Episode 1 ROC Friese Poort: Dealing with digital distraction
ROC Friese Poort is committed to broad development, for both students and teachers. “We do not only train people for a profession. We place just as much importance on personal development,” says Remco Meijerink, executive board member at ROC Friese Poort. “In MBO education, too much emphasis is placed on vocational matters. We need to pay more attention to the student as a human being, especially when digitalising education.”
ROC Friese Poort teaches students how to deal with digital distraction. “Developing a digital moral compass also means thinking about your health, so putting your smartphone on silent when you want to,” says Renze Tjoelker, practice-oriented researcher in digital resilience.
But sometimes ROC Friese Poort unintentionally exposes students to distraction through technology. Meijerink: “For the security of our systems, we asked our students to confirm their login on their smartphone after entering their username and password. This requires students to have their smartphone with them. During class. So what is more important: the security of the school system, or the student’s peace of mind?”
Episode 2 ROC van Twente: Digital citizenship and data profiling—can they go together?
ROC van Twente is committed to digital citizenship. Students learn to relate critically to digitalisation, both professionally and in their personal lives. But what kind of exemplary digital behaviour does this require from the MBO institution itself? Is what an ROC advocates not undermined, for example, by increasingly engaging in data profiling? The risk of data profiling is that it restricts the student’s autonomy.
Remco Pijpers, an expert in digital literacy and ethics at Kennisnet, discusses this with executive board member Trudy Vos and Laurence Guérin, practice-oriented researcher in citizenship.
Episode 3: ROC Noorderpoort: Ethical boundaries in data-supported education
A great deal of data is collected in education. Schools and MBO institutions can derive very interesting insights from this. For example, which programmes genuinely contribute to good learning outcomes. Or insight into which pupils or students with certain background characteristics (such as previous school dropout, social circumstances or certain demographic details) drop out prematurely much more often.
You can act on this knowledge. In the interest of the institution and in the interest of the student. But these interests do not always have to coincide.
Erwin Bomas, an adviser in innovation and ethics at Kennisnet, discusses this with Wim van de Pol, executive board member at ROC Noorderpoort, and his colleague Albert Vlaardingerbroek, programme director at ROC Noorderpoort. Both are involved in the topic of data-supported education in the Doorpakken op digitalisering programme.
The two men discuss in detail the experiments ROC Noorderpoort is conducting with data-supported education. They explain why it is better to speak of ‘data-supported education’ rather than ‘data-controlled’ or ‘data-driven’ education. They also emphasise the importance of putting values at the centre. In addition, they state that students must always be informed about the data collected from them, why it is collected and whether they consent to this.
Listen to the three podcasts here on the Kennisnet website.