Basisschool Het Talent is een integrale ontwikkelschool die werkt vanuit een pedagogische didactische kernstructuur (PDKS). Vanaf de oprichting in 2001 wil deze school leerlingen op hun eigen tempo en niveau laten werken én extra aandacht besteden aan 21e eeuwse vaardigheden. De schoolleiding en leerkrachten zijn benieuwd of hun aanpak ?werkt? en hoe zij zichzelf en het PDKS onderwijsconcept kunnen blijven ontwikkelen om in te kunnen spelen op toekomstige maatschappelijke veranderingen. In dit project wordt geprobeerd beide vragen te beantwoorden. Leerlingen worden gedurende twee jaar gevolgd om hun ontwikkeling van 21e eeuwse vaardigheden in kaart te brengen en te vergelijken met de ontwikkeling van ?traditionele? vaardigheden op het gebied van taal en rekenen. De leerkrachten en schoolleiding werken in dezelfde periode in hun professionele leer¬gemeen¬schappen aan de verbetering van de eigen onderzoekscompetenties en het PDKS onderwijsconcept.

De STIP-methodiek is een differentiatiemethodiek waarin basisschoolleerlingen van verschillende competentieniveaus samenwerken aan een ontwerp, waarbij elk kind verantwoordelijk is voor een deelonderwerp en daarover kennis moet verzamelen in homogene niveaugroepjes waarna deze kennis gedeeld moet worden in het heterogene groepje. De effectiviteit van de STIP-methodiek hangt af van de kwaliteit van kennisdeling en samenwerking. Eerder onderzoek heeft echter aangetoond dat leerlingen kennis delen en samenwerken moeilijk vinden en dat leerkrachten onvoldoende vaardigheden hebben om hun leerlingen daarin te ondersteunen. In dit project wordt samenwerkingsondersteuning voor leerlingen en leerkrachten aan de STIP-methodiek toegevoegd met als doel de methodiek effectiever te maken.

The overall research focus in this interlinked project concerns the affordances of game based learning for (pre-)vocational track students in the domain of mathematics. Specific research questions concern the effects of game characteristics on students? motivation, learning processes, and acquired knowledge. In a set of research projects that share common elements (the game-based learning environment, tests, and process measures) variations in the game that concern learner control, competency, level of uncertainty, situatedness, reflective prompts, and curiosity are investigated. To help explain effects, dedicated process measures are applied, including (neuro)physiological techniques. After a set of studies within each project, results will be grouped and implemented in (a) final design(s) of the learning game and comparisons to a direct instructive methods will be made. The interlinked programme will indicate concrete conditions under which positive learning effects are established. It will result in design guidelines for effective game-based learning.

One way to promote student well-being is to work on connection, meeting and providing support. This can take place in so-called living rooms, a relatively new concept that emerged in and after the Corona-pandemic. Within ROC van Twente, Saxion and University of Twente, this concept is being further spread. Several living rooms for students are under development, differing in set-up and intended target group. This research focuses on (further) identifying possible functions of living rooms and effective design principles, and measuring (possible) effects on student well-being.

There is a growing need in our society for highly qualified vocational technicians who not only possess traditional professional skills, but also are able to be reflective and to work in teams on complex problems. The current project focuses on the acquisition of these additional (21st century) skills for students in secondary vocational technical education, specifically skills such as critical thinking, collaboration, and reflection (i.e., metacognition). Students will acquire these skills in the context of engaging in inquiry learning with virtual science laboratories, and they will be supported in acquiring these skills by a set of dedicated, technology-based, cognitive tools. The project has three key goals. The first goal is to understand the process of how 21st century skills are acquired and to develop and evaluate a set of dedicated digital tools to support students in gaining 21st century skills. The second goal is to develop learning analytics techniques that will be used to inform both students and teachers about relevant aspects of the learning and collaboration processes involved. The third goal is to prepare teachers for an active role (supported by technology) in guiding students to acquire the needed 21st century skills. The tools, labs, learning analytics dashboard, and learning environments will be co-designed with teachers and students (and for the lab an industrial company). The effectiveness of tools and teacher interventions will be assessed in experimental studies. The tools, learning analytics dashboard, teaching interventions, and labs will be made freely accessible through a dedicated online portal.