Education guide 'Eindhoven designs' - Technische Universiteit ...
Education guide 'Eindhoven designs' - Technische Universiteit ...
Education guide 'Eindhoven designs' - Technische Universiteit ...
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
114<br />
he has developed his competency areas<br />
or aims to develop them in the future<br />
(right picture). It is about relationships, in<br />
this case between time and competency<br />
development.<br />
Competency development pops up again<br />
in the category ‘goals’. These pages show<br />
his competency development again but<br />
emphasise the relationship with the<br />
goals set for the semester by means of<br />
his Personal Development Plan and the<br />
evaluation at the end to see if these goals<br />
have been met.<br />
Another relationship can be found at<br />
the learning activity level. Here, you can<br />
select different aspects of a learning<br />
activity, in this case his second-year<br />
Bachelor’s team project “Living in a<br />
fantasy”. Emin uses six categories<br />
to convey his development, namely<br />
obtaining information (which is a short<br />
introduction to the learning activity),<br />
goals for the learning activity, reflection<br />
on that specific activity and for further<br />
development based on the insights<br />
from this learning activity, project coach<br />
feedback (on the project), competency<br />
coach feedback on the process and<br />
competency development, and,<br />
finally, the downloadable parts of the<br />
deliverables/evidence of the learning<br />
activity. In the upper right corner you can<br />
see again the overall development of the<br />
competency areas he addressed within<br />
this learning activity. By making the<br />
connection with the competency areas<br />
on the page itself, both physically and<br />
content-wise, these relationships become<br />
easily accessible.<br />
Despite the clear and transparent<br />
structure, this showcase is also missing<br />
certain aspects. In the ‘reflection’<br />
sections, Emin addresses the various<br />
competency areas. As explained in<br />
chapter five, (integrative) reflections on<br />
the process itself and the different steps<br />
taken, are also important. So which<br />
specific steps did Emin and his team take<br />
in the process of this learning activity,<br />
to what extent were they in control, what<br />
were their drives and strategies, and what<br />
did they learn from their process?<br />
Although this showcase does not include
Change language