A coalition of educators believes that ChatGPT will kill the essay. But should we really fear the algorithms used in large language models? Anthropology has the generative potential to re-evaluate... Show moreA coalition of educators believes that ChatGPT will kill the essay. But should we really fear the algorithms used in large language models? Anthropology has the generative potential to re-evaluate teaching practices that attend to the use of emergent technologies in the classroom. Show less
This dissertation explores matters of collectivity, drawing from the experience of working with the Amsterdam-based collective Hackers & Designers (H&D). The main thesis of this research is... Show moreThis dissertation explores matters of collectivity, drawing from the experience of working with the Amsterdam-based collective Hackers & Designers (H&D). The main thesis of this research is that conventional design vocabularies are not capable of sufficiently expressing and accounting for collectivities‘ resistance to fixation and stabilization. Collective design as it is discussed here challenges notions of individual authorship, differentiations between disciplines, between product and process or between the user and maker. While collectives shape particular affiliations and commitments, design approaches and aesthetics, they also require perspectives on working and designing together that resist linearity, and a progress-based understanding of a design process. By means of several case studies, it is argued that the fragmentation of social and work relations is as much a characteristic of collective practice as the effort to sustain long-term relationships.Thus, collective practice is not fully deliberate, at least not in the same way as for instance ‘teamwork’, ‘the commons’, or ‘cooperativism’, are purposeful organizational frameworks for living, working or being together. Collective Collective design processes take part in and are a result of particular (often fragile) socio-economic, socio-technical conditions that pervade and shape the ways collectives function. Show less
Contemporary professional music performance and teaching practices demand the ability to engage in a variety of collaborative settings with a broad range of competencies and skills. According to... Show moreContemporary professional music performance and teaching practices demand the ability to engage in a variety of collaborative settings with a broad range of competencies and skills. According to various studies, offering a wider variety of pedagogical approaches and implementing collaborative learning activities in conservatoire education would be beneficial for students' preparation for their prospective careers. However, collaborative learning has not yet been broadly and widely implemented in conservatories around the world. The aim of this research project was to increase understanding of which collaborative learning approaches already exist, and how implementation of collaborative learning could be supported. Four studies were conducted, including students, teachers, and leaders as stakeholders. Collaborative learning was found to support experiences and feelings of trust, safeness, friendship, and reinforced the development of collaborative and metacognitive skills. Also, learning activities and content of lessons appeared to be suitable for implementation of collaborative learning. A purposeful design of lessons is necessary, including a change to a student-centred learning environment. Yet, aspects of culture and tradition sustaining teacher-centred approaches, were found to hinder the process of implementing collaborative learning. Better connections to professional practice and society require a paradigm shift in teaching and learning in conservatoire education. Show less
This dissertation investigates memorisation strategies that were employed in the fields of painting and calligraphy in imperial China, with a focus on the Ming (1368-1644) and Qing (1644-1911)... Show moreThis dissertation investigates memorisation strategies that were employed in the fields of painting and calligraphy in imperial China, with a focus on the Ming (1368-1644) and Qing (1644-1911) dynasties. Its core questions are: How do memory aids reflect the society that produced them? What role did they play in the transmission and codification of practical knowledge in the field of arts?With the expansion of the printing industry during the Ming dynasty, knowledge of artistic practices came to be valued not only by craftsmen, but also by editors, publishers and highly educated authors. By analyzing both publication context and practices of remembering recorded in works from the Ming and Qing, this study provides insight into the dynamic changes of social values attributed to crafts. It takes a socio-historical approach to analyse memory aids in textual and visual formats recorded in manuals, including formulae (jue 訣) and charts. It provides six case studies to discuss under which circumstances memory aids were composed and how they were received over time, laying a foundation for understanding how practical skills were taught and how new canons of artistic knowledge were constantly being negotiated. Show less
Objective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers’ knowledge. Consequently, various requirements have been proposed in... Show moreObjective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers’ knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to differences observed in their effect on teachers’ knowledge. Therefore in this study we explored the impact of three formative assessment programmes on teachers’ knowledge about supporting students’ reflection. Methods: Our study was carried out in the domain of vocational nursing education. Teachers were assigned to an expertise-based assessment programme, a self-assessment combined with collegial feedback programme, or a negotiated assessment programme. We scored the verbal transcriptions of teachers’ responses to video vignette interviews in order to measure their knowledge in a pre- and post-test. Multilevel regression analyses were performed to investigate differences in teachers’ knowledge between the three programmes on the post-test; potential moderating effects of pre-test scores, contextual and individual factors were controlled for. Findings: The knowledge of teachers participating in the expertise-based assessment programme was significantly higher than that of teachers participating in the self-assessment combined with collegial feedback programme. Furthermore, the findings indicate that for professional learning, not only the approach to formative assessment is an important variable, but also the extent to which (a) teachers are intrinsically motivated and (b) they experience a high degree of collegiality at their school. Show less
Belo, N.A.H.; Driel, J.H. van; Veen, K. van; Verloop, N. 2014
This doctoral thesis comprises two questionnaire studies and two small-scale interview studies on the content and structure of physics teachers__ belief systems. The studies focused on teachers__... Show moreThis doctoral thesis comprises two questionnaire studies and two small-scale interview studies on the content and structure of physics teachers__ belief systems. The studies focused on teachers__ beliefs about the goals and pedagogy of teaching and learning physics, and the nature of science. The samples consisted of physics teachers working at secondary schools in the Netherlands (students aged 12-18). The questionnaire studies showed that, on average, teachers__ belief systems about teaching and learning physics were composed of interrelated beliefs about the goals of physics education and more or less distinct beliefs about teacher-regulated learning, student-regulated learning and knowledge construction, and the nature of science. The interview studies showed that teachers differed in their priorities concerning the goals of physics education, as well as the extent to which their beliefs about the pedagogy of teaching and learning physics reflect student-regulated learning. No clear relationship was found between beliefs about the nature of science and beliefs about the goals and pedagogy of physics education. The main conclusions are discussed by paying attention to theoretical perspectives such as pedagogical content knowledge (PCK) and practical knowledge. The practical implications for teacher education and professional development emphasize the importance of building an explicit professional rationale. Show less
