Abstract. What role does knowledge have in competency based higher education? Many Dutch Universi... more Abstract. What role does knowledge have in competency based higher education? Many Dutch Universities of Professional Education are struggling with the implementation of competency-based curricula. In view of current practice, this article distinguishes between two sorts of knowledge: vocationrelated knowledge and context-free knowledge. In higher education curricula are developed with the aid of various design-models. The resulting curricula are tied to varying degrees with the field of practice, depending on which model is used. Below three models are typified and compared along four aspects: assignment-driven, vocationally related work processes, integral assessment & testing and knowledge development. Recommendations are then made for ways in which knowledge-rich, competency-based curricula can be developed and improved within the given design models. Keywords here are 'good vocational assignments' and 'accountability of results'.
Learning environments and responsibility: Three types of learning environments Marijke Hezemans a... more Learning environments and responsibility: Three types of learning environments Marijke Hezemans and Magda Ritzen Expert Centre for Educational Innovation and Training of the Hogeschool van Utrecht, University for Professional Development and Applied Science, The ...
IFIP — The International Federation for Information Processing, 2005
The working conference has provided many examples of professional, formal and informal communitie... more The working conference has provided many examples of professional, formal and informal communities of practice that rely to a lesser or greater extent on access to and the use of ICT. The working definition we have used is based on the work of Wenger, McDermott and Snyder (2002) ...
Marijke Hezemans, having gained a teaching diploma in Mathematics and Chemistry as well as a degr... more Marijke Hezemans, having gained a teaching diploma in Mathematics and Chemistry as well as a degree in Education, now works as an educational developer. As a project leader she contributes to educational innovation in Dutch Higher Education. She supervises both the content of innovation processes: the development of competence-based curriculum elements as well as their organisation: the implementation of competence-based programmes. At the moment she is attached to the Expert Centre for Educational Innovation and Training of the Hogeschool van Utrecht, University for Professional Development and Applied Science. Magda Ritzen is an educational psychologist and has been working for a number of years on educational innovation and the role played in this by ICT. At the moment she is attached to the Expert Centre for Educational Innovation and Training of the Hogeschool van Utrecht, University for Professional Development and Applied Science. Here she works as educational advisor and pro...
E-Training Practices for Professional Organizations, 2005
Abstract: Dutch lUliversities of professional education are working with institutions in the fiel... more Abstract: Dutch lUliversities of professional education are working with institutions in the field to develop programmes that are intended students to develop into starting professionals. The implementation of these new programmes means adopting a new methodology and this ...
Abstract. What role does knowledge have in competency based higher education? Many Dutch Universi... more Abstract. What role does knowledge have in competency based higher education? Many Dutch Universities of Professional Education are struggling with the implementation of competency-based curricula. In view of current practice, this article distinguishes between two sorts of knowledge: vocationrelated knowledge and context-free knowledge. In higher education curricula are developed with the aid of various design-models. The resulting curricula are tied to varying degrees with the field of practice, depending on which model is used. Below three models are typified and compared along four aspects: assignment-driven, vocationally related work processes, integral assessment & testing and knowledge development. Recommendations are then made for ways in which knowledge-rich, competency-based curricula can be developed and improved within the given design models. Keywords here are 'good vocational assignments' and 'accountability of results'.
Learning environments and responsibility: Three types of learning environments Marijke Hezemans a... more Learning environments and responsibility: Three types of learning environments Marijke Hezemans and Magda Ritzen Expert Centre for Educational Innovation and Training of the Hogeschool van Utrecht, University for Professional Development and Applied Science, The ...
IFIP — The International Federation for Information Processing, 2005
The working conference has provided many examples of professional, formal and informal communitie... more The working conference has provided many examples of professional, formal and informal communities of practice that rely to a lesser or greater extent on access to and the use of ICT. The working definition we have used is based on the work of Wenger, McDermott and Snyder (2002) ...
Marijke Hezemans, having gained a teaching diploma in Mathematics and Chemistry as well as a degr... more Marijke Hezemans, having gained a teaching diploma in Mathematics and Chemistry as well as a degree in Education, now works as an educational developer. As a project leader she contributes to educational innovation in Dutch Higher Education. She supervises both the content of innovation processes: the development of competence-based curriculum elements as well as their organisation: the implementation of competence-based programmes. At the moment she is attached to the Expert Centre for Educational Innovation and Training of the Hogeschool van Utrecht, University for Professional Development and Applied Science. Magda Ritzen is an educational psychologist and has been working for a number of years on educational innovation and the role played in this by ICT. At the moment she is attached to the Expert Centre for Educational Innovation and Training of the Hogeschool van Utrecht, University for Professional Development and Applied Science. Here she works as educational advisor and pro...
E-Training Practices for Professional Organizations, 2005
Abstract: Dutch lUliversities of professional education are working with institutions in the fiel... more Abstract: Dutch lUliversities of professional education are working with institutions in the field to develop programmes that are intended students to develop into starting professionals. The implementation of these new programmes means adopting a new methodology and this ...
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