http://hdl.handle.net/1820/2145 Search the Channel search http://dspace.ou.nl/simple-search http://hdl.handle.net/1820/3378 Title: Promoting the Learning Mobility of Future Workers: Experiments with Virtual Placements in University-Business Arrangements.<br/><br/>Authors: van Dorp, C.A.; Herrero de Egaña y Espinosa de los Monteros, A.; Lansu, A.; Kocsis Baán, M.; Virkus, S.<br/><br/>Abstract: Virtual placements are learning arrangements, which generate new possibilities for accumulating professional (work-based) knowledge. Virtual placements are beneficial in many ways; they merit increased training opportunities, exposure to not/never-thought-of occupations, integration of disadvantaged individuals, and preparation of, and blending with, physical placements. This paper reports about multi-country experiments with technology-enabled remote access to work, as a contribution to the work-based learning and professional mobility of students. The central question is: how may virtual placements be arranged so as to bring a contribution to the development of professional skills and competences? This paper first addresses the contribution of traditional placements, followed by the strengths and weaknesses of virtual ones. Next, real pilots with virtual (work-based) arrangements, are described. Regular universities experiment with virtual placements in on-campus courses and curricula, in frame of self-organised learning, whereas open universities experiment with virtual placements in off-campus courses and curricula, in frame of social-collaborative and networked learning. Subsequently, the results of the different arrangements, their pros and cons, are described. Final conclusions from the study are drawn on the development of professional skills and competences in students, the implemented didactics and the technology applied. ---- In Dutch ---- Virtuele stages zijn leerovereenkomsten die nieuwe mogelijkheden creëren om professionele (werkgebaseerde) kennis te verzamelen. Virtuele stages hebben vele voordelen omdat ze de opleidingskansen verhogen, toegang tot moeilijke of als voor onmogelijke gehouden banen bieden en de voorbereiding op praktijk- en gemengde stages (virtueel-praktijk) vergemakkelijken.Dit artikel is een verslag over experimenten die in verschillende landen zijn uitgevoerd waarbij systemen met toegang op afstand voor het werk zijn toegepast om het leren op de werkplek en de beroepsmatige mobiliteit van studenten te stimuleren. De kernvraag is hoe virtuele stages moeten worden uitgevoerd om de ontwikkeling van beroepsvaardigheden te bevorderen? In het artikel worden eerst de bijdragen van traditionele stages besproken en de voor- en nadelen van virtuele stages plaatsingen besproken. Vervolgens wordt ingegaan op enkele pilot-studies met virtuele (werkgebaseerde) overeenkomsten. Universiteiten voeren proeven uit met virtuele stages in vakken en leerplannen op de faculteit binnen het kader van zelfgeorganiseerd leren terwijl open universiteiten experimenteren met virtuele stages in vakken en studieprogramma’s buiten de faculteit om binnen het kader van collaboratief sociaal leren en netwerkleren. Hierna worden de resultaten van de verschillende overeenkomsten en hun pro’s en contra’s beschreven. Er worden enkele eindconclusies getrokken uit het onderzoek met betrekking tot de ontwikkeling van beroepsvaardigheden bij studenten alsook met betrekking tot de toegepaste didactiek en technologie. http://hdl.handle.net/1820/2771 Title: Delimitation and phylogenetics of the diverse land snail family Urocoptidae (Gastropoda: Pulmonata): A reunion with Cerion<br/><br/>Authors: Uit de Weerd, Dennis R.<br/><br/>Abstract: The extreme morphological diversity in the land-snail family Urocoptidae has complicated its delimitationfrom other land-snail families, and has obscured its intra- and interfamilial phylogeneticrelationships. Using an independent dataset of 28S rRNA DNA-sequence data, I tested morphologybasedhypotheses about these relationships. These data refute the recent placement of the Australiangenus Coelocion within the Urocoptidae. Instead, they provide strong support for a North American/circum-Caribbean clade, to be named Urocoptoidea (new superfamily), which consists of the familiesUrocoptidae and Cerionidae. In all optimal trees (maximum likelihood, maximum parsimony andBayesian), Cerion is nested among New World Urocoptidae, rather than occupying a basal position astheir sister group. Even so, the monophyly of the New World Urocoptidae could not be statisticallyrejected. Judging from the fossil record, the superfamily Urocoptoidea originated in the southwesternpart of the North American continent, where it was widespread by the late Cretaceous. TheAntillean Urocoptoidea most likely constitute three separate lineages that may have been carriedeastward on the proto-Antillean island arc, which started in the late Cretaceous from a position nearthe SW North American landmass. Shell characters used in urocoptid classification are re-evaluatedin the light of these results, and consequences for taxonomy and implications for evolutionaryresearch are discussed. http://hdl.handle.net/1820/2770 Title: Molecular phylogenetic relationships of Inchoatia taxa<br/><br/>Authors: Uit de Weerd, Dennis R.; Schneider, Dennis; Gittenberger, Edmund<br/><br/>Abstract: The molecular phylogenetic relationships between nominal (sub)species within the Greek land snail genus Inchoatia are examined. http://hdl.handle.net/1820/2769 Title: Summarizing data on the Inchoatia taxa, including Inchoatia megdova bruggeni subspec. nov. (Gastropoda, Pulmonata, Clausiliidae)<br/><br/>Authors: Gittenberger, Edmund; Uit de Weerd, Dennis R.<br/><br/>Abstract: An annotated checklist for the genus Inchoatia is provided. The old distributional data are converted into modern geographical names and completed with UTM codes. A new subspecies is described as Inchoatia megdova bruggeni subspec. nov. http://hdl.handle.net/1820/2409 Title: Competences and competence-based learning for sustainable development<br/><br/>Authors: De Kraker, Joop; Lansu, Angelique; Van Dam-Mieras, Rietje<br/><br/>Abstract: In the context of education for sustainable development (ESD), there is extensive literature on what should be taught and learned in terms of knowledge, skills and values. What stands out in most of this literature is a prominent attention to values. The underlying idea is that value education is needed to prepare students for a role as ‘agents of change’, able and willing to transform our current society into a more sustainable one. What is strikingly absent from these approaches to ESD is the notion that there may be a valid diversity in perspectives on sustainable development, whereas this diversity is in fact a key feature of sustainable development in a pluralistic society. In the transition towards a sustainable (or at least more sustainable) society, the ability to deal with this diversity of perspectives will thus be crucial. We therefore argue that the key competence for academic professionals to successfully contribute to sustainable development will be their ability to think, communicate, learn and collaborate across the boundaries that divide these perspectives. We refer to the ability to cross such boundaries as ‘transboundary competence’. This chapter applies the principles of competencebased learning to identify the characteristics of learning environments in which this competence can be developed. http://hdl.handle.net/1820/2402 Title: Introduction<br/><br/>Authors: De Kraker, Joop; Lansu, Angelique; Van Dam-Mieras, Rietje<br/><br/>Description: Introduction to the book. No abstract available. http://hdl.handle.net/1820/2376 Title: The role of values in sustainability evaluation: insights from three Dutch approaches<br/><br/>Authors: De Kraker, Joop; Cörvers, Ron J. M.<br/><br/>Abstract: This paper reviews three recent approaches to sustainability evaluation by Dutch scientists. Conclusions are drawn with respect to the possibility and desirability of excluding normative and subjective elements from the evaluation of sustainability. Suggestions are given on how such elements can best be handled by sustainability scientists supporting policy makers. http://hdl.handle.net/1820/2375 Title: Crossing boundaries – competence-based learning for sustainable development in a virtual mobility setting<br/><br/>Authors: De Kraker, Joop; Cörvers, Ron; Ivens, Wilfried; Lansu, Angelique; Van Dam-Mieras, Rietje<br/><br/>Abstract: To contribute effectively to sustainable development, professionals should have the competence to communicate and collaborate across the traditional boundaries of, for example, discipline, nation, or culture. Important ingredients of competence-based learning environments for sustainable development are therefore cross-boundary contexts and group work, with international student mobility as a prerequisite. An alternative to costly physical mobility schemes in higher education is ‘virtual mobility’, using e-learning environments that allow time and place independent communication and collaboration at low cost. Two successful examples of competence-based learning environments for sustainable development in a virtual mobility setting are presented and their perspectives discussed. http://hdl.handle.net/1820/2374 Title: Virtual campus development on the basis of subsidiarity: the EVS approach<br/><br/>Authors: Cörvers, Ron; De Kraker, Joop<br/><br/>Abstract: The main objective of this chapter is to highlight the importance of subsidiarity in the development of a virtual campus. Subsidiarity is the principle that matters ought to be handled by the lowest competent authority. In our view, subsidiarity is crucial to sustainable approaches in virtual mobility. We support this view by two case descriptions: the development and implementation of a very successful virtual course - European Virtual Seminar on Sustainable Development (EVS) and the project to expand from this single course to a virtual campus - Virtual Campus for a Sustainable Europe (VCSE). We conclude that the factors determining the viability and uptake of international online learning initiatives, such as virtual campuses, are a bottom-up approach enabled by the availability of inexpensive ICT, an educationally driven need for virtual mobility, and interdependence within the international partnership. http://hdl.handle.net/1820/2373 Title: Lifelong learning networks for sustainable regional development<br/><br/>Authors: De Kraker, Joop; Cörvers, Ron; Ruelle, Christine; Valkering, Pieter<br/><br/>Abstract: Sustainable regional development is a participatory, multi-actor process, involving a diversity of societal stakeholders, administrators, policy makers, practitioners and scientific experts. In this process, mutual and collective learning plays a major role as participants have to exchange and integrate a diversity of perspectives, interests and types of knowledge and expertise in order to arrive at innovative, jointly supported solutions. The design of ICT-based tools to support such learning processes is a major focus of the Lifelong Learning Network for Sustainable Development (3-LENSUS) project. The aim is to design lifelong learning networks that can bring universities and public and private sector actors together to develop sustainable solutions to complex regional problems. Lifelong learning in this context includes the acquisition of relevant new knowledge and skills by individual participants in the learning network as well as the co-production of new, transdisciplinary knowledge and solutions by (heterogenous) groups of participants. With learning networks we mean ensembles of actors, institutions and learning resources (in any form) which are mutually connected and supported by ICT, in such a way that the network largely self-organizes and gives rise to effective learning. The characteristic of these networks is that they try to make optimum use of social web-based software applications, also known as web 2.0 technologies, which enable a much more active and interactive way of learning. We will present the outcomes of a recent needs assessment regarding learning network design among practitioners from five European regions. Also, we will discuss the major challenges and opportunities that emerge in an on-going pilot in learning network design for a Euregional project in sustainable urban neighbourhood development.