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Combining Education and Research Summary

Combining Education and Research Summary. Steven Nijhuis Hogeschool Utrecht Inleiding Internationaal www.surfgroepen.nl/sites/ontwerpprojecten. Focal point of the method. Professional assignments: Assignments you are likely to get when graduated

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Combining Education and Research Summary

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  1. Combining Education and ResearchSummary Steven Nijhuis Hogeschool Utrecht Inleiding Internationaal www.surfgroepen.nl/sites/ontwerpprojecten

  2. Focal point of the method • Professional assignments: • Assignments you are likely to get when graduated • Assignments enabling you to learn skills needed to become the professional

  3. Consequences • Real life problem (someone is needing your solution) • ‘Real life working situation’: • You are a contractor with an assignment • You are aided by experts, but only on demand • You can confer with the principal (or problem bearer), but he/she is pressed for time • You can confer with the tutor, but he/she won’t solve the problem for you

  4. Other consequences • No hit and run assignment: • Regular sessions with the problem owner: • Getting the assignment clear, aggreeing upon project plan (approach), aggreeing upon design and test(groups). • Your solution needs to be tested before it can be delivered, test results need to be processed.

  5. Three assignments • P: Solving the problem • K: Producing (new) knowledge • C: Develop competences

  6. Validate: problem bearers (practical problem / knowledge Q) give feedback on project plan, design, test results and final presentation Develop the problem: wanted ad describing problem, needed expertice etc. Mobilise Knowledge Knowledge Q Knowledge Practical Problem Solution Competence Q Competences Gathering Knowledge Criteria Review: tutor and experts review products and feeedback on basis of criteria. Studenten gather knowledge to answer practical problem In one ‘easy’ schematic

  7. Levels of support

  8. Comparison / feedback • How does this compare to what you are used? • What are the oppertunities and threats for you • Small groups, discussion and feedback

  9. Validation & Review • 4 sessions: • Kick-off (Tuesday 15th) • Project plan (Client) / Startup Review (experts) • Design (Client) / Mid term review (experts, halfway project plan / end presentation) • End presentation (Client) / Lessons learned review (experts last week) • Client(s) validate what you are planning to do for them, Experts review if what you are doing is correct. For the last one you need to have criteria

  10. Digital Coach

  11. Current situation • Creating a plan of approach is difficult (especially for inexperienced students). • Students don’t experience the creation of a plan of approach is part of the ‘real’ work. • Bad PoA’s lead to troublesome projects. • Most students learn the importance of a PoA by failure. This is often not an appreciated lesson.

  12. Knowledge Q (research q) (generic) Knowledge Real-life Q (practical problem) Solution Competence Q Competences Criteria Trouble area’s (which most likely go wrong) • Client mostly validates (even if problem definition and/or results are bad) • Criteria are non existent or at best too global to be of any use • Competence growth is not what was expected / planned • Knowledge question get’s no (serious) attention • Solution usually doesn’t

  13. View of the world • For higher degree of skills (Bachelor and higher) there are aids: PréScriptum and Excellent Research. • Project management literature all state PoA is pinnacle, but none provide a digital aid for creating one (lots of digital aids for going through the literature though) • Conclusion: for novices there is nothing.

  14. Why a digital coach • In real life, you need to do it yourself • In real life, your project plan will also be the contract • But (see current situation) • This instrument can help you to create a better project plan

  15. Results lab test

  16. Results field test • 100% of tutors say project plans are better with the coach • 50% of students say it helps, the others are not so sure

  17. Instruction • The DC consists of two parts: • Informative questions (what do you know about…) • Opinionating questions (is what you know good enough?) • Questions can be answered in ‘random’ order • Opinionating questions will provide you with clues what to do to get the needed knowledge • The last page will provide you with clues for criteria

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