Kick-off People & Society Track with Tim van den Besten en/of Nicolaas Veul.
Activity 1 with one different specific user group (homeless, refugees, kids with autism, elderly etc.).
Show all parts of your users’ life in an exploded view.
Look and discuss examples of immersion and exploded views.
Conduct user and market research.
Diagnose your users’ pro
Ideation and prototyping regarding the exploded view of the users’ life.
Design -Based Learning.
Binge-watching reality shows.
How to write a script and edit a video? [TI] Make a script for the rereaility show.
Prepare for the show and grow moment.
Edit the reality show.
Activity 2 with one different specific user group (homeless, refugees, kids with autism, elderly etc.).
How to research your users’ needs? [DBW]
Conduct user and market research.
show & grow.
How to research your market? [BS]
Conduct user and market research.
Track coaching circle(s).
Track coaching circle(s).
Look and discuss examples of diagnosisses.
Edit the reality show.
How to map your network? [SDP]
Track coaching circle(s).
Activity 3 with one specific user group (homeless, refugees, kids with autism, elderly etc.).
Students present their prototypes of the exploded views to peers, teachers and experts and receive feedback to improve.
Track coaching circle(s).
How to determ indented impa solution should your users’ life
our educational approach
challenge.
Create a reality show of your journey in finding your perfect user!
Determine the i
Prepare for sho
Track coaching
Track coaching circle(s).
five dayparts.
Students arrange activities with specific user groups by using their (and others) network.
How to interview and observe your user? [DBW]
Prepare the interviews and observations.
Make a research plan.
How to write a script and edit a video? [TI] How to map your network? [SDP]
How to interview and observe your user? [DBW]
Conduct user and market research.
Edit the reality show.
show.
Watch the reality shows together with a jury and an award is awarded for the best show. indicators: E-D-H-L
How to map your worldview? [MIC]
How to define your design Prepare for sho opportunity? [DBW] Define the design opportunity.
Conduct user and market research.
Ideate and prototype pressure cooker! [DBW] (regarding the exploded view of the users’ life)
How to set measurable and realistic design specifications? [DBW]
show
Develop design specifications.
Exhibition of a exploded view diagnosisses. present their w audience (thei
indicator: indicator: E - J -------
indicator: E-J-M
How to research your users’ needs? [DBW]
Ideate and prototype pressure cooker! [DBW]
How to research your market? [BS]
How to define your design opportunity? [DBW]
How to determ indented impa solution shoul your users’ life
an educational approach by fontys pulsed indicator: -------
six roles.
How to map your worldview? [MIC]
indicator: -------
How to set measurable and realistic design specifications? [DBW]
Table of contents We are not living in an era of change. But in a - Change of Era.
4
Complex wicked challenges.
4
On a mission to re-design education.
4
PULSED perspective on learning.
5
Definition of Design-Based Learning.
6
Building blocks of Design-Based Learning.
6
PULSED program structure.
7
PULSED assessment process.
12
Our educational programs.
14
Snapshot of Pulsed Programs:
14
Generic elements of our curriculum.
16
References
18
2
we are not living in an era of change. but in a - Change of Era. Jan Rotmans - is one of the few people who questions and challenges our current societal systems. When societal structures become rigid and complex, more and more people become disenchanted and start to move away. At this crucial juncture, the key to crack open and radically change the system(s) lies in financial, legal, institutional, and mental incentives. Systemic investments in digital & smart energy, social innovation, education, infrastructure and labor market is the only way to ensure that our society and way of living becomes more sustainable. However, as climate change, infectious pandemics, over-population, declining biodiversity and exponential growth of technology, rampantly increase across the world, companies big or small, are all confronted with the same question: how to deal with the high degree of uncertainty posed by these global challenges and navigate the ambiguity that comes with interdependency and adaptation of digital technologies. This change of era is strongly connected to - Digital Transformation.
Complex wicked challenges. The challenges of the 21st Century are far trickier than they were a few decades ago.I By 2040, the issues that today’s youth will have to solve will be tremendously complex. These so-called wicked challenges are defined as highly interdependent, multi-causal, unstable and socially complex.II These are crises for which we aren’t able to find one clear solution. And, a partial solution can risk creation of a new challenge in another area, such as something which we are reeling with in the current times: ‘What are the ingredients of a good immigration policy?’. These complex issues ask for a new approach to find solutions, in which a challenge is analyzed from multiple perspectives. III Solutions need to come from interdisciplinary teams of different experts educated in a culture that embraces technology.
On a mission to re-design education. As Einstein said, “Problems cannot be solved by the same level of thinking that created them”. To be able to solve these complex wicked challenges, we will have to be creative, do research, connect with others and develop ourselves as diverse individuals, as-well as collective experts. In order to create solutions for these complex issues, we need new methods, ideas and conceptual frameworks. In discovering these different frameworks of thinking, a huge responsibility lies on our - Education system. However, the current international academic system is very fragmented, especially in The Netherlands, which makes it rather difficult to set up experiments and collectively try-out new methods & approaches on a large scale. While the world we live in is constantly being reshaped by the impact of the internet, connected economies and disruptive technologies, the institutions supposed to prepare the youth for this quantum shift - our schools, still seem to be stuck in the status quo. This is why Fontys PULSED was born. We are a team of interdisciplinary and international education re-designers at Fontys, based in the Brainport region, known as the world’s cradle for innovation. Through our immersive programs, workshops, hackathons and expeditions, we create ambitious learning environments to support students and professionals to unleash their full potential and thrive in the world of constant change.
4
PULSED perspective on learning. Education is not just a preparation for life. We believe it is a part of life itself - wherein “learning” is a connected factor. That is why we strongly focus on the importance of becoming a ‘Self-Directed Professional’ - someone who is equipped to navigate the complex issues of our times in the most appropriate way. These Self-Directed Professionals have the ability to work together creatively with people across disciplines & cultures. The most important thing is that they are able to continuously improve the conditions in which they and others work and live. IV In order to stimulate the development of students as self-directed professionals, it is important to support them to gain control over their own learning and behavior. And, in addition, to guide them in developing and applying skills & strategies to take the lead in learning and in life. That is why we make a conscious and well-founded choice for a pragmatic constructivism paradigm. The specific problems that we want to address with our approach to education areV: • The current traditional forms of teaching have led to shortcomings in students’ understanding on how to construct and use knowledge. At the moment, students possess (too) much passive knowledge, which they cannot readily apply in new situations. • The starting point of learning is very much focused on stimuli from education. As a result, students are mainly reactive, which has an effect on the depth of what they learn. In short, students must learn when and how they can (re)construct knowledge themselves. We see constructivism as a toolbox for solving learning problems. There is never a single answer. Different types of problems invite you to think about different solutions. The starting points on how we put pragmatic constructivism into practice are: • Knowledge and understanding must be actively acquired, preferably in an authentic situation. It is not only about listening, but also about reading, making exercises, discussing, debating, researching, testing hypotheses and taking positions. • Knowledge and understanding are constructed in a social context, and cooperation with others is necessary to obtain knowledge and understanding. • Knowledge, understanding and behavior are subject to change, which means that as a learner you construct knowledge continuously and consistently. This approach of learning can also lead to some initial frictions and problems; thus, it needs to be constantly and closely monitored by teachers. For example: • The implementation of education takes more time for teachers. It requires just-in-time actions and a more varied form of education than the traditional implementation. • Some students understand topics incorrectly, or have misconceptions, precisely because students themselves are active. Observing and reversing together along with the students is a difficult and demanding process, which can sometimes lead to demotivation. • Working according to the constructivist vision makes high demands on the cognitive and affective skills of students. Not every student is able to do this (immediately), as it differs from the previous education. PULSED develops educational programs with aforementioned scientific insights in mind. This means that in each program, there is a gradual change from learning aimed at control (with a great deal of responsibility on the part of the instructor) to self-directed students.
5
Definition of Design-Based Learning. We believe that Design-Based Learning (DBL) is the answer to the question of how to become a self-directed professional. In the last 30 years all kinds of didactic concepts based on the constructivist paradigm have been put into practice. Competence-Based education and forms of Problem-Based Learning are very common today. These student-centered approaches take authentic and realistic situations as the context for learning. However, these approaches have their limitations in the present time, when developments are rapid and solutions not readily available. Learning environments today are much more iterative, less predictable and there is no generic step-by-step approach to every issue. Moreover, all stakeholders learn by working together on wicked challenges. That is why PULSED uses DBL - as its educational approach. DBL is a method that involves students in solving realistic (design) problems while reflecting on the learning process. It emphasizes the planning and design of activities that resemble authentic (technical) environments in which students make decisions in the design of cognitive thinking processes while going through iterations in generating specifications, making predictions, experiencing and creating solutions, testing and communicating.VI Cognitive processes in DBL are scoping, generating, evaluating and creating essential activities in the design of products and in the realization of ideas. VII Students work iteratively and in a more self-managing way within the DBL approach and reflect on the constructive (learning) process. VIII
Building blocks of Design-Based Learning. We see Design-Based Learning as an integration of pedagogical and didactic building blocks, which is the promise we make to our students. In other words: These building blocks will be experienced by all students across all PULSED programs. We offer challenges that encourages action and inspiration through specification of the possible solution. The solution and associated design steps are determined by the students themselves.
Every person is unique, you can follow the same educational progam but your are still very different. Identifying and recognizing these differences are important to giving students the freedom of choice in their learning process.
It is not difficult to come up with a solution and create one. Involving the real users and stakeholders at an early stage is. During the realization of the solution, making and testing through different iterations is key.
Learning outcomes contain the minimum level we expect and guarantee of students. Through different types of assessment the student and the teacher are able to monitor, evaluate and assess their development.
Our educational programs contain learning lines and corresponding courses. These courses are offered in a wide variety of ways. Always a balance between Game & Play. Game being more teacher driven and instructional, Play being student driven and and guiding.
6
The buildings blocks of our DBL-approach are: Open-ended Challenges You work on a challenge that is related to an authentic context and stakeholders. While designing a solution (individual or with a team) you will learn new (course) content and discover many insights, questions and answers that are needed to take you further in the realization process. The most critical factor is that you start to trust the design process and develop the ability to think and analyse critically. Student Uniqueness, Voice and Choice Every human being is unique; everybody has core values and gifted talents. You can follow the same educational program, but you are still very different. Identifying and recognizing these differences are an important part of our educational approach. Based on a continuous development and awareness of your core values and unique talents, PULSED gives you space and responsibility in the programs to make individual and collective choices. Assessment of Learning Outcomes We like to see that students are the owners of their own learning process. That is why PULSED chooses to give a certain amount of freedom and responsibility. During the educational programs, the students are supported in developing skills and acquiring knowledge that is related to assessment of learning. Through different types of assessment (self or peer) the students and the teachers are able to monitor, evaluate and assess their development. Pulsed learning by Play & Game Our educational programs consist of several learning lines that have their own corresponding courses. These courses are designed in varied ways, where we search for a balance between ‘Play & Game’. A course that is designed with the label ‘Game’ consists of more teacher driven activities. Students follow the learning path on which the teachers lead them. Courses that are designed with the label ‘Play’ consist of more student driven activities. During the learning process the teacher is more of a guide and a trouble shooter who brings just-in-time knowledge. Make & Test with prototypes We delve in creating designs that can facilitate & support initiatives and opportunities for change rather than creating a particular product or outcome and implement it in a specific context. It is easy to come up with a solution by yourself, involving the real users and stakeholders at an early stage in problem solving is the real challenge. During the realization of the solution, making and testing different iterations plays a crucial role. We aim to train professionals who have the inquisitive ability to systematically shape the design process by practice-based research.
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PULSED program structure. The purpose of the learning arch method is to increase the bandwidth for risk, engagement, creativity and innovation in our curricula and programs. Using learning arches, we design highly effective learning journeys where the pursuit of skills, knowledge, attitudes and values are unfolded, unpackaged, discovered and embodied. The method creates and shares ownership and direction for the learning between learners, peers, near peers, teachers, facilitators and trainers. We use the powerful and simple visual nature of the learning arches to invite the students into the program and share the narrative, opportunity and frames of the learning journey. Learning arches help Pulsed to reach a high level of ‘constructive alignment’. This is a principle used for devising teaching, learning activities with assessment tasks, that directly address the intended learning outcomes in a way not typically achieved in traditional lectures, tutorial classes and examinations. A learning arch is a way to create a learning space, and is always connected to the main purpose of the program. Learning arches is our way to create a learning space. This is the space we use to lead the learning journey through many arches simultaneously from left to right on a set timeline. This is guided by the ‘big overall arch’. Under this main arch, we work with sub-arches that are always linked to ‘Open-Ended-Challenges’. These challenges are designed and described in such a way that students can immediately start ‘doing’. This ‘doing’ consists of setting up a design & research process in which students work towards a concrete result. We call this result an ‘Artifact’. This artifact is preferably created by going through several design sprints in which it undergoes several developmentoriented iterations and evolves constantly. Each of these sub-arches end up with a landing point.
people and society track.
embrace tec. Create a solution that helps a specific group of people in our society grow.
Blow up your users... and set the diagnosis.
Prototype and test. (working title)
Become a reality star!
challenge.
Create a reality show of your journey in finding your perfect user!
Kick-off People & Society Track with Tim van den Besten en/of Nicolaas Veul. Binge-watching reality shows.
Activity 1 with one different specific user group (homeless, refugees, kids with autism, elderly etc.).
Go wild!
Show all parts of your users’ life in an exploded view.
Look and discuss examples of immersion and exploded views.
Conduct user and market research.
Ideation and prototyping regarding the exploded view of the users’ life. Prepare for the show and grow moment.
Make a script for the
phases. rereaility show.
Edit the reality show.
Activity 2 with one different specific user group (homeless, refugees, kids with autism, elderly etc.). Edit the reality show.
identify. Activity 3 with one specific
How to map your network? [SDP]
user group (homeless,
The core activities refugees,are kids with autism, Track coaching circle(s). elderly etc.). about exploring and finding out what Track really coaching circle(s). matters to focus on. The aim of this phase Students arrange How to map your is that it’s all worldview? about you activities with specific [MIC] user groups by using their and yourself. (and others) network.
Edit the reality show.
five dayparts.
prototype. show.
How to interview and observe your user? The core [DBW]
Watch the reality activities are shows together with a about building jury and an award is Prepare the interviews awarded for the best representations of (parts and observations. show. of) your ideas. The aim is to make a series of indicators: prototypes with E - D the -H-L purpose of testing the design or your How to write a scriptas a whole How to map and edit aaspects video? [TI] of it.worldview? [MIC] How to map your network? [SDP]
How to research your users’ needs? [DBW]
Conduct user and market research.
empathize. Conduct user and market
How to research your market? [BS]
research.
The core activities are
Track coaching circle(s). Track coaching about connecting withcircle(s).
people and surroundings. The aim of this phase is to gather relevant Conduct user and market Make a research plan. quantitative research. and qualitative data.
test.
Conduct user and market research.
Ideate and prototype
pressure cooker! The core activities are [DBW] (regarding the exploded about getting inoftouch view the users’ life) with the user group and other stakeholders. The aim is to use their experiences to improve your solutions.
six roles.
show & grow.
define. Prepare for show moment.
The core activities are about exploring possible solutions. The aim is to go wide: explore several concepts in relation to the focus that is defined.
launch.show
How to set measurable and realistic design The core specifications? [DBW]
Exhibition ofare all the activities exploded views and about presenting yourStudents diagnosisses. their work to the to present the world. The audience (their users). aim is to launch the latest iteration of indicator: your solution with a E-J-M impactful story.
Develop design product specifications. indicator: E-J
How to define your design opportunity? [DBW] How to set measurable and realistic design specifications? [DBW]
indicator: -------
indicator: -------
How to determine the indented impact the solution should have on your users’ life? [MIC}
arch plan icons. grow moment.
challenge.
student driven.
Retrospective on the course activities and personal learning.
stand alone.
teacher driven.
show moment.
student-teacher driven mix.
8
indicator: -------
ideate.
activities arecircle(s). Track coaching about making things Track coaching circle(s). concrete. The aim of this phase is to use the gathered information of How to define your design Prepare for show moment. the empathize phase to opportunity? [DBW] support the defined Define the design opportunity. focus.
How to research your market? [BS]
online.
indicator: -------
Implement. (working title)
Determine the impact.
Look and discuss examples of diagnosisThe core ses.
Ideate and prototype pressure cooker! [DBW]
[DBW]
Iteration III. (working title)
How to determine the indented impact the solution should have on your users’ life? [MIC}
Students present their prototypes of the exploded views to peers, teachers and experts and receive feedback to improve.
How to research your users’ needs? [DBW]
How to interview and learning line icons. observe your user?
Iteration II. (working title)
Diagnose your users’ problem.
legend archplan & curriculummap. How to write a script and edit a video? [TI]
Iteration I. (working title)
Present a product to users/peers/teachers and receive feedback/-up/-forward.
show & grow moment. Present a product to users/peers/teachers and there is an integrated retrospective on the past learning activities. This leads to learning map evidence piece.
indicator: -------
Landing a learning arch is a key moment in any learning process. It’s the time when, designed and facilitated correctly, the students take a moment to reflect and seek more of content, experience, reflection, application etc. But generally, it’s a time to land, relax, look back and feed forward. A time to assess and evaluate not just the skills and knowledge level as is the norm in the learning outcomes, but equally on the attitudinal and mindset level. We allow the students to feed forward their learning, get on the same page, explore what they want to learn more of or dig deeper into the remaining arches. Or simply, make connections to help understand the importance of what they have just acquired and learned in relation to the main arch and over all purpose/goal of the program. To reconnect with the bigger purpose, we always land the arch in order to complete the phase of learning before starting the next arch. We land, and let everyone catch their breath. The longer the arch, the longer the time we take to land. Each landing point is connected to the applicable learning outcomes of the program. In every program we work towards one or more learning outcomes. These learning outcomes are a derivative of the applicable competency profile in which we train students. The learning outcomes describe, on an abstract level, the direction in which students should develop themselves throughout (a phase of) the program. Next to describing the direction in which students should develop themselves, the learning outcomes also specify the minimum level we expect students to achieve during the program. We do this by including several indicators per learning outcome. The indicators are more specific and describe the activities or tasks students should be able to perform, using the knowledge, skills and attitude they developed during the learning line.
pulsed
PIE
ROLES AND DEVELOPMENT INDICATORS Minor Embrace - Spring 2020
SDP
PERSONAL IDENTITY EXPLORER
As a personal identity explorer, by exploring your personality, talents and limitations, you can better collaborate with others and increase your personal effectiveness.
As a self-directed professional, you match your professional learning goals, strategies and behaviour to effectively contribute to the professional environment(s) in which you participate.
B
C
or at
E
You continuously identify and realise professional goals with which you can improve your contribution to your professional environment
g
sed Wo n Ba rki sig n De
Personal Identity & Self Directed Professional D
es
Me
ig n
You become more proficient in empathizing with real users and defining the design opportunities
BS
B
B a sed W o
a n in
F You become more proficient in ideating and tangible prototyping
You use increasingly complex business tools and methods to develop and validate the market feasibility of your design
in
g f u l Jo b Cr af
G
As a business starter, you develop and validate the market feasibility of your designs, and communicate the story of your brand to the world.
H
I
You have increased your skill level in multiple technologies
MIC
You gradually build more complex prototypes, using technologies and tools
MEANINGFUL IMPACT CREATOR
As a meaningful impact creator, you express your personal view on the world and you make designs that have an impact on the world.
L
K You communicate the story of your brand (e.g. your design, company or personal branding) to the world, in an increasingly professional way
TECHNOLOGY INTEGRATOR
As a technology integrator, you can work with different technologies and tools, and use these to create designs.
You become more proficient in user-testing your designs with the targetgroup and other stakeholders, and in using the results to improve your designs
BUSINESS STARTER
J
rk
TI
DESIGN BASED WORKER
As a design based worker, you use the different steps of design thinking (empathise, define, ideate, prototype and test) and iterate continuously to optimize your designs.
D
You continuously ask feedback on your behaviour and the way you fulfilled your tasks and roles, and you use this feedback to improve your contribution to your professional environment
er tart sS es in us
Technol ogy Int eg r
You have improved your personal effectiveness, through better understanding of your talents and limitations, and the situations in which they are useful
DBW
g
A You have improved your collaborative behaviour, through better understanding of your personality
SELF DIRECTED PROFESSIONAL
You have experimented with different ways of expressing your personal view of the world, which is formed by your personality and heritage
M In your subsequent designs, you are gradually better able to specify their intended impact
ter
DEVELOPMENT INDICATORS
Minor Embrace - Spring 2020 Figure 1: Example - learning outcomes Embrace TEC
AL
ur haviour
y and realise which you can n to your nt
DBW
DESIGN BASED WORKER
As a design based worker, you use the different steps of design thinking (empathise, define, ideate, prototype and test) and iterate continuously to optimize your designs.
E You become more proficient in empathizing with real users and defining the design opportunities
BS
F You become more proficient in ideating and tangible prototyping
G You become more proficient in user-testing your designs with the targetgroup and other stakeholders, and in using the results to improve your designs
TI
Crucial to this approach is the choice that learning outcomes are not TECHNOLOGY completed after a single lesson, a single challenge or a single course. INTEGRATOR We give students the opportunity to grow and develop themselves on the As a technology integrator, you can work with different technologies and tools, learning outcomes over a longer period of time. and use these to create designs. They get the time to experiment, fail forward, try different approaches, and learn in a way that fits their personal learning Hreflect, improve I Our courses offer students the theories, tools, skills, guidance You gradually build You strategy. have increased more complex prototypes, your skill level in using technologies and toolsdo this. multiple technologies and opportunities to
MIC
Figure 2: Example - learning outcome Design-Bases Working of Embrace TEC BUSINESS STARTER
As a business starter, you develop and validate
MEANINGFUL IMPACT CREATOR
As a meaningful impact creator, you express your personal view
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Enriching the learning arches We have our own format to unfold and unpack the content that is integrated as challenges within the program learning outcomes. In our curricula we balance between a lateral exploration of content & skills in courses (planned learning activities) while focusing on the cross pollination of content, learning strategies, methods, theory, and practice (learning experiences). It’s a healthy combination of courses and play time. Play time allows our students to better unfold and connect content, resources and the learning potential. It helps increase clarity, transparency, relevance, exposure and relationships of content and meaning. Both the learning experiences and the planned learning activities that students go through in the challenges as well as in the courses contribute to their growth as a person and professional. The experiences and the learning activities are designed and planned by us as teachers to reach a high & organic level of constructive alignment. Each program is structured out of learning lines, which vary for each program. Each line consists of different courses, each course has a specific theme which is divided into at least 2 and a maximum of 5 sessions. The courses are integrated with the open-ended-challenge, we try to link them as much as possible in time of their realization process. But the students often feel that the courses distract them from working towards an end result in their challenges. So, we use them as a kind of disturbance. A knowledge disturbance or ‘just in time’ learning is a small dose of knowledge, methods or theory delivered at a time where it is most relevant and useful. Rather than filling students up with knowledge and theory in one seating, we recommend exploring ‘how little is enough?’ to get them going or applying their knowledge sooner rather than later. Then, as their knowledge and comprehension grow based on the application, challenge level or change in context, then at an appropriate time, we deliver another dose of theory/methods/models. This is a great way to support the unpacking of knowledge. A creative disturbance increases creativity, sustains or prolongs divergent thinking, innovation, inspiration, expectations, critical thinking, deliverables and can support convergent action. It can reconnect a group or team with ambition and potential of the work and outcomes, to excel and innovate! Strategically, it can be used to challenge solutions, methods, postpone convergence, boost energy and ambition. Consider changing of location, context and place. Get people moving, shifting their perspective and seeking inspiration through urban safaris, walks and talks at companies, emotional and social mapping.
10
PULSED assessment process. Assessing self-directed professionals Each of our programs stimulate students to become self-directed professionals. This means that, during each program, students gradually have to take more responsibility of their learning process and behavior. This is done through a scaffold. Throughout the course of each program, students get offered multiple elective courses, freedom to choose their own focus in the challenges and more autonomy to plan and design their own “study week”. Through this approach, we hope that students become intrinsically motivated to work on the projects and follow the courses of their choice. In short: there is a lot of freedom in the way in which each student learns and achieves the learning outcomes or learning goals of the educational program. However, this freedom is given within a set of frameworks or linked to certain ground rules. We believe that summative examinations should support students in this process. The examinations should provide the right amount of freedom to students to show their realisation of the learning outcomes of the program. We do not consider the examinations to be the prime motivational factor for students to learn and develop themselves during our programs. We do believe that examinations are crucial to ensure that all students meet the qualifications of each program. Setting a clear assessment framework and clearly communicating the set-up and goals of each examination also helps students to focus their work on the goals of each program. Lastly, we also believe that assessment offers an opportunity to recognize and award the accomplishments of each student and their unique talents, capabilities and experiences. Summative assessments at Pulsed Summative assessments - are assessments which students should pass in order to get credits and complete an educational unit. They are used to measure and conclude whether intended learning outcomes are met at a certain moment and at a certain level. Our summative examinations follow a number of principles: • In each program, we use a mix of summative assessment methods. • Given our overall goal to educate and assess self-directed professionals, we limit the amount of summative examinations in our programs. • Most of our assessments cover multiple learning lines, which stimulates students to integrate or combine what they’ve learned in one product. • Each program has at least one learning map/portfolio examination, where students gather their own evidence to show their realisation of the learning outcomes or learning goals. • All our examinations are valid: in the grading form we make explicit how each of the intended learning outcomes is assessed, by operationalising the learning outcomes into grading criteria or by directly assessing the learning outcomes using generic criteria. • All our examinations are reliable: we calibrate our examiners to ensure they use the grading forms the same way and would come to the same results in the same cases. • All our examinations are transparent: we share the relevant information with all our students, such as assessed learning outcomes, grading criteria, grading procedure and guidelines on how to create your product.
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The four most used types of assessment are visible in the table below, with a short explanation and some examples. Type of assessment
Short explanation of assessment type
Example of this type in our programs
Learning Maps (portfolios)
We call portfolios ‘Learning Maps’. In these learning maps, students gather evidence and explain their learning process, in order to show their realisation of the learning outcomes or learning goals that are being assessed. We assess their learning maps by directly assessing the learning outcomes using a generic set of criteria.
• Development of 6 roles in (minor ETEC) • General Phase Learning Outcome Portfolio (MDTE)
Practical Assignments
In practical assignments, students get a relatively structured assignment that they have to accomplish individually or in a group. These assignments help students to put theory to practice. We assess the assignments by using a grading form with criteria which operationalises the related learning outcomes or learning goals.
• Build a Working DataPipeline with visualisation (MDTE) • Profile Board (Empower)
Product Assessments
In product assessments, students usually get a relatively open-ended assignment to design a product. The product has to meet certain requirements, but there is a lot of freedom for students to use their personal design process and come up with their personalised results. We assess the products by using a grading form with criteria which operationalises the related learning outcomes or learning goals.
• Infographic research process (Empower) • Future solution-magazine (minor ETEC)
Reports
Report assessments can cover a variety of things. Students can be asked to either describe or reflect on a process, to write a plan or proposal, or to support and defend their product. In some cases, students are free to pick their own choice of report media (eg. a blog, podcast or vlog) and in other cases the format and medium are predetermined. We assess the reports by using a grading form with criteria which operationalise the related learning outcomes or learning goals.
• Graduation report (MDTE) • Research proposal (MDTE) • Reflection on GROOW-iterations (Empower)
Formative assessments at Pulsed Formative assessments - are low-stakes assessments. They are not about passing or failing, but about getting useful feedback for ones learning process. We use these formative assessments to measure the extent to which an intended learning outcome is met and give the student feed-back, feed-up and feed-forward which is helpful in their learning process. Next to summative examinations, formative examinations play a crucial role in the didactical set-up of our programs. Each learning line and the overarching challenges/projects in which these learning lines are integrated, consist of various so-called ‘landing points’. At these landing points, students show their progress on the learning outcomes to their peers and teachers. This can be in the form of a pitch or a presentation, a peer review session, a draft portfolio or draft report, a quiz, a debate or any other formative method. Through these landing points, students get feedback, feed-up and feed-forward from their teachers and their peers, which helps them to realise their learning outcomes and pass the summative examinations. With this approach to formative assessment, we make sure that students go through multiple feedback loops during each challenge or project. Therefore, there should be no intensive sprint at the final weeks, because most of the work has already been done in the earlier weeks.
Feed-back, feed-up and feed-forward is a distinction of three types of feedback, made by Hattie and Timperley (2007). Feed-up is clarification of the goal/learning outcome/criterion, feed-back is a response to the student’s work and feed-forward is an explanation or motivation to the student on how to reach the goal, learning outcome or criterion.
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Our educational programs. We offer three core programs: 1. Empower TEC 2. Embrace TEC 3. Digital Technology Engineering (DTE) All PULSED programs use design-based learning as an educational approach. This makes our programs recognizable, as they all contain the elements of DBL. Each program has its own educational profile with matching learning outcomes and a main goal towards which the students are educated. The curriculum of all programs is based on the following fields: Art - as an enabler of sense making. Technology - as an enabler of opportunities. Entrepreneurship - as an enabler of collaboration & validation. Design - as an enabler of solutions.
Snapshot of Pulsed Programs: Empower TEC
Embrace TEC
Digital Technology Engineer
30 cr. study load (1st yr.) Bachelor
30ECTS (3rd/ yr.) Bachelor
120 ECTS Master
20-30 weeks
20 weeks
80 weeks
Technical & non-technical inflow
Technical & non-technical inflow
Technical inflow
Dutch
English
English
A one-of-its kind full-time educational program for students who’ve dropped out of their study choice and are looking for a fresh start. During the program students stay socially connected in a dynamic learning environment and discover their real talents and interests to make a well-informed choice for a major that truly fits their future professional identity.
Our flagship, international minor program that blends cultures, disciplines and experiences. During the 20 power-packed weeks, students Learn by Doing, Solve Meaningful Challenges, Design Real Prototypes, Take Field Trips, Connect with Industry Experts and Work in Crossdisciplinary teams to develop themselves into a Self-Directed Professional.
Our upcoming new international Masters is a cross between the disciplines of Engineering and ICT. A full-time two-year program that trains students to become ‘digital technology engineers’. These result-oriented professionals are capable of applying most up-to-date digital technologies for new solutions and are able to help companies and organizations deal with the challenges posed by rapid digital transformation.
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Generic elements of our curriculum. Regardless of the main purpose of the program, there are a number of generic elements that are included in each PULSED program. These generic elements are explained briefly below: Personal Identity The awareness of personal identity assumes that the uniqueness of every human being is already present from birth. It believes strongly in a student’s potential, regardless of origin, nurture and experiences. The personal identity learning line helps students to acquire the knowledge and skills to become aware of their personal identity. A didactic and pedagogical learning environment helps to make this uniqueness visible and to connect the students’ talents to the contemporary complex challenges. The learning process takes place in an international and intercultural environment where students from all over the world follow the same program; however, coming from a different disciplinary, cultural and international perspective. With the presence of so much diversity and the development of students as responsible global citizens, the program exposes the richness of the talents of the individual and the group at the same time. Self-directed professional Today’s ever-changing professional environment includes the need for professionals that have the conceptual and attitudinal approach of self-directedness in order to be the skilled co-worker that consistently and continuously contributes to their ever-changing professional environment. Analyzing your professional situation and your professional self, in order to define what is needed. Taking concrete action in self-managing the own learning and behavior, and the ongoing reflection on that, in order to achieve the learning goals and to really add value to the professional environment. The self-directed professional (SDP) is a person that analyses his situations, identifies his personal competence(s) needed to work and live in society and uses the appropriate learning strategies to reach his social and personal goals. The immediate goal of the SDP learning line is to help learners take greater control of their learning and behavior. The ultimate goal is to empower the learners to ‘make a difference’ by using their learning to improve conditions under which they and those around them live and work. Fontys PULSED strongly believes in the phrase that ‘education is for the betterment of the society’. SDP will help the learners to make the(ir) world a better place. Design-based working Design-based working isn’t a subject or a topic or a class. It’s more a way of solving problems with the support of an iterative process that encourages risk-taking and creativity. Design-based working is a flexible framework for getting the most out of the creative process. It can be used in the arts, in engineering, in the corporate world, and in social and civic spaces. You can use it in every subject with every age group. It is about creating designs (products/services) that can facilitate or support initiatives and opportunities for change. We believe that this stimulates both a ‘makers mindset’ and the discovery of one’s own preferred approach to designing. Field trips and guest lectures are used to showcase and reflect on design-based working in practice. Design-based working is based on the different phases of Design Thinking. By conducting a predefined design process first, students make design-based working their own. This allows them to identify their strengths and weaknesses regarding their process management. The use of open-ended challenges allows students to tap into their curiosity. This enables them to identify an opportunity for change which will have a measurable impact on society. By applying research methods, which will be addressed in the learning line practice-based research, students empathize with the target group and other stakeholders in order to define the problem definition. From there, students are encouraged to ideate in multidisciplinary teams. Students make multiple prototypes with the purpose of testing the design as a whole or aspects of it. Depending on the purpose and goal these prototypes will vary from duct tape and cardboard prototypes up to functional working prototypes. Students switch continuously between making prototypes and testing them with the target group and other stakeholders involved.
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Practice-based research Practice-Based Research is based on the principle of innovative, practice and evidence-based work. It offers students a toolkit with different qualitative and quantitative research methods that will help them to create meaningful solutions for their target group’s needs and to secure the quality of their designs while doing so. It helps students to understand the problem, to determine exactly what the problem is and which aspects of the problem needs to be solved. Students will learn which research method is needed during their design-based working process, how to bring this into practice and how to report this satisfactorily. Social entrepreneurship Social entrepreneurship provides the students with a structural approach to identify and develop all aspects that are important to create sustainable value propositions to answer social challenges they will face in their professional life. Students are motivated to develop an (social) entrepreneurial attitude. They gain insight into how to develop sustainable value propositions and provide the tools to structurally develop these into business models and/or value for society.
References I
Jansen, P. (2014). Een andere blik op een betere wereld. Verkregen op 8 december 2014, via http://www. nmepodium.nl/Opinie/Eenandere-blik-op-een-betere-wereld
II
Fountain, J.E. (2019) The Wicked Nature of Digital Transformation: A Policy Perspective. Dubai Policy Review, January. Consulted on 11 November 2019: https://dubaipolicyreview.ae/the-wicked-nature-of-digitaltransformation-a-policy-perspective/
III
Rittel, H. and Webber, M. (1973). “Dilemmas in a General Theory of Planning”. Policy Sciences, Vol. 4, pp 155-169. Elsevier Scientific Publishing Company, Inc: Amsterdam.
IV
Geary, D. C. (2007). Educating the evolved mind: Conceptual foundations for an Evolutionary Educational Psychology. Information Age Publishing.
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Perkins, D.N. (November 1999). The Many Faces of Constructivism. Educational Leadership.
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Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
VII
Wijnen, W. H. F. W. (2000). Towards design-based learning. Eindhoven: Eindhoven University of Technology.
VIII
Doppelt, Y. (2009). Assessing creative thinking in design-based learning. International Journal of Technology and Design Education, 19(1), 55–65.
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