Experience    

2011 - now Julianaschool Kwartellaan (Dutch site)

Teacher Needlework - volunteer

  • To help and support the teacher with course Needlework for children of the primary school of 9-12 year-old.
  • to manage and design new projects.
  • to design teaching material for the teachers and volunteers (PowerPoint, explanations an demonstrations).
  • to design exercise materials for the children.
  • to construct examples for the children and the other helpers.
  • to instruct the children.
  • to help the children.

2007 - 2008   Amsterdam University of Applied Sciences

Teacher and assessor Bachelor program Educational Theory, Faculty of Education:

  • to teach Introduction of Research Methodology.
  • to assess the competences of students at the end of the study year (Integrative Assessments) and to perform intake assessments.
  • to supervise students by their thesis and to teach how to do it (workshops).
  • to coach students
  • to coach project groups

2006 - 2007   Amsterdam University of Applied Sciences

Team leader first (propaedeutic) year and teacher Faculty of Digital Media and Creative Industries, Bachelor program Media, Information and Communication

  • to manage the teachers of the first (propaedeutic) year (planning, communication en availability team members).
  • to be responsible for the quality and content, logistics en evaluation of the education in the first year.
  • to consult the head of the education office on roster, logistics en exam organisation.
  • to tune the first year to the major.
  • to be member of the management team (team leaders, manager education  en and general manager).
  • to coach students.
  • to teach website building.
  • to assess first year students.

2003 - 2006   Hogeschool van Amsterdam (freelance) 

Teacher and assessor Bachelor program Educational Theory, Faculty of Education:

  • to teach Introduction of Research Methodology.
  • to assess the competences of students at the end of the study year (Integrative Assessments) and to perform intake assessments.

For the Integrative Assessment the students write a self-evaluation based on all the evidence which they have included in their portfolio. This self-evaluation is used as the starting point for the Integrative Assessment.

Assessor Bachelor program Teacher Primary Education

  • to assess prior learning and work experience of candidates who wish to become a teacher and to assess the competences of students at the end of the study year (Integrative Assessments).

Assessor at the Educational Assessment centre Amsterdam (in association with the Graduate School of Teaching and Learning - Dutch website).

  • to assess prior learning and work experience of candidates who wish to become a teacher and to assess the competences of students at the end of the study year (Integrative Assessments).
  • to follow courses and to participate intervision meetings for assessors.
  • to attend occasionally meetings  about competences of teachers in secondary or vocational education.
    Freelance.

The competences of the teacher candidates have to be assessed by a portfolio, an interview, simulation assignments,  a lesson and a self reflection- interview.
For the Integrative Assessment the students write a self-evaluation based on all the evidence which they have included in their portfolio. This self-evaluation is used as the starting point for the Integrative Assessment.

Assessor at Amsterdamse Hogeschool voor Human Resource Management (Dutch website):

  • to assess students in their final study year (4th year).

The students participate in a role play with professional actors in situations with conflicts between employers and their managers. They have to write an advice for the Board. At the end they have to formulate the learning objectives they have to develop in the near future.

2003 - 2006. Wageningen University and Research centre (WUR)  Educational Support Group (OWU).Wageningen.
Staff member Educational support.

Activities in behalf of CIO(= Coordination ICT in Education):

  • to organize and to present workshops for teachers about the implementation of the educational portal of the Wageningen University (EDUweb) and about using digital learning environments (Blackboard, Workplace).
  • to edit and write articles for the Online CIO Magazine.
  • to write down the procedures about the implementation of ICT;
  • to describe examples of ICT in education of the Wageningen University by the specifications of the website 'Digit@le Did@ctiek'.
  • to develop with Blackboard an online course for teachers about EDUweb.The learning styles and activities are based on the theory of Kolb.

2002-2005. Centraal Opvangorgaan Asielzoekers, AZC Crailo (Asylum centre). Voluntary work.
Teacher:

  • to teach Internet courses.
    The students are residents of an asylum centre and they come from different parts of the world.
     
  • to support on request students of higher or intermediate vocational education, preparatory courses and with the Dutch language.

To teach this course is probably the nicest job I've ever done. During the lessons we communicated in different ways (e-mail, chat, guest books, discussion websites) and we spoke several languages: Dutch, English and sometimes even a few words French or Portuguese. The students were highly motivated to learn as much as possible. At this moment the asylum centre has closed its doors and the inhabitants are spread all over the Netherlands. I have made the 040404 World Wide Website to be able to continue the communication, to offer the students help in the lessons and after they have been moved.

Other activities:

  • Supervisor Internet café.

2001-2002 BTO Zaanstad (Dutch information), Bureau Technologiesubsidies & Organisatieadvies, Zaandam.
Educational technologist E-Learning:

  • to establish the educational objectives and specifications of an educational environment with the help of iterative prototyping.

BTO Zaanstad advises small and medium-sized businesses about the way to raise technology subsidies and about management organization.
Recently the company has taken the initiative to start the ' Universiteit van Zaanstad ' (UvZ). The UvZ will be a combination of a learning environment and a knowledge database system. The concept supports the present educational ideas about 'life long learning', 'just in time training', 'learning on demand', and ' time and place independent learning'.

1989-1999 Hogeschool van Amsterdam, Business School
Coordinator:

  • to coordinate the first year, the propaedeutic phase (about 500 students): information meetings, admission tests, examinations, scheduling, student coaching
  • to develop operational policy: curriculum revision, admission policy, study coaching and counseling, construction and control annual plans.
  • to control educational quality and to propose improvements.
  • to manage the teachers (about 40 part-time teachers).
  • to coach and support the students.
  • to take admission examinations and to assess prior learning and experience.
  • to organize and evaluate preparatory courses mathematics and economy.
  • to teach Informatics and study skills instruction.

Other activities at the Hogeschool van Amsterdam:

  • development and design activities on behalf of the new study Information Engineering in Almere. The Institute and study are now part of Windesheim University of Applied Sciences , Bachelor program ICT
  • to teach Informatics at the Amsterdam Fashion Institute.
  • member of the central project group quality assurance of the Hogeschool van Amsterdam.
  • member of the committee for equal opportunities of the Hogeschool van Amsterdam.

In 1989 I started as a coordinator of the first year of a Business School for part-time students. The school had a specific approach. There was a mixture of a distance learning approach and face-to-face education. The students received much written material (study guides, extracts from lessons) and there were meeting points for support with the homework.
The lessons were scheduled in a way, that the students could choose which hours suited them best. It meant that some lessons were offered more than six times a week, by different teachers. The approach was a big success and the school got students from all over the country. After several mergers the school became a part of the large Institute the "Hogeschool van Amsterdam" .

1985-1989 Delft University of Technology, Didactics and Educational Development, Delft
Educational technologist:

  • to support and to advise teachers and project teams with educational innovation and the implementation of information technology amongst others about testservice software.
  • to design and evaluate educational software.
  • to develope and give teacher courses amongst others about assessment software.
  • to supervise students Informatics.
  • to be a representative of Delft University at SUNCOO (Samenwerkende Universiteiten Computer Ondersteunend Onderwijs =  cooperating universities computer aided instruction ).

My job was to design the pedagogical and didactic structure of the educational software, to perform formative and summative evaluations and to support and advice teachers.
I was involved in projects of Civil Engineering, Informatics and Math Science and in projects of the department itself.
One of my larger projects was the design of a toolkit to construct tests and exercises. I made the analysis and the design of the overall structure. I also made the functional design of the statistical procedures for constructing the tests and analyzing the outcomes.

1983-1985 Nederlandse Schoolradio (AVRO en VARA ), Dutch Schoolradio, Hilversum.
Educational technologist:

  • to design a multimedia package (Dutch) about computers for primary schools and organize the national implementation.

It was the first Dutch issue of a distance educational package about this subject. It consisted of radio broadcasts, a children's workbook, a teachers manual and educational software. A computer company (IBM) offered a computer to the participating schools during the period of the broadcasts.
There were about 150 participating primary schools.
I also did the summative evaluation of the multi-media package 'You too are a traffic participator', for children of primary schools.
The objective of the radio series was to teach traffic rules to the children.

1984 Mars-automatisering, Amsterdam.
Educational advisor:

  • to give educational advice for the design and implementation of a course for teachers about Computers in Education. The course was an initiative of the Science Museum "Het NINT".

This small business performed projects for the Science Museum 'Het NINT'. The contemporary name of the Museum is " NEMO.

1982-1983 Stichting Teachip Utrecht.
Practical training period of the university:

  • to help with the establishment of a Visitors Centre with computers, educational software and all kinds of information materials.
  • to make a questionnaire about teacher's ideas on the use of computers in Primary Education.

During my training period of the University of Amsterdam I have worked at the Teachip Foundation. The group consisted of enthusiastic pioneers in the field of the use of computers in education. When the government pursued a very active policy on this topic, became the work of tTeachip less urgent.

1982 Ericsson Information Systems, Woerden.
Sales assistant Efficiencybeurs (ICT-exhibition).

1980-1982 Stg. Openbare Bibliotheken Amsterdam, (public library) Amsterdam.
Librarian.

I worked on Saturdays and in the evening at the different establishments (about 40) of the Public Library. The job and the working times were perfect to combine with my study and in this way I could keep my study debts low.

1977 Ministry of Finance, 's-Gravenhage.
Office assistant.

1970-1974 John F. Kennedyschool (Dutch information) Breda.
Primary School teacher.

Group pupils 8 to 10 year-olds.

1969-1970 Theresiaschool, Bergen op Zoom , the school does not exist anymore since 2011.
Primary School teacher.

Group pupils 11 to 12 year-olds.

My start in the Education field as a primary school teacher has influenced me in a fundamental way. I have experienced how important it is to have pedagogical and didactical qualities, because primary schools aim to pass as much children as possible. The teachers work very hard to accomplish this. This is quite a difference with other education institutes, where it is important to select learners who are not 'good enough'.