Pedagogische Studiën

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Vacancy Wageningen University and Research: Postdoc project SAAI

We are looking for

Are you that enthusiastic interdisciplinary scientist who wants to contribute to a project on the acceptance of Artificial Intelligence (AI) with a PhD with in educational/learning sciences, ethics or innovation studies?

Then we are looking for you!

Recent developments in Artificial Intelligence (AI) have generated a steep interest from media and general public and the acceptance of AI systems is an important focus of research and development. In the case of (process) industry, AI is able to accelerate sustainable transitions. However, although the technological developments are up to speed, the acceptance of AI in the industry lags behind and therefore does not benefit as much as expected from AI, as to yet. One of the factors, which is hindering acceptance is the low level of involvement of operators and their managers (i.e. end-users) in developing and implementing AI. Therefore, project SAAI aims to:1.identify which factors are hindering AI acceptance among end-users and management in process industry, 2.try to lessen or deal with these factors by means of involving end-users and their managers in the development and implementation of AI, and 3.enabling learning processes between the different parties involved. This all with the aim to accelerate sustainable transition in process industries. This project is supervised by two chair groups: Education and Learning Sciences (ELS) and Philosophy (PHI). We collaborate on several projects and are seeking to expand our team with you as our new researcher to work in this project. In addition, you support the development of new research projects and are open for educational activities. We are seeking a driven, socially engaged and excellent researcher passionate about sustainability transitions starting at a micro-level (i.e. individual or team level) with an affinity for AI. Furthermore, you show a real passion for linking scientific rigor with relevance for practice.

SAAI is a close cooperation between partners from industry (i.e. Nouryon and Institute for Sustainable Process Technology - ISPT) and research, both social sciences (Wageningen University & Research - WUR) and technological sciences(Radboud University Nijmegen - RUN).

International Cognitive Load Theory Conference

Maastricht University organizes the 12th International Cognitive Load Theory Conference.

The ICLTC is a meeting place where researchers in cognitive load theory can inspire each other and share knowledge about further developments of the theory. The theme for this year is:

CLT in health professions education

As in previous years, ICLTC2019 will provide a venue encouraging early-stage researchers and students as well as experienced researchers to present and share their research outcomes.

The conference will provide an excellent opportunity to present and share your research and experiences with Cognitive Load Theory.

The main theme of this year’s conference is Cognitive Load Theory in Health Professions Education. Although we will accept papers dealing with Cognitive Load Theory in all different learning domains, keynotes and special sessions will focus on applications in health professions education.

PhD position on Using Educational Games and Simulations for Fostering Students' Entrepreneurial Skills

We are looking for

The European Union as well as the European Society for Engineering Education (SEFI) argue that entrepreneurship is one of the 8 generic 21st century skills required for all graduates. In thisPhD research proposal, we are in particular interested in the influence of educational games and simulations on two exemplary entrepreneurial skills:

1. opportunity recognition and
2. entrepreneurial decision-making.

The game industry has grown rapidly in recent years, also in the field of serious games for entrepreneurship (e.g. GoVenture, SimVenture, VC Game). These can be defined as computer-based learning simulations that engage players in realistic activities designed to increase knowledge, improve skills, and enable positive learning outcomes. Although there is much attention to educational games and simulations in entrepreneurship education practice, the subject is under researched. The studies that have been conducted show that most games serve a very narrow niche of “small business management for undergraduate students”, leaving many opportunities for addressing more generic entrepreneurial skills like opportunity recognition and decision-making. At the same time, while there have been previous studies on important entrepreneurial skills like opportunity recognition and decision-making, there are very few dated papers directly addressing these skills in relation to simulations and games. Many fundamental questions like to what extent are these skills subject to learning and to development in game/simulation environments, what are design principles to do so and how can these games/simulations be further embedded in entrepreneurship education curricula are still open.
Therefore, the overall aim of the proposal is to design, validate, implement, and evaluate educational games and simulations (i.e. gamification principles) to stimulate students’ learning of opportunity recognition and entrepreneurial decision-making. After designing and prototyping the game elements, their effects will be tested on students’ learning, motivation and satisfaction.

Experienced educational researcher

The professorship is part of the Hanze University of Applied Sciences Groningen (HG) Hanze Honors College (HHC). The HHC aims to offer talented students the option to become excellent professionals.

The professorship in Excellence in Higher Education and Society (EHOS) currently has a vacancy for an

Experienced educational researcher
0.6 FTE, vacancy number v18.0203; AT

Job description
As a researcher, you contribute to the professorship's research theme, centred around teaching staff and honors-level didactics. Research concerns honors-level teaching methods aimed at promoting excellence, curriculum development and assessment and student-lecturer interactions.

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