Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Greenery: more than beauty and health : The positive effects of greenery in urban environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2019
Wageningen : Wageningen University & Research - 6 p.
health - well-being - plants - trees - reconditioning - air quality - biodiversity - air conditioning - learning - labour - green roofs - green walls - gezondheid - welzijn - planten - bomen - herstellen - luchtkwaliteit - biodiversiteit - klimaatregeling - leren - arbeid (werk) - groene daken - groene gevels
Greenery in our living environment benefits more than just our health and well-being. It also facilitates water management and promotes biodiversity in built-up areas, and can help reduce the effects of noise pollution. Greenery also helps to raise the property value of homes and offices. This document provides general information on the benefits of greenery, and complements the detailed fact sheets on how greenery can improve health and well-being in Residential, Professional, Educational and Healthcare contexts.
Greenery and Education : The positive effects of greenery in urban environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2019
Wageningen : Wageningen University & Research - 7 p.
learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
Greenery in and around schools and nurseries and on campuses enhances the ambience of educational institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student’s performance and their ability to concentrate, as well as enhancing the social climate. This document provides insights into the benefits of greenery for learning and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
Greenery: more than beauty and health : A summary of the benefits of greenery on health, productivity, performance and well-being
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2017
Wageningen : Wageningen University & Research - 6 p.
health - well-being - plants - trees - reconditioning - air quality - biodiversity - air conditioning - learning - labour - green roofs - green walls - gezondheid - welzijn - planten - bomen - herstellen - luchtkwaliteit - biodiversiteit - klimaatregeling - leren - arbeid (werk) - groene daken - groene gevels
Greenery in our living environment is beneficial for more than just our health and well-being. It facilitates water management and stimulates biodiversity in built-up areas, and it can also reduce the effects of noise pollution. Greenery also has a positive impact on the property value of homes and offices. This document provides general information on the benefits of greenery, supplementary to the detailed fact sheets on how greenery can improve health and well-being in Residential, Professional, Educational and Healthcare contexts.
Greenery and Education : A summary of the positive effects of greenery on well-being in educational environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2017
Wageningen : Wageningen University & Research - 7 p.
learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
Greenery in and around schools, childcare centres and on campuses is good for the climate at education institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student performance and their ability to concentrate, as well as fostering the social climate. This document provides information on the benefits of greenery in relation to education and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
Groen en leren : de meerwaarde van groen voor het welbevinden in de leeromgeving samengevat
Spijker, J.H. - \ 2017
- 7 p.
beplantingen - onderwijs - leren - schoolterrein - leerprestaties - openbaar groen - klimaat - temperatuur - gezondheid - sociaal welzijn - luchtkwaliteit - lichamelijke activiteit - lichamelijke fitheid - stressfactoren - kinderen - plantations - education - learning - school site - educational performance - public green areas - climate - temperature - health - social welfare - air quality - physical activity - physical fitness - stress factors - children
de meerwaarde van groen voor het welbevinden in de leeromgeving samengevat
Learning and corporate social responsibility : a study on the role of the learning organization, individual competencies, goal orientation and the learning climate in the CSR adaptation process
Osagie, Eghe Rice - \ 2016
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Renate Wesselink; Vincent Blok. - Wageningen : Wageningen University - ISBN 9789462579774 - 166
learning - corporate social responsibility - competences - sustainability - change - organization - management - leren - maatschappelijk verantwoord ondernemen - bevoegdheden - duurzaamheid (sustainability) - verandering - organisatie - bedrijfsvoering

People and other organisms depend on natural resources such as fresh water, land, clean air, wood, and food for critical life requirements and wellbeing. It is well documented that today’s Western way of living and the spread of capitalism is having a detrimental impact on societies and the natural environment. As one of the greatest users of natural and human recourses, many companies have started doing their part in the journey toward Earth’s sustainability and are actively working on translating the idea of sustainable development (SD) into reality. Companies often address SD through their corporate social responsibility (CSR) programs. CSR refers to as a company’s continuing commitment to integrate ecological, social, and economic interests in company’s operations and in its interactions with stakeholders. This commitment is usually done on a voluntary basis (Dahlsrud, 2008).

This PhD thesis aims to provide a better understanding of how the CSR adaptation process in private companies can be supported, which is of particular importance and interest since the economic interests (i.e., business case logic) of private companies often clash with CSR objectives. Consequently, adapting to CSR principles can be quite challenging for these companies. Many scholars have attempted to identify factors that can facilitate the CSR adaptation process. However, though any large-scale organizational change requires employees to learn new ways of doing their jobs, the role of learning or human resource development in CSR adaption has remained largely unexplored in the CSR literature. This PhD thesis contributes to this line of research by answering the following research question: Which internal resources related to learning at the organizational and individual level contribute to the CSR adaptation process in private companies?

With respect to the organizational level, we found that certain learning organization characteristics can support the CSR adaptation process. We found that stimulating group learning, leadership that encourages learning, and connecting to the local communities are LO characteristics that can directly influence CSR adaptation in a positive way.

With respect to the individual level, we found that CSR managers, those managing the CSR adaptation process, need specific individual competencies in order to do their jobs effectively. We identified eight distinct individual competencies (e.g., Balancing personal ethical values and business objectives). We also found that CSR managers have different job roles in the CSR adaptation process. We identified six of these roles (e.g., strategizing role) and showed that the business case logic influences the relative perceived importance of specific individual competencies within each job role.

To conclude, the key message of this thesis, and the answer to the research question is two-fold. First, because CSR managers are the ones who actually manage the CSR adaptation process they can play a crucial role in the CSR adaptation process if they possess the right individual competencies. In order to develop these individual competencies, CSR managers should take ownership of their learning process and seek opportunities to learn with and from others.

Second, leadership and connecting with external parties are of particular importance to the CSR adaptation process. With respect to connecting with external parties: on the organizational level, having good relations with external parties improves CSR adaptation, because such relationships stimulate learning processes within the company. Furthermore, on the individual level, relationships with external parties promote the development of the individual competencies of the CSR managers responsible for the adaptation process. With respect to leadership: on the organizational level, leadership for learning, referring to active support and stimulation of learning, indirectly affects CSR adaptation; it enhances employees’ learning behavior and therefore improve employees’ cognitive readiness and support for the changes needed to integrate CSR within the company. Furthermore, on the individual level, leadership competencies are essential for driving the changes needed in the CSR adaptation process.

This thesis contributes to the literature on the CSR adaptation process in several ways. First, this thesis addresses the issue of the CSR adaptation process from a learning or human resource development perspective and as such complements previous research employing the (human resource) management perspective on CSR. Second, it addresses learning from both the organizational and individual level, thereby providing valuable insights into if and how specific internal resources related to learning can contribute at different levels to the CSR adaptation process in private companies. Third, little is known about how factors on an individual level can support companies in their adaptation to CSR principles and their social performance at large (Aquinis & Glavas, 2012). This doctoral thesis is one of the first providing insights into this matter and demonstrates that learning-related influences on the individual level may be of value to the adaptation process. More specifically, this thesis adds to the literature by (1) identifying the job roles and individual competencies CSR managers need to effectively do their jobs within private companies; previous studies on CSR-related competencies often studied this topic from an educational point of view, thereby not fully addressing the complexity of the business context in which CSR managers operate; (2) by exploring how CSR managers can develop their competencies, which up till now remained unexplored in the CSR literature; and (3) by showing how certain organizational characteristics (i.e., learning climate) and personal characteristics (i.e., learning goal orientation) affect the development of CSR managers’ competencies.

There are several implications to be derived from our research with respect to learning (activities) for the benefit of CSR. For one, developing LO characteristics may help companies create favorable conditions for integrating CSR principles. By facilitating learning, companies provide employees with the opportunity to develop their “receptiveness to change”. As such, we suggest that companies experiment with employing LO characteristics to advance the integration of CSR principles. In particular, we suggest that company’s management show leadership for learning by endorsing learning behavior among their employees as this LO characteristic in particular seems to promote the integration of CSR principles. The management can stimulate such behavior by providing employees with continuous opportunities to learn (e.g., provide formal trainings and professional development opportunities), learn in groups (e.g., stimulate team work), and learn with and from external parties (e.g., stimulate stakeholder involvement).

Furthermore, it is important for companies to set up and structure a learning system within the company that enables customized learning, meaning a learning system that provides learning opportunities that fit’s the job and needs of individual workers. Companies can enable customized learning among CSR managers by, for example, providing them with flexible working hours and fixed budgets and hours that they can use for professional development. Such a learning system promotes meaningful learning and self-directed learning behavior among employees (Baars-van Moorsel, 2003), which, according to our research, can stimulate the development of CSR-related competencies.

To conclude, we hope that this thesis will encourage more research on the role of learning in the CSR adaptation process. Our research provides ample directions to further explore this topic. Furthermore, we hope that this research will inspire CSR professionals to start a dialogue with their employers about their competencies and professional development opportunities or that it inspires them to take control of their learning process and create their own learning network in order to develop their competencies, if needed. Moreover, we hope that by developing the relevant CSR-related competencies, CSR managers will effectively manage the CSR adaptation process and that higher CSR maturity levels are reached and more ambitious sustainability challenges are successfully addressed by private companies.

Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices
Oonk, Carla - \ 2016
Wageningen University. Promotor(en): Martin Mulder; Judith Gulikers. - Wageningen : Wageningen University - ISBN 9789462579507 - 192
teaching methods - learning - higher education - land use planning - regional planning - multi-stakeholder processes - boundaries - regional atelier - onderwijsmethoden - leren - hoger onderwijs - landgebruiksplanning - regionale planning - multi-stakeholder processen - grenzen - regioleren

Finding solutions for complex societal problems requires cross-boundary collaboration between multiple stakeholders who represent various practices, disciplines and perspectives. The authentic, multi-stakeholder Regional Learning Environment (RLE) is expected to develop higher education students’ capabilities for working in multi-stakeholder settings. However, the effectiveness of the RLE, including its typical cross-boundary learning environment characteristics, has not been investigated.

This thesis shows that the RLE develops students’ domain specific expertise and various generic competencies. The learning environment characteristics of working in multi-disciplinary student groups, working highly intensive with stakeholders, and a high coaching intensity strengthen competence development. Explicit workshop-based support of students’ boundary crossing working and learning stimulates the amount of student-stakeholder collaborative activities, and activates students’ boundary crossing learning. Teachers fulfil new out-of-school oriented roles and tasks in the RLE and should master new boundary crossing competencies. Existing higher education teacher profiles should be adapted to become out-of-school proof.

Answering the "Call of the Mountain" : co-creating sustainability through networks of change in Colombia
Chaves Villegas, Martha - \ 2016
Wageningen University. Promotor(en): Arjen Wals, co-promotor(en): Gerard Verschoor. - Wageningen : Wageningen University - ISBN 9789462577251 - 152
sustainable development - sustainability - social networks - networks - communities - rural communities - change - social change - learning - colombia - south america - duurzame ontwikkeling - duurzaamheid (sustainability) - sociale netwerken - netwerken - gemeenschappen - plattelandsgemeenschappen - verandering - sociale verandering - leren - colombia - zuid-amerika

In response to the age of the ‘anthropocene,’ as some authors are calling this epoch in which one single species is disrupting major natural systems (Steffen et al 2011), there are calls for more radical, learning-based sustainability that generates deep transformations in individuals and communities so as to transition towards a more reflexive and process-oriented society (Wals 2009, Sterling 2009). The principal contention of this thesis is that new social movements (NSM) of the network society (Castells 2012, Buechler 2016), based on integrated visions of sustainability, can provide platforms for bringing about transformative learning. This thesis is based on empirical research (2012-2016) into a fraction of such NSM named the Council of Sustainable Settlements of Latin America (C.A.S.A.). Comprising a diversity of members from Indigenous pueblos, afro-colombian communities, neo-rural settlements (ecovillages), Hare Krishna communities, campesino farmers, NGOs and urban peoples and initiatives, the C.A.S.A. network organizes intercultural exchanges where transformative learning can be traced. Through new forms of collective action centered on a plurality of ideas and practices, and with a strong focus on reflection and personal development, in such encounters through ‘ontological politics’, ‘optimal dissonance’ and ‘deep reflexivity and flexibility’ members are articulating new paradigms of alternative development and creating spaces for transformation. Yet, such learning processes are incredibly complex, and the value-action gap remains substantial in many cases. What this thesis has shown, however, is that by putting into practice principles of buen vivir and the pluriverse such as reconnecting to ancestral wisdom, acknowledging the other, questioning values of competition and consumerism, and forming new relations to place and territory, one begins to question one's own set of norms, and those of society. Ultimately, the C.A.S.A. network’s struggles, negotiations and learning processes remind us that global sustainability entails more than 'menus' of good practices but a plurality of solutions which include humans and non-humans, different ontologies, and even a multiplicity of worlds, in what is a tough but rewarding aula.

Reflection of a collective learning journey : Strengthening KCCEM to build the capacity of Conservation professionals in the Albertine Rift Region NICHE/RWA/025
Oosten, C.J. van - \ 2016
Centre for Development Innovation (Report CDI-16-014 ) - 130 p.
training - learning - professional competence - colleges - development - nature conservation - wildlife conservation - environmental management - tourism - rwanda - opleiding - leren - vakbekwaamheid - ontwikkeling - natuurbescherming - wildbescherming - milieubeheer - toerisme
Together with our support team from the Netherlands (Wageningen University), South Africa (South African Wildlife College) and Cameroon (Ecole de Faune) we embarked upon this journey of supporting the Kitabi College of Conservation and Environmental Management in Rwanda (KCCEM). The major building blocks of this learning journey are the development of a business model, the development of organisational capacity to implement the model, and the development of a range of products and services to be delivered with quality. All these three components operationalised within the policy frameworks and institutional context of Rwanda’s conservation, tourism and environmental management sector.
Network formation, learning and innovation in multi-stakeholder research projects : experiences with Adaptive Research and Learning Alliances in rice farming communities in Southeast Asia
Flor, R.J. - \ 2016
Wageningen University. Promotor(en): C. Leeuwis, co-promotor(en): H. Maat; Grant Singleton. - Wageningen : Wageningen University - ISBN 9789462576650 - 230
learning activities - adult learning - learning - social networks - education - agricultural education - rice - farming - agricultural extension - south east asia - cambodia - leeractiviteiten - volwassenenstudie - leren - sociale netwerken - onderwijs - agrarisch onderwijs - rijst - landbouw bedrijven - landbouwvoorlichting - zuidoost-azië - cambodja

Mounting pressure on research organizations to achieve sustainable development outcomes from research has pushed them to use multi-stakeholder approaches. Insights are missing however, on how these influence social, technical, and institutional change, as well as what outcomes emerge from these. The thesis is an examination of the enactment of multi-stakeholder approaches, questioning how and to what extent Adaptive Research (AR) and Learning Alliance (LA) approaches influence socio-technical innovation in rice farming communities. Four case studies of research and development projects that employed the approaches in rice farming communities were elaborated in this thesis.

AR implementation in Indonesia (chapter 2), showed how AR fast-tracked technical adaptations and built upon the improvisational capacities of farmers. AR monitoring however, rendered invisible the adaptations required on the social aspect. Simultaneous social, technical, and institutional redesign was limited.

A case of LA implemented at national level engaged a network that changed and expanded after three years to include diverse actors (chapter 3). There were points where implementation (mis)aligned with assumptions from project implementers and from conceptual literature of the LA approach. The network influenced change at community level by engaging small groups that made reconfigurations on the technologies and the social arrangements for these (chapter 4). A community-level LA in Myanmar was also found to stimulate a self-organized learning process towards innovation for flatbed dryer technology (chapter 5).

A case where a project used AR only versus AR with LA in Myanmar (chapter 6), revealed differing networks, learning processes, and outcomes in terms of learning agenda. The involvement of a wider network resulted in a broader set of activities, which were initiatives outside the original plans of the project. The learning activities were not only about technologies but also included experimentations on supportive environment for access and use of the technologies.

This thesis therefore demonstrates that project actors implement AR and LA approaches through a range of translations in multiple contexts. These imply varied interactions in different types of networks. Such interactions triggered varied learning processes and thus influenced different planned or emergent outcomes. Both approaches have potential to catalyze innovation in farming communities; however, outcomes on adoption numbers provide a caveat that these approaches are not silver bullets that guarantee technology adoption. Instead, implementation that facilitates effective learning processes, and monitoring that flags where projects could support emergent outcomes, can help implementers improve their contributions to development in farming communities.

Beyond unreasonable doubt. Education and learning for socio-ecological sustainability in the Anthropocene
Wals, A.E.J. - \ 2015
Wageningen : Wageningen University - ISBN 9789462573697 - 36
onderwijs - leren - duurzaamheid (sustainability) - capaciteitsopbouw - vaardigheidsonderwijs - onderwijsvernieuwing - education - learning - sustainability - capacity building - competency based education - educational innovation
Teaching and learning of interdisciplinary thinking in higher education in engineering
Spelt, E.J.H. - \ 2015
Wageningen University. Promotor(en): Martin Mulder; Tiny van Boekel, co-promotor(en): Pieternel Luning. - Wageningen : Wageningen University - ISBN 9789462574779 - 199
hoger onderwijs - denken - interdisciplinair onderzoek - onderwijzen - leren - onderwijsonderzoek - higher education - thinking - interdisciplinary research - teaching - learning - educational research

The present thesis research aim was to gain insight in the pedagogical content knowledge for interdisciplinary thinking to enhance student learning across higher education in engineering. In accordance to Boix Mansilla (2010) and Shulman (1987), pedagogical content knowledge was considered in the present research as an understanding of the unique teaching and learning demands to ensure quality student learning processes. To achieve the aim of gaining insight in these teaching and learning demands, the understanding of design criteria of interdisciplinary learning environments (teaching-focus) and the understanding of interdisciplinary learning process characteristics (learning-focus) were considered as necessary.

Four studies were conducted to investigate the teaching and learning demands that need to be taken into account in order to teach engineering students interdisciplinary thinking with respect to complex problem solving. The first and second studies mainly focused on the teaching using the constructive alignment theory of Biggs and Tang (2011). The first study was a systematic literature review study that has identified five necessary sub-skills of interdisciplinary thinking and 26 typical conditions for enabling the development of interdisciplinary thinking. The second study was a design-based research study in which the identified sub-skills and conditions were used to redesign an existing interdisciplinary course in food quality management. The design-focused evaluation showed that eight design criteria need to be taken into account to improve the quality of interdisciplinary learning environments.

The third and fourth studies mainly focused on student learning of the redesigned course on food quality management, using the learning theory of Illeris (2003). The third study analytically characterized student learning experiences and showed that these experiences can be divided into the content, incentive, and interaction dimensions, and that for each dimension key experiences could be identified. The fourth study analysed student learning in terms of learning challenges, strategies, and outcomes. With respect to the challenges, the results showed that students tend to report more on the content-related and interaction-related challenges than on the incentive-related challenges. Both conducted analyses provided insights on learning process characteristics that need to be taken into account to improve the quality of student interdisciplinary learning.

The major conclusions of the present thesis research is that the identified teaching and learning demands involve an initial basis of the pedagogical content knowledge for interdisciplinary thinking, which needs validation across higher education in engineering. In addition, the present thesis research concludes that the constructive alignment theory of Biggs and Tang and the learning theory of Illeris are indeed suitable to develop pedagogical content knowledge for a particular complex cognitive skill such as IDT. Furthermore, the present research concludes that the research methodology of design-based research is beneficial to jointly investigate design criteria and learning process characteristics.

References

Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Berkshire: Open University Press.

Boix Mansilla, V. (2010). Learning to synthesize: The development of interdisciplinary understanding. In R. Frodeman, J. T. Klein, & C. Mitcham (Eds.), The Oxford handbook of interdisciplinarity (pp. 288-306). New York: Oxford University Press.

Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong education, 22(4), 396-406.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-21.

Innovations in hands-on simulations for competence development : authenticity and ownership of learning and their effects on student learning in secondary and higher vocational education
Khaled, A.E. - \ 2014
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; Judith Gulikers. - Wageningen : Wageningen University - ISBN 9789462570825 - 178
vaardigheidsonderwijs - middelbaar beroepsonderwijs - beroepsopleiding (hoger) - vakbekwaamheid - loopbaantraining - agrarisch onderwijs - beroepsopleiding - simulatie - leerplan - leren - competency based education - intermediate vocational training - professional education - professional competence - career education - agricultural education - vocational training - simulation - curriculum - learning
Hands-on simulaties, ofwel praktijksimulaties, worden zeer regelmatig ingezet in het (groene) middelbaar en hoger beroepsonderwijs, vooral voor het toepassen van procedurele en technische vaardigheden. Wat is de toegevoegde waarde van hands-on simulaties, ofwel praktijksimulaties, in een innovatief beroepsgericht curriculum dat zich naast vakmanschap ook op competenties zoals probleemoplossen, innovatief denken en flexibel werken richt? Het proefschrift laat zien dat praktijksimulaties competentieontwikkeling kunnen stimuleren. Voor meer competentieontwikkeling is het niet voldoende om de simulaties authentieker te maken (realiteitsgehalte verhogen) en studenten meer zelfsturing en zelfregulatie te geven. Praktijksimulaties moeten bij de studentpercepties te betrokken worden en studenten gedurende het gehele curriculum te leren zelfsturende en zelfregulerende strategieën in te zetten.
Een wijde blik verruimt het denken : duurzaam voedsel produceren en consumeren in een breed kader
Dagevos, H. ; Schans, J.W. van der; Kortstee, H.J.M. ; Dijkshoorn-Dekker, M.W.C. ; Burg, S.W.K. van den; Smits, M.J.W. ; Broek, E.M.F. van den - \ 2014
LEI Wageningen UR - 75
voedsel - beleid inzake voedsel - voedselproductie - leerplan - didactiek - leren - lerarenopleiding - food - food policy - food production - curriculum - didactics - learning - teacher training
Het uitgangspunt voor dit document is de doelgroep docenten, die deze materie wil introduceren aan met name derdejaars studenten van alle deelopleidingen (dierlijk, plantaardig, food en landschap). Het overkoepelende leerdoel is om de door studenten zelf ontwikkelde verwachtingen en denkkaders op te rekken en te verruimen. De opleidingen willen, gezien de complexiteit en dynamiek van het voedselsysteem, studenten uitdagen hun denkkaders te verbreden, kennis te nemen van alternatieve zienswijzen, zonder die meteen aan de kant te zetten of te veroordelen. Het doel is niet de spanningen tussen de verschillende denkkaders te onderschatten of weg te redeneren, maar veeleer die spanningen te zien als uitdaging, als bron van creativiteit.
Well-working operational interfaces : a key to more collaborative modes of governance
Wellbrock, W. - \ 2013
Wageningen University. Promotor(en): Han Wiskerke, co-promotor(en): Dirk Roep. - Wageningen : Wageningen UR - ISBN 9789461737595 - 201
governance - platteland - samenwerking - sociale samenwerking - leren - innovaties - rurale sociologie - europa - governance - rural areas - cooperation - social cooperation - learning - innovations - rural sociology - europe
This thesis contributes to more collaborative forms of governance in rural areas. It contains an analysis of arrangements underlying existing forms of collaboration and focuses particularly on the ways in which these forms of collaboration are supported. The study was carried out in six European rural areas.
Scripting intercultural computer-supported collaborative learning in higher education
Popov, V. - \ 2013
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; A.N. Kuznetsov. - S.l. : s.n. - ISBN 9789461736482 - 272
computerondersteund onderwijs - hoger onderwijs - leren - onderwijsmethoden - geprogrammeerd leren - studenten - interculturele communicatie - cultuur - samenwerking - computer assisted instruction - higher education - learning - teaching methods - programmed learning - students - intercultural communication - culture - cooperation
Introduction of computer-supported collaborative learning (CSCL), specifically in an intercultural learning environment, creates both challenges and benefits. Among the challenges are the coordination of different attitudes, styles of communication, and patterns of behaving. Among the benefits are the sharing of culturally diverse knowledge, hands-on preparation for working in an international climate. Five empirical studies reported in this dissertation were conducted to identify and respond to the cultural issues influencing collaborative learning in both face-to-face and online modes of communication. The ultimate goal of the fives taken together was to develop an instructional script for fostering collaboration and bridging intercultural differences in culturally diverse groups engaged in CSCL. The total sample for the present research included over 500 students representing a total of 55 countries. Both quantitative and qualitative analyses were undertaken in the studies. The findings of this dissertation suggest that the scripting approach can foster collaboration and bridge intercultural differences in culturally diverse groups working in a CSCL environment.
The effect of three learning techniques on Dutch children’s vegetable consumption
Zeinstra, G.G. ; Vrijhof, M.N. ; Kooijman, V.M. - \ 2013
voedselconsumptie - kinderen - voeding en gezondheid - groenten - leren - food consumption - children - nutrition and health - vegetables - learning
Dutch young children consume about 45 grams of vegetables a day, whereas 100-150 grams is recommended. In the Netherlands, vegetables are mainly consumed during dinner. New strategies are needed to encourage children’s vegetable consumption, also during other moments of the day. The objective was to test the effect of three different learning techniques on children’s vegetable consumption.
Fostering argumentation-based computer-supported collaborative learning in higher education
Noroozi, O. - \ 2013
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans. - [S.l. : s.n. - ISBN 9789461734013 - 282
computerondersteund onderwijs - hoger onderwijs - wetenschappelijke samenwerking - discussie - leren - onderwijsmethoden - studenten - groepen - computer assisted instruction - higher education - scientific cooperation - discussion - learning - teaching methods - students - groups - cum laude
cum laude graduation (with distinction). In collaborative settings, students of all ages need to learn to clearly explain their informed opinions and give reasons for the way in which they carry out tasks and solve problems. Engaging students in collaborative discussion and argumentation is an educational approach for preparing them to manage today’s complex issues and actively participate in knowledge societies. Despite the fact that argumentation is shaped in social conversation and also in learners’ online exchanges in daily life, learners in academic settings need to be taught to reason and argue in a way that is beneficial for knowledge sharing, domain-specific learning, and knowledge construction. Online support systems for collaboration or Computer-Supported Collaborative Learning (CSCL) environments in which learners argue in teams have been found to support the sharing, constructing, and representing of arguments with the aim of learning. This type of learning arrangement is called Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL) and it is seen as a promising environment in which to facilitate collaborative argumentation and learning.
Studeer Effectief
Pilot, A. ; Hout-Wolters, B. van; Ginkel, S.O. van; Jongepier, P. ; Scheijen, W. - \ 2012
Houten, The Netherlands : Noordhoff Uitgevers (Hoger onderwijs reeks ) - ISBN 9789001810030
studie - hoger onderwijs - universiteiten - leren - efficiëntie - studenten - collegestudenten - onderwijs - study - higher education - universities - learning - efficiency - students - college students - education
Studeren in het hoger onderwijs is anders dan leren in het voortgezet onderwijs: je wordt geacht zelfstandig te studeren, meer studiemateriaal te verwerken en ingewikkelde tentamenvragen te beantwoorden. Dit boek biedt aanwijzingen en oefeningen om effectief te studeren. Er wordt o.a. aandacht besteed aan een actieve en bewuste aanpak van de studie. Het boek bevat praktische suggesties, checklists, voorbeelden en oefeningen voor het hoger beroepsonderwijs en het wetenschappelijk onderwijs.
International Handbook of Research on Environmental Education
Stevenson, R.B. ; Brody, M. ; Dillon, J. ; Wals, A.E.J. - \ 2012
London : Routledge - ISBN 9780415892384 - 592
milieueducatie - milieuwetenschappen - onderzoek - onderwijzen - leren - milieu - duurzaamheid (sustainability) - wereld - handboeken - environmental education - environmental sciences - research - teaching - learning - environment - sustainability - world - handbooks
The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field. The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed. Published for the American Educational Research Association (AERA).
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