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3.2 Current trends and initiatives

Current trends and innovations in Texel, in the Netherlands and in other islands outside the Netherlands

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Below the current trends and initiatives in Texel and in the Netherlands are summarized, from high school to university education. Trends in islands outside the Netherlands are also included, as a source for inspiration

Texel:

To get more insight in the relevant trends in Texel, we tried to get in contact with the student coordinator of the Hogeberg. Though, we want to understand how things work on the island and helping to improve the system, his answer was very hostile: “However, I can not imagine how you can assist me to improve and future-proof the Texel education.” Apparently, they don’t want any help from outsiders nor helping us getting a better understanding of the situation.

 

Digital studying in secondary school

While doing so, the only information about their educational system is the internet site of the school, http://www.dehogeberg.nl/. On their site, information is spread about more digital education. Students need/ or can borrow a laptop of some projects or classes. How the school implied this is uncertain, at 9-12-2015 they posted the first regulations. It seems, the school is lacking behind, because, at 21-10-2014, the newspapers are filled with information retrieved out the field research that has been done by kennisnet. It appears, that already 31% used laptops or tablets in the classroom. In the “Trouw” and “Telegraaf”, they said the infill of the laptops use is different for each school. The devices are used for certain courses, as digital books, making online exercises some schools use it only for the new students others for the whole school. As the integration of the laptop differs from schools, the school can still be old fashion and use the device as a book behind the glass. But some schools are very innovative and use the device really as a new way of personalized education, with homemade materials. (Sabine Peterink)

When we interpret the website well, compare this with other schools and reading the mail from mister Bakker, we think this school is very traditional. Probably they will use the tablet or laptop as a lightweight solution for books and students will be able to make their homework digital and read their books digital, but more interactive use is not in it yet. This was confirmed by the interview to Lars Hammer regarding the usage of ICT and online tools.

If the use of digital education will be expanded. a lot of possibilities will pop up. It would make it possible to change the whole way of learning. It's would be the first step of introducing the use of smart devices like smart boards, laptops, i-Pads, smartphones, smartwatches etc. In the Netherlands been some trials with ELO and Birdy. All teachers and students are very surprised and see the additional value of the product. It's important teachers learn to work and teach with digital products because it have a great influence on the way how teaching and the success factor. The added value is visible in the primary, secondary education but also in the MBO, HBO, and University. The use of digital will influence the interaction between students and teachers. Students will work together in an online learning environment and have less direct contact with each other. In the same time, teachers will have more time for personal guidance, because the lecture is online, test are automatically graded and shown the weak points which need additional explanations. Small tests can be done in the class where every student is giving the answer by their telephone and the answers are shown on the board where the best student will win the honor. Their al already a lot of different programs designed for like  QUIZPLANET, WINTOETS 4, ONLINE through ELO Or LMS, QUAYN PORTAL or QUAYN MOBILE. 

A part of this integration is again linked to digital education. 5 MBO schools (Helicon MBO Velp, ROC Nijmegen, SintLucas, ROC van Twente en het Summa College) are experimenting with this new type of education. It helps students to find themselves, they can learn more slower or faster and defined in their interest. they developed their own learning materials like e-learning, knowledge clips, web lectures, wiki's, blogs en screencasts. Digital education helps bridge the gap between secondary school and MBO/HBO. 

Retrieved kennisnet.nl

 

Connection between secondary school and vocational & apprenticeship training

TexLabs designed a competition to nursery new upcoming idea's that can improve Texel. Vivianne Neeteson Lemkes and Pepijn Lijklema won the first price with their idea. As we did, they noticed the problem with attainability and connection between secondary school and lower education. They want to design a space where the business market, lower education, secondary school becomes closer together and benefit from each other. A good education can contribute to  an improved business climate on the island, it attract young people with an improved economy and fill up the lack of trained personnel.
Retrieved: texlabs.org & kennisenkundetx.nl

 

The Netherlands:

When we look on a much broader scale there is are new trends visible since 2000. Besides the infiltration of the digital environment in the secondary school. 

 

The new way of learning for primary education:

In the publication of “het nieuwe leren” (the new way of learning), written by R.J. Oostdam, H. Blok, T.T.D. Peetsma describing 3 different methods: 
1) Students need to start learning actively and independently, 
2) a natural way of learning and 
3) students are free and willing to learn.

Characteristics of these different approaches are: student-centered, responsive to individual abilities and interests, students participate actively in the (re) construction of knowledge, learning is linked to meaningful contexts, students learn together with and from other students, they can choose themselves and thus serve also a certain responsibility for their own learning and the role of teacher moves towards facilitator or -facilitators. To reach these goals, students schedule have free space to choose their own domains they want to improve, or schools invent artist to have inspiring lectures and workshops with the students.

Characteristics of these different approaches are: student-centered, responsive to individual abilities and interests, students participate actively in the (re) construction of knowledge, learning is linked to meaningful contexts, students learn together with and from other students, they can choose themselves and thus serve also a certain responsibility for their own learning and the role of teacher moves towards facilitator or -facilitators. To reach these goals, students schedule have free space to choose their own domains they want to improve, or schools invent artist to have inspiring lectures and workshops with the students.

The result is that children, students, and adults are much more independent, they are self-aware and able to work and plan their own interest without beeing controlled. It motivates them to make the best out of it and exploit their qualities. And by doing so, they become smarter in a playfull way what contribute to a higher IQ.


Adaptive learning for primary education:
In the article of “adaptive onderwijs” from Dr. Hofman practices and reflections on it are explained. It appears 3 main themes are important in this type of educational system;
1) Relationship,
2) Competence, 
3) Autonomy.
A significant positive correlation is shown between the types of adaptive teaching and learning yield, or the output of the school. Because, there are 3 basic needs formulated it is a simple and accessible concept. Teachers have a wide interpretation range, they can reflect on what they do, find out where they want to pay attention to and determine how adaptive education - or elements of it - want to shape their everyday practice. The pillars are based on the following schedule.
 

Relation

Competence

Autonomy

Interaction

Personal meetings with students

Helping students to reflect

Offering space and honoring innovative idea’s of students

Instruction

Giving an instruction that is safe for using by students

Focussing on active learning with assignments

Giving students task and the opportunity to choose how the education is provided

Organization of meeting time

Creating meeting time with students

Making time and space adaptive for students

Plan with students what, how and when they will do

This type of education improve the relationship between teachers and students, it becomes more strong and the interaction is more specific and related to the person. They can choose the form of education and focus on learning in an activated way. 

Retrieved: Onderwijsmaakjesamen.nl & wij-leren.nl

 
Feedbackfruits:
Feeback fruits is the new Dutch learning system, where all kind of universities can add their different study programs and exchange information. It encourage students to participate in lectures and share study material to facilitate the core of education: opening up young minds to the wonders of science and helping students become specialists in the things they love. Special tools they use are dialogs, sharing educational materials and aimed to have live helping teachers who give an interactive lecture and feedback. 
Feedbackfruits gives students the freedom to flowing lectures and working on assignments in the way they want. They can learn on their own speed and exchange thoughts, idea's and summaries. It provides students with an additional freedom, to spend time during the day for leisure activities, which make the community more dynamic. 
In almost each country new digital learning environments pop-up. In Australia all education types are available. One of the first models for university is the boot camp model out America.
The first trials with this method were made in America and the results seemed to be very promising, what is also underlined by Obama. The project is started with business people, who wanted to raise their station. But, last semester, the first trial in the Netherlands has been at the TU Delft, provided by Anke van Hall. The boot camp is an alternative for longer and more expensive degree programs. It helps to improve developing and encouraging new talents, filling knowledge gaps, enhance strengths and improve insights. Within the course of Anke, the role of study material, homework, and work that is done in the classroom, have switched. Instead of getting an informative lecture, this time, can spend on helping making/improving assignments and explore with the students where there are missing links and what they are interested in. Homework becomes now work doing together in class. While teaching new information and understanding of these information becomes homework, which can be discussed during the next meeting session.
Retrieved: educatiodive.com

Outside the Netherlands:

A similar system with online learning is provided by The University of the Highlands and Islands. Students on 90 islands around Scotland can connect to its network, using normal high-speed telephone lines in a "virtual learning environment", accessing digital "blackboards" and messaging boards from laptops and home computers. All kind of studies are taught from archeology until oral sciences. 
The university ran more than 11,000 "multipoint" high-definition video conferences for lectures, seminars and administration meetings last year, each involving, at least, three sites and up to 34,000 students. Mehan said this was more than every other British university combined.
It appears by adding qualitative education in an online learning environment connect with local houses have a great influence on a number of students that benefit from the lectures. It reaches out for more student and they are happy and motivated. They are able to a personal shape to their study and combine it easily with work or leisure activities. It also makes is possible to study from home, so they don't need to leave the island and are able to participate in their community. They feel connected with all students and can explore their full opportunities. 
Retrieved: theguardian.com & uhi.ac.uk
In the nordic islands, there is a sustainable education network for adults. Since adult education represents lifelong learning and plays a major role in sustainable development, a pilot course was organised in 2014-2015 to monitor adult courses in in Oslo (Norway), Samsø (Denmark), Gothenburg (Sweeden) and Porvoo-Borgå (Finland):
"The pilot course of the educational programme emphasises learning geared towards theoretical knowledge combined with practical action. The aim is to build bridges between formal education institutions, local administrations and civil society organizations; assisting both formal and informal learning arenas to learn from the inspiring local examples"

 Retrieved: http://energiakademiet.dk