Since November 2018, I’m professor by special appointment at the Open University, Heerlen; faculty of Educational Sciences and the department/group Social learning. The research assignment concerns responsive learning as knowledge creation. Since 2006, I enjoy a professorate of education (Dutch: lector) at Aeres University of Applied Sciences Wageningen, Faculty of Education and Teacher Education. Initially assigned to “Learning and development of teachers” (initially combined with a part-time professoriate at the CAH-Dronten Applied university). Since 2010, a full time senior professoriate with the assignment ‘knowledge creation and ecologically intelligent thinking. June 2015, I started also a four years’ professorial project ‘responsive education in relation to the transition in food and agri business’.
My background is in Educational and Experimental Psychology. I obtained my doctorate (PhD, 1992) at Tilburg University on the topic ‘self-regulated learning, a process approach”. I worked at several universities (Tilburg University, TUE, WUR, KUN, OU) and in industry as manager (LSOP police, NS-Training & development). I was chairman of the VOR Division Learning and Instruction (2008-2014). I’m one of the founders of EAPRIL and ex-Chair of EAPRIL (2011-2015).
Knowledge of interest: knowledge building e.g. idea-centred learning (knowledge creation); (self-regulated) learning, CSCL (computer supported collaborative learning, CSCL), vocational education, workplace learning and development of professionals.
Central focus in the research: knowledge building and development. How education and professional development can support learning by starting from the learner’s idea and his learning as a process of building and developing his own theories and finding his own uniqueness with conscious of care for and being a part of nature as essential for mankind to find sustainable solutions, insights, wisdom, well-being and to survive.
Vocational education and research: the case of Regional Learning
A study was carried out in a Dutch vocational education and training (VET) college, where a new (at the time still loosely-defined) educational concept named ‘Regional Learning’ (RL) was introduced several years ago. The college engaged the authors to contribute to the development of the concept by generating insights in the kinds of learning that takes place in RL practice and into the use of roles and pedagogical instruments to support learning. The aim of the research was to support the further development of the RL concept and practice. The research consisted of: 1) document analysis, 2) interviews and observations in educational practice, and 3) co-creation sessions with students, teachers and researchers. The results show that: 1) the RL concept had not yet been properly established when it was introduced in the VET college, 2) difficulties were encountered in combining the existing curriculum with the new concept and establishing new routines, and 3) co-creation produced ideas and plans for the further development of RL.
In the discussion we will also talk about the narrative of the applied participatory practice-based research approach. Reflection learns that this kind of research requires specific conditions and explicit, constant attention by all participants.