OUR WORLD OF TOMORROW VISION OF EDUCATION

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1 OUR WORLD OF TOMORROW VISION OF EDUCATION

2 2 3 AUTONOMY, COMPETENCE AND CONNECTION ARE THE BASIC PRINCIPLES zodat ik kan bijdragen Leven is leren, eigen werk creëren. mijn leerroute vorm te geven.

3 4 foreword Our world of tomorrow 5 foreword Our world of tomorrow / FOREWORD OUR WORLD OF TOMORROW HU University of Applied Sciences stands for good quality education that challenges and inspires. We educate our students to become committed professionals who are capable of combining the latest practical knowledge with theory and applying their critical capacities to improve their professional environment. What is it that drives us, what is our vision of education? How do we envisage our world of tomorrow? But these design dimensions are not set in stone. Education is a dynamic process and we continue to explore how we wish to shape our learning and teaching. These design dimensions will therefore be subject to regular review, as a result of which feedback from our lecturers and students will combine with developments in society and teaching to guide us forward into the future. We warmly invite you to take inspiration from us and join us in continuing to shape our future world! Jan Bogerd President of the Executive Board, HU University of Applied Sciences With its students and partners, HU University of Applied Sciences faces a dynamic, internationally-oriented society in which knowledge is developing at breakneck speed. Some of our students will enter professions that do not yet exist. Despite this, we do our very best to prepare them for this new world. We achieve this by equipping them with the knowledge and tools they need to continue to develop themselves and the professional practice in which they work. At HU University of Applied Sciences, lifelong learning is our guiding principle. We achieve this with expert and motivated staff. The innovations we introduce in our education rest on a strong foundation: our educational vision, based on the ideas of hundreds of HU lecturers and students. The dimensions we use in designing our education arise from this vision. Together, they provide direction and space to bring about innovation in our teaching. They ensure that everyone at HU speaks the same language and adopts the same approach, and they provide space for teachers and teams of teachers to shape their teaching within their own specific contexts.

4 CONTENTS 1 HU 2020 AND OUR VISION OF EDUCATION VISION OF LEARNING DESIGN DIMENSIONS OFFER DIRECTION FIVE PRINCIPLES FOR OUR EDUCATIONAL VISION DIALOGUE ABOUT EDUCATION 32-35

5 8 chapter 1 HU 2020 and our vision of education 9 chapter 1 HU 2020 and our vision of education 1 / HU 2020 AND OUR VISION OF EDUCATION HU University of Applied Sciences has set out its strategy in the document Hogeschool Utrecht in We have translated this strategy into an agenda for educational innovation. In it, the HU strategy is closely linked to day-to-day teaching practice. The result is our vision of education, together with dimensions for designing education. The Hogeschool Utrecht in 2020 strategy document describes what HU has decided to focus on in order to help shape developments in professional practice. University of Applied Sciences At HU, practice-oriented research plays a vital role: as a tool for generating new knowledge and understanding, as a basis for helping professional practice to achieve innovative solutions for complex issues and as a skill to teach students to apply evidencebased strategies. At the heart of the Utrecht region In co-creation with professional practice in the region, we educate professionals and shape our education and research. In this process, we contribute to the competitiveness of our dynamic region with its many knowledge workers and powerful economic engine. Greater focus HU creates focus in the range of education offered and the research. We concentrate on the areas in which we excel and which are in demand among professionals in the labour market and in professional practice. At the same time, we monitor European developments with interest. This enables us to further improve the quality of the education we offer to new and experienced professionals. Education for students aged HU is committed to offering education for lifelong learning: an educational concept targeting both new and more experienced professionals. TOGETHER WE ARE DEVELOPING OUR EDUCATION FOR TOMORROW

6 10 11 chapter 2 Vision of learning 2 / VISION OF LEARNING Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. - Albert Einstein - Learning is a personal experience that lasts a lifetime. It is our duty to support students natural need to learn, boost their motivation and guide them towards achieving the best possible results. This is how we enable students to make optimum use of their talents in professional practice, their specialist field and wider society. The 21st-century is an era of complex, multi-disciplinary issues. They call for creative and innovative problem-solvers who think critically, behave ethically and collaborate across disciplines. Knowledge and skills have value only if they have the potential to be applied just when they are needed. This is why learning is a key value. It can be divided into the intrinsic value of learning, the value of the results it helps you achieve, and the value of personal development via the impact it has on your awareness. Learning in itself and students professional development play a central role. It is essential that education meets the needs of students, in terms of pace, interest and level. New and experienced professionals alike need independence, freedom of choice, confidence in their ability and positive relationships with others. Autonomy, competence and connection are the basic principles that underlie inherent motivation.

7 12 chapter 2 Vision of learning 13 chapter 2 Vision of learning This is what HU s vision of learning is characterized by: Collaborative learning: co-creation and team learning. Personal learning: in any learning process, the learning needs of the professional take centre stage and are aligned with the pace, motivation and level of student in order to achieve the best possible learning outcomes. Learning to learn: learning as a strategy for increasing the professionalism and innovation of professional practice. Learning in the 21st-century: the learning process makes use of authentic learning situations, genuine issues and ethical dilemmas from the present day and for the future. Alongside the vision on learning, the HU educational vision demonstrates how HU structures its education. The four elements of learning to create knowledge together play a crucial role in this: LEARNING to educate professionals to have initial competence and be sustainably employable on the 21st-century labour market. We adopt a personalized approach to this: students determine their own talents, choices and development needs, setting their own pace, route, level, content and sequence. This applies to both new and experienced professionals. TOGETHER we learn and develop new knowledge: working together in learning teams, based on research and in co-creation with professional practice. KNOWLEDGE is placed at centre stage: we generate it, share expertise and develop our own new knowledge, which is why we are a University of Applied Sciences. TO CREATE added value in the form of professional development and innovation in professional practice, in order to contribute to tomorrow s world.

8 pag 14 hoofdstuk 2 Onze mening over cultuur in de bouw pag 15 hoofdstuk 2 Onze mening over cultuur in de bouw SOME OF OUR STUDENTS WILL ENTER PROFESSIONS THAT DO NOT YET EXIST

9 16 17 chapter 3 Five principles for our vision of education 3 / FIVE PRINCIPLES FOR OUR VISION OF EDUCATION 1 Lifelong learning We offer education for new and experienced professionals aged from 16 to 67: in other words, lifelong learning. We not only educate new entrants to the labour market, but also seasoned professionals who wish to update, broaden and extend their knowledge and skills. After all, society needs professionals who continue to train and remain professionally competent throughout their careers. We call this lifelong learning. We focus on the entire careers of new and experienced professionals. This principle forms the basis for the choices we make in the content and style of our education. Co-design for children with cancer UCREATE In the Netherlands, cancer is the most common cause of death in children. A proper diet, plenty of fluids and exercise during the treatment process increases the chance of survival and enhances quality of life. But children with cancer can find it particularly difficult to follow a proper diet and to exercise. Over the last year, five design agencies, some of them online, worked with 27 students and three researchers from HU to design interactive products aimed at encouraging a healthy diet and exercise among children with cancer. During the research project Participatory Design for Paediatric Oncology (POKO) various prototypes were developed, including a Taste Lab to encourage children to try out different tastes.

10 18 chapter 3 Five principles for our vision of education 19 chapter 3 Five principles for our vision of education 2 Education in co-creation with professional practice Lifelong learning in the picture Jeune de Graaf, skin therapist, has her own practice in skin and oedema therapy. She took a full-time Bachelor s degree in skin therapy at HU University of Applied Sciences. Last year, she also completed the post-vocational programme in post-burn skin therapy at HU. This programme was developed by HU in co-creation with the Beverwijk Burns Centre, including the plastic surgeon Paul van Zuijlen. She is also working on joint HU and Burns Centre research into the effectiveness of these post-burn therapies in order to enable patients to receive even better treatment in the future. Jeune was trained to conduct this type of research by HU. 3 Education based on practically-oriented research Research capabilities enable students and professionals to work creatively, innovatively and methodically. They have a researcher s attitude, can apply research results and complete the research cycle independently. The education at HU is continually inspired by proven methods and techniques from professional practice and by methods and techniques developed at our own research centres. We therefore teach students and professionals state-of-the-art methods but also equip them with the capacities they need to research what is effective in specific contexts. Today s techniques may not necessarily be those of tomorrow. The knowledge that HU generates in its own research is made actively available to professional practice and wider society. HU brings together professional practice, education and research. Students, lecturers, researchers and the professional field work closely together. They learn from and inspire each other. By working together intensively in this way, we can make the best possible contribution to professional development and innovation in professional practice. We deliver well-qualified professional practitioners who are fully equipped for their work. In addition, they are able to reflect on their own actions and have the knowledge, skills and attitudes needed to innovate their professional practice. With our roots in professional practice and our eyes to the future, our education is rigorous and evidence-based, can be applied in practice and focuses on the skills needed to participate in the 21st-century working environment. This means that 21st-century skills are of vital importance.

11 20 chapter 3 Five principles for our vision of education 21 chapter 3 Five principles for our vision of education June 2014: Small Business and Retail Management (SBRM) named programme of the year by entrepreneurs organization Jong Ondernemen. Maurice Luimes, SBRM (Small Business and Retail Management) programme coordinator at HU: Since it was established ten years ago, our programme has opted for a progressive and innovative educational concept. It is a concept that remains unique among all SBRM programmes in the Netherlands: we always insist that our students engage independently in business. Our students are never spoon-fed, but must always initiate their own research, seek out literature, conduct research, etc. We merely offer a framework in which we outline the conditions that students must meet in order to gain credits and the rest is up to them. Luimes continues: [ ] As part of our characteristic approach, we challenge our students at the start of the year to develop an innovative product for the market. In the past, this has resulted in numerous outstanding products, such as innovative games, CSR products or even before the major breakthrough the use of new methodologies, such as 3-D printing. In addition, we encourage students always to seek out an attractive and especially external location for the shareholders meeting. We are proud of our students every single year. 4 Personalized learning as a framework for talent development Honours in the Faculty of Natural Sciences and Technology Zep Mouris felt he was not learning enough on the regular Computer Technology programme and decided to supplement it with the honours programme in his third year. Niels Rensink from Business and the Built Environment established a study association and even managed to take an international programme in Valencia at the same time. Ingrid Spaan from Life Sciences was eager to work more independently during her programme and was able to excel in the Biochemistry Skills course. The education is structured in such a way as to enable students to take control of their own learning process. There are final attainment targets stipulating the results that must be achieved, but it is up to the student to decide on the route, the pace and the sequence to get there. We call this personalized learning. It calls for a curriculum with a sequence that is as flexible as possible and many modules that can be taken independently. Testing that is independent of the chosen learning route is the guiding principle in this. Students can decide for themselves how much teaching and support they need. THE STUDENT SETS THE ROUTE, THE PACE AND THE SEQUENCE

12 hoofdstuk 2 22 Onze mening KNOWLEDGE over DEVELOPING cultuur in de bouw AT BREAKNECK SPEED 23 hoofdstuk 2 Onze mening over cultuur in de bouw

13 24 chapter 3 Five principles for our vision of education 25 chapter 3 Five principles for our vision of education It all starts with a serious intake interview for all students before they begin their programmes. The interview serves as a launchpad for the learning career, at whatever stage it is. The intake interview is the perfect tool for initiating or developing a relationship with the new or experienced professional. After all, today s students are also fellow professionals and therefore form a link with professional practice, now and in the future. HU offers ambitious new and experienced professionals opportunities to broaden and intensify their knowledge: in a structured way, or more openly and at their own initiative. Honours education aims to create value in terms both of careers and wider society. 5 Teaching aimed at new and experienced professionals. Blended learning, the combination of contact teaching, workplace learning, team and online learning makes personalized learning increasingly possible. Students can gain knowledge and experience from the internet, their workplace and through independent learning. This makes contact teaching even more valuable, since the material can be more effectively explored at greater depths. Increasing opportunities emerge to focus on personal and professional development. Blended learning also means that knowledge and skills are always acquired and developed from a professional context. Students come together in learning teams based on their ambitions, objectives and intended results. Learning together is essential in any successful education. In the team, students take on different roles relative to each other and learn to become critical friends. assignments and documents on which students have worked together. These form the basis for the session. Everyone who attends has already thought about the issues in advance and everyone knows where they stand. We have noticed that this boosts quality because you initiate your own learning process in advance, which means students are better prepared and we can make extremely effective use of the session. The results have been extremely positive and I have also started other Master s courses using blended methods. In all of this, HUbl offers a rich digital learning environment and I use it to run through a weekly cycle with students in which preparatory assignments are completed, students work remotely in a learning team or with other teams in the classroom and this is followed by an opportunity for consolidation and reflection, to assess what has been achieved. Theo van den Bogaart (FE) was involved in developing and teaching the blended Master s programme In Mathematics Teaching. One particular aspect that has become more individual and different is that we have started recording the transfer of knowledge and offering associated assignments to help process the subject matter. The pre-prepared section includes web lectures, video excerpts,

14 26 27 chapter 4 Design dimensions offer direction 4 / DESIGN DIMENSIONS OFFER DIRECTION Based on this vision of teaching and learning, fourteen design dimensions have been formulated that provide both direction and space to design our education. We invite teams of lecturers to give their own interpretation, shape and meaning to these dimensions. It is important that lecturers do this collectively and not individually as this is key to the success of educational innovation. This enables sense-making to be achieved and knowledge to be shared between lecturers, essential factors in making further improvements to the education. Education in co-creation with professional practice 1. The education is developed in co-creation with professional practice. 2. Issues from professional practice linked to the knowledge and expertise at HU form the basis for the education. Practice-oriented research as a springboard for knowledge 3. The education is state-of-the-art and based on the latest relevant research. 4. The education boosts students research capacities. I SEE STUDENTS AS PRO-ACTIVE PARTICIPANTS WHO HELP US SHAPE EDUCATION

15 28 29 LEARNING BY EXPERIENCE IS KEY Personalized learning 5. The education enables the student professional to manage and control his or her personal and professional development and learning process. 6. The education is preceded by an intake and matching procedure. 7. The education offers new and experienced professionals space to pursue individual options by participating in Honours programmes. 8. The education comprises the maximum possible number of units that can be followed independently. 9. Testing is independent of the chosen learning route. 10. The curriculum is non-sequential where possible and sequential where necessary. HU approach to teaching 11. The approach to teaching is based on learning through experience. 12. The education is shaped by the didactic principles of blended learning. 13. A learning team of students is the point of departure for the learning process. Quality 14. Our quality policy is based on independent, external accreditation. Our degrees are audited by the Accreditation Organization of the Netherlands and Flanders (NVAO). Our non-degree programmes are assessed by an independent committee of internal and external experts, possibly supplemented by a professional certifying authority.

16 30 31 EDUCATION IN CO-CREATION WITH PROFESSIONAL PRACTICE

17 pag chapter 5 Dialogue about education 5 / DIALOGUE ABOUT EDUCATION We take pride in our vision and the design dimensions. But shaping and implementing education on this basis requires more than that. Essential ingredients include the exchange of knowledge and experiences between lecturers and teams of lecturers, learning from each other and specific support in design and redesign. How training, support and professional development are configured is another key factor. Most importantly, it is about gaining inspiration together! HU aims to achieve an active dialogue between lecturers and students, on the route towards even more attractive and better education for our students aged 17 to 67!

18 34 35 THE BEST WAY TO PREDICT THE FUTURE IS TO DESIGN IT!

19 36 / COLOFON Edition Utrecht University of Applied Sciences 2015 Photography Femke van den Heuvel Jan-Willem Groen Harold van der Kamp Ed van Rijswijk Design RAAK Grafisch Ontwerp, Utrecht