to arrive at an integrated approach that not only focuses on the individual lecturer, but also considers all relevant actors and factors in the organisation (and beyond) in mutual cohesion.
I want to contribute to an (inter)national ecosystem in which learning outcomes are transparent and portable, making our education more accessible.
I participate in the zone Learning analytics, because I see that data is only rarely used in education. In my opinion, that could use some acceleration.
It is great fun to contribute to activating and flexible education with digital (open) educational resources. A diversity of educational resources is already enriching our education and it will certainly become even more beautiful for students and lecturers.
The current generation of students grew up in a multimedia world. They are used to the use of IT in all kinds of daily activities. They expect the same from education. Developers in the field of IT and education offer lecturers a range of possibilities to share their expertise with students in a different way. Through my participation in the zone, I hope to contribute to a platform that opens up existing innovative educational projects for higher education in the ...
At Maastricht University I am responsible for developing a new central programme of teacher development opportunities. In order to be an innovator in education, we aim to cultivate an open learning culture for our staff. This means exposing them to new educational theories, (digital) tools, trends and techniques, and to the experiences of others so that they can learn from each other and to raise awareness of the broad range of possibilities for their education. Joining the ...
Higher education is moving, and how! We see more and more open and adaptive learning environments, in which the boundaries between inside and outside are blurred and lifelong development is better facilitated. Developments that often take shape in forms of experiments and projects. What triggers me is how we are going to use these developments to make a substantial change in the way we train and what we train for.
Everyone has an opinion about education. I hope that in four years' time we can say: 1) the use of learning analytics has given lecturers insight into what works and what does not work in education, 2) student counselors can provide students with guidance much better than in the past at an early stage, and 3) students get much better insight into their own study behaviour and the related study results.
I hope that in four years, we have achieved good results, with ICT being used to improve education for students and lecturers. For me the student is always central.
If, in four years' time, lecturers, supervisors, educationalists and managers naturally use data in their work, because they know where to pose their questions, because they know how to 'read' data, and because they have experience with proceeds from the use of data, then I am satisfied.
Working for students.
In 4 years' time, I want to achieve that the majority of Codarts students participate in technology enhanced learning. In addition, I wish that EduID was introduced and that these identities are supported by the majority of the institutions through a nationally operating interface and OOAPI. This makes flexibility (across institutions) only possible through validated exchange of identities and (educational) data from students. Ideal would be if DUO, VH, OCW, StudieLink, etc. accredited this workflow.
A lot has been going on for years about making education more flexible. How do we offer students the opportunity to partly shape their own teaching career? For example, to be able to profile itself better, perhaps to be able to complete a study despite circumstances. Many institutions are actually giving shape to more flexible and personal education. The activities in the zone help Hotelschool The Hague in shaping the ambitions in this area.
Underlying didactics are important to me in the zone Digital (open) educaitonal resources. When a lecturer makes didactic choices, it must be easy to find the right educational resources and to be able to use them immediately. This prevents restrictions on educational resources from determining what a lecturer can or cannot do in his or her education.
As employees of this institution, we train professionals for professional practice. And at the same time we don't do much about our own development. Why not? Lack of time? Is there no development culture? Within the zone Professional development, we will use this scope to investigate and clear the barriers.
Within our institution I hope to set up a central data hub that contains all data for our management reports, process mining and data science projects. All those involved in our education (management, support staff, lecturers and researchers) will benefit from the FAIR data hub set up: Findable, Accessible, Interoperable, Reusable.
Acceleration in educational innovation is very much needed in education, because we are already noticing that 'old training' is no longer sufficiently preparing students for working and living in this time. The (re)professionalisation of the lecturer is a crucial factor in this, in which a lot of time must be invested in the coming years!
The major - paradoxical - challenge for the Flexibilisation zone is: for education to be flexible, far-reaching standardisation is required.
Without lecturer professionalisation, no educational development, let alone acceleration. The acceleration takes place in the own institution. The zone Professional development makes a contribution in the form of knowledge sharing, good examples and tools.
Complexity is the biggest challenge in the field of making higher education more flexible. There are various ways to implement flexible education, each of which sets different requirements for the organisation and implementation of education. We work on clarity by designing and developing 'flexible student routes', with different accents in the field of flexibility (time, pace, location and content).
The acceleration plan works on education of the future, in which we make optimal use of the new possibilities of digitisation. I like to contribute to that.
I participate in the zone Flexibilisation, because I see that education is facing major changes and cooperation between institutions is crucial here. For this enormous transition, it is essential to learn from each other and to develop initiatives together.
Flexibilisation means development of flexible educational provision, standardisation of processes, but also staying one step ahead of what the prospective student or student needs to develop.
Be ready for the future!
Flexibilisation of higher education has been the biggest challenge in years! It requires standardisation and coordination, both within one's own institution and across institutions.
Within 4 years I would like to ensure that within our institution we help staff and students to learn with the help of data. This so that a learning community is created within which staff and students can get the best out of themselves. This, on the one hand by giving employees insight into study progress and bottlenecks that impede study progress within educational programmes, so that improvement is possible. On the other hand, by responding to the needs of students, ...
My ambition to participate in the zone Facilitating professional development for lecturers is that we work across the borders of our institutions in a result-oriented way on substantiated and creative interventions that contribute to facilitating and professionalising (teams of) lecturers. Interventions that offer sufficient flexibility to deploy them within your own institution.
Educational innovators would achieve more success if they could experiment in a responsible manner, and with sufficient support.
The future of education is in the hands of students ánd lecturers.
From a young age, I have been interested in improving education and learning. We are currently facing a major challenge. Artificial intelligence, robotics and automation are becoming more common and cause some jobs to disappear, but many new jobs are also emerging. As an educational institution, how do you ensure that you are connected to this? How do you ensure that graduates find a good place on the job market? Our zone wants to provide institutions with specific tools for ...
The biggest challenge is to bring the questions from educational practice and the answers and knowledge from the research together in such a way that mutual trust and understanding increases and everyone naturally can and wants to work in a evidence-informed way.
In 4 years I hope that great collaborations have sprouted from the acceleration teams and that they have actually led to a strengthening of education!
My ambition is that we succeed in increasing the adoption of open educational resources by not approaching that adoption in isolation, but by realising it in conjunction with closed or semi-open educational resources. The starting point is the vision of lecturers and students on what constitutes good education for them.
Our education must suit the different target groups of students that we serve. In four years' time I want our university of applied sciences to have a clear vision on flexibility, both part-time and full-time, and that our programs have taken steps towards flexible programs where students can make choices in terms of pace, order and where possible content.
I find it very interesting to work with the Acceleration Plan to bundle knowledge and expertise at national and international level, so that institutions can then use this and implement innovations more efficiently.
The biggest challenge for our zone is: It is about professionalisation of lecturers, which is followed by educational innovation. Not the other way around.
It is fantastic to experience how many inspiring ideas there are for making education more flexible. I am grateful that I can contribute to making this real so that students have more opportunities to further develop themselves off the beaten track.
In addition to finding the best educational resources, correct use in education is also a challenge.
The zone Professional development encourages lecturers in Radiant teacher training to train teachers who are able to equipt children for today's dynamic, rapidly changing society.
If we want to improve higher education, evidence-informed lecturer professionalisation is crucial and this cannot be done without IT.
Het onderwijs is constant aan verandering onderhevig. Toch blijkt het vaak lastig met veranderingen in de maatschappij mee te bewegen. Digitalisering is een van deze veranderingen en biedt grote kansen voor het hoger onderwijs in Nederland. Echter, de sleutel tot kwaliteitsverbetering is de docent! Het geeft mij veel energie om samen met zoneleden, maar bovenal samen met de docenten en ondersteuners uit mijn instelling, uit te werken hoe docentprofessionalisering kan bijdragen aan het versnellen van onderwijsinnovatie met ICT.
I would like to see an integrated approach to educational innovation in four years. A realisation that the entire organisation is part of the innovation and must be designed in such a way.
It is fantastic to be able to think about the education of the future, to work on educational arrangements that optimally support learning for students, lecturers and professionals.
Professionalisation of lecturers (with ICT) is a continuous process and goes hand in hand with educational innovation. The big challenge? Using innovative forms of professionalisation in which knowledge from education, the job market and research are linked.
I participate in the zone Professional development for lecturers, because I hope that it will bring an improvement in the quality of education.
Police education is a meaningful adventure. Learning is daring, doing and sharing! So you have to do this as an organisation too. Joining the Acceleration Plan means that we, as an organisation, will also do what we ask our students to do, namely to go on an adventure. Giving meaning to flexibilisation requires daring (looking at others and being looked at), doing (getting started with flexibilisation) and sharing (knowledge and experiences). Together we will learn a lot!
In 4 years I would like to have evidence-informed educational innovation with, but also without, ICT more embedded within our organisation, in the newly to be established Teaching and Learning Center.
We are still at the start of the development towards personalised education. There is no blueprint for how to do it, we are all looking for what works. It is therefore very nice to be able to coordinate this with colleagues from outside the institution. I think it brings us together and strengthens us.
Lecturers are the pillars of every educational innovation. They are the ones who must have the knowledge and the opportunities to make their education more attractive, effective and efficient with the help of the possibilities of ICT.
Flexibilisation is THE challenge to make our system future-proof!
By working together with institutions, we can really take steps in the field of digital (open) educational resources! It is a search for the optimal mix of educational resources, with a focus on what lecturers need. We are going to make a difference there!
Hanze University of Applied Sciences would like to do research into the effects of educational innovation on study success and study pleasure. By sharing knowledge and building a network within educational innovation and ICT, but also by sharing research results and conducting joint research. Investing in this subject at Hanze University op Applied Sciences includes facilitating lecturers for educational innovation and realising a research environment and research data.
The biggest challenge of the zone Learning analytics is to compile a solid and coherent portfolio of results, with which other educational institutions are assisted and / or inspired in managing the use of the potential of learning analytics. I am convinced that the targeted use of the potential of learning analytics can make a substantial contribution to better supporting the motivated completion of a student's learning and development path.
Hanze University of Applied Sciences would like to do research into the effects of educational innovation (with ICT) on study success and study pleasure. By sharing knowledge and building a network within educational innovation and ICT, but also by sharing research results and conducting joint research.
Despite the growing amount of educational resources that we all produce and 'throw on the internet', we are still unable to offer good infrastructure and guidelines to optimally share and use these in education. For me, the challenge lies in contributing to how libraries can take on their role in guaranteeing and relieving themselves in creating, sharing and reusing materials, specifically for students and lecturers.
My ideal is for educational institutions to organise the processes of the organisation in a student-driven way. The educational process between students and lecturers must be explicitly central to the management of the institution. And because no student is the same, no student has similar needs. Lifelong development only brings more diversity in the student population. We must make processes within education institutions highly flexible, so that students and lecturers can continue to organise the educational process according to their ...
The biggest challenge in my zone is the hype around the subject.
The challenge is to prepare students today for a future that is already changing tomorrow.
Johanna de Groot, Josephine Verstappen, Charlotte Heystek, Elsbeth Vonkeman, Klaas Timmerman, Yvonne Florissen