Quality Agreements Report 2024 Fontys Academy of the Arts

Quality Agreements report Providing the impetus for a visible improvement in the quality of arts education 2023 Report & Projects in 2024

COLOPHON Editorial team: Anja Sparidaans and Roy Vinclair Final edit: Mariëlle Hulshoff Design: Happy Horizon Printer: De Bondt Grafimedia Communicatie Number of copies: 200 This is a Fontys Academy of the Arts publication.

Contents Introduction

4

Successful studying Intercultural Responsiveness

8

IDEAS (previously known as Social Safety & Inclusion)

12

Towards more flexibility

16

Authentic leaning and research environments Digital learning environment

22

Arts for Society (previously known as Connectivity)

28

ON-mute

32

Professionalisation of lecturers Guiding students in Social Safety and Inclusion

38

Interculturally responsive lecturing

41

Learning outcomes + assessment independent of learning pathways 45 Blended Learning and Blended Performing

50

Participation Council

53

Projects in 2024

54

Introduction 2023 was a good year for quality agreements. In fact, it was the best year so far. Just like wine from a good year, it is difficult to pinpoint the exact reasons for this success as it all comes down to subtle details. But in any case, a good wine excels in flavour, suppleness and finish.

In terms of flavour, each of the Quality Agreement

There is also a growing awareness within the

(QA) projects focuses strongly on the strategic

organisation that the additional resources provided

goals of Fontys Academy of the Arts (FAA) set out

by QA will give us the freedom and scope to think

in the Macon. They also coordinate seamlessly with

about, develop and experiment with new ideas. Not

the Expenditure Guidelines that underpin them.

only will we collaborate with colleagues from FAA and Fontys, but also with external experts. This will

When it comes to suppleness, which we refer to as

alleviate some of the time pressure that we often

flexibility, what stands out is that we worked in a very

experience in everyday practice.

relaxed manner last year. The programme team and project leaders worked together closely on ten projects

We also realise that we have to think beyond

that are all highly relevant for our students. The “feet

the way in which project resources can deliver

on the table” sessions, bilateral talks, working sessions

meaningful learning experiences for students

and joint meetings at De Nachtzuster and MindLabs

and lecturers. Across the QA funds, there is also

were defining moments throughout this collaboration,

increasing scope to develop new and future

as they allowed us to get to know and trust each

strategies for FAA, which may also offer significant

other. We also gained a clearer understanding of how,

opportunities in the longer term.

by working on our own roles and responsibilities, we could complement each other to reach our goals.

But what is especially interesting is the major shift that is emerging. QA projects are increasingly

But the finish was particularly excellent. We have

facilitating a culture within FAA whereby we not

worked hard, with enormous dedication and

only study alternative perspectives related to major

never taking our eyes off the envisaged results.

themes, but actually get down to working with them.

Consequently, all of the projects have achieved their

In addition to yielding valuable educational output

set goals. There is no doubt that our efforts have

this approach also gives us surprising insights into

paid off and we are going to reap the benefits for a

art and society.

long time. All this success has whetted our appetite.

Essentially, the QA resources will boost innovative This year was all about the power of collaboration.

power and quality improvement that will benefit

The added value of working with other QA projects

students. They form the basis for guaranteeing

from the starting point of your own discipline also

quality and innovation within FAA and the

became clearer than ever. This can yield numerous

educational programmes. Because the projects

benefits, such as the regular exchange of ideas,

transcend these programmes, the results will benefit

swapping tips and using each other’s networks.

all students. This is what will make all the difference.

Collaboration also creates a synergy whereby ideas

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and methods from the various projects reinforce

We have published this magazine to share our

each other. Together, we are creating a fertile soil

enthusiasm and pride with you. We are showcasing

for innovation.

the results of our projects with you, but the

project leaders – the colleagues who have done

All that remains for us to do is to invite any lecturers

so much hard work – also feature prominently. In

and students who would like to exchange thoughts

the interviews which follow, they talk about their

with us, or who have ideas for further QA projects, to

personal commitment, the things they are proud of

contact us.

and the dilemmas they face.

We look forward to meeting you soon.

Quality agreements are all about the students. At the end of the day, it is they who must benefit from them. For this reason, our students also occupy an

Enjoy the magazine!

important place in this publication. Their statements

Roy Vinclair and Anja Sparidaans,

tell us about the value the projects hold for them.

Quality Agreement Programme team

QA Programme Team Anja Sparidaans and Roy Vinclair

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6

Successful studying Fontys helps students to develop a clear vision of their personal talents, and to develop them further so that they can make suitable career choices in the final stage of their study.

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Intercultural Responsiveness Jan Staes

RESULTS The mentoring of all students within the intercultural community at FAA has been made explicit or diversified, thus encouraging talent development in students from diverse cultural backgrounds. A more culturally inclusive approach to and within education will increase the chances of students completing their studies successfully. To that end, the following results have already been achieved: 1. An Intercultural Community Practice (ICP) has been established, focusing on dialogue

experience (@home) to develop their

and sharing practices on intercultural

competences. These experiences will be shared

responsiveness between students and lecturers

and anchored for long-term benefits.

within and across programmes.

- The Nexus group (FAA and FIBS) attended three

- A study trip to Skopje took place in May. In addition to a work conference on museum

training days with Milton J. Benett, during which the

education, contacts were made and

concept of a World Café for FAA as an example of

strengthened which led to projects and

an ICP was developed. The World Café facilitates

internships for fifteen students from seven

discussions of intercultural issues experienced by

different FAA study programmes that autumn.

students and lecturers in order to acquire more

Students worked with cultural partners, artists

knowledge and understanding.

and students from universities of the applied

- The first World Café was held in late November.

It was attended by twelve students and lecturers and explored the topic “Do we understand each other?” The most important results were that the formula stimulated dialogue, fostered understanding and provided valuable input for the development of lessons on the subject. World Cafés will be held every two months in 2024.

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2. Students must be able to gain international

sciences, or gave workshops for children/young people in dance studios, museums and schools.

Forty-two students responded to the call for this trial project. A second edition in 2024 will feature even more programmes and involve additional studies. It may also be embedded in Erasmus+.

- A film was subsequently made about the work

4. S tudent programmes were set up to explore

conference to give an idea of this international

cultural differences in relation to global

collaboration. Six study programmes (DBKV,

citizenship.

ArtCoDe, MKE, MoM, MPA and PPS) were involved.

- The first lecture on global citizenship – Art is Politics – was held in late April. This hybrid lecture

- Starting from November, students were able to

included a discussion, held at FAA, with eighteen

take an IDI test to measure their intercultural

participants drawn from both students and

competences. An FAA IDI Qualifier (Intercultural

alumni. It was greatly appreciated due to the open

Development Inventory) then helped them to

discussion and sharing of different perspectives.

draw up a development plan. Fifteen students took part in this trial project which ran until the end of December. The IDIs were made available to all FAA students in January 2024.

3. An increasing number of students are gaining international experience to develop their competences.

- The need for active workshops (evaluationoutcome) led to workshops on Non-violent Communication (20/4) and Physical and Artistic Consciousness (1/6), which were organised in conjunction with the QA IDEAS project. Fifteen students participated in each workshop.

5. F AA’s study programmes contain a standard

- We worked with colleagues at the Global

range of OCM (Open Class Modules) and SLP

Engagement Team to boost communication

(Student Lead Programmes) which cover an

about international experiences. This resulted

integrated body of knowledge on the topic of

in clear information on the new FAA portal,

intercultural competences.

where incentives to encourage individual foreign experiences are more prominently featured.

- Work is underway on a strategy to establish

- In the spring, five hybrid and offline workshops/ lectures on Intercultural Awareness were organised at FAA. Saïda Franken spoke on diversity as a

international FAA hubs, where students will be

driving force for creativity, Raymi Sambo on

able to gain experience abroad, either individually

redefining art in the Netherlands, Aminata Cairo on

or through initiatives as part of their study

world orientation and global citizenship, Stef van

programme. In 2024, this will be made more

Bellingen on the meeting with the “other” via art,

concrete through two potential partnerships with

Sruti Bala on participatory art and art education,

Iceland and North Macedonia.

and Jorge Sepulveda & Guillermina Bustos on art as politics in Latin America.

Before this, building and thinking together on this topic, both with students and lecturers, was something that was lacking.

I only notice this now.

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- A further five hybrid and offline workshops/

6. All students and lecturers have access to basic

lectures on Intercultural Awareness were

information and the “examples of practice”

organised at FAA, also in the spring: Nikola

required to encompass interculturality within

Izunovski spoke on intercultural dialogue with

their own creative work and education.

your environment, Thomas Crombez on AI and the arts, Quinsy Gario on performance as an act of resistance, Stef van Bellingen on changing perspectives, and Peggy Brandon on the planned National Slavery Museum.

- On average, these workshops attracted 25 participants each, and the series was followed by over 300 visitors (masters and bachelor students from diverse clusters, lecturers, professionals working in the field and alumni). The workshops were perceived as valuable and of high quality.

Participants discovered new sources, content and reference points for their curricula, research or work.

- The FAA portal contains basic information for students and lecturers consisting of articles from academic sources, links to potential guest speakers, websites and methods. This will be of help in developing or using lessons on this theme in their work and final projects.

- A series of test podcasts has been made on current topics related to interculturality. Two of the trial episodes explore the relationship between the making of art by artists versus AI as seen from artistic, sociological and artphilosophy perspectives. This podcast series will be developed further in 2024 with the support of the Curiosity Café and financed by MKE, MoM

- This series led to the plan for monthly lectures on the topic of intercultural competence that will be delivered by FAA masters from spring 2024.

These lectures will be open to all students and lecturers at FAA and to an external audience.

A possible collaboration with the Antwerp

and ArtCoDe. - A test vodcast on intercultural competence (The West and The Rest) has been recorded. The goal was to record a series in autumn 2023, but this has been postponed to spring 2024.

Conservatory is currently being explored.

We were able to learn a lot about the culture, the country and new approaches to dance, and we were also made aware of just how incredibly spoilt we are in the Netherlands. I enjoyed this experience.

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Jan Staes Are you satisfied with the results of your project?

It has also shown us how project resources

“In 2022, the Intercultural Awareness project

can make us think about meaningful learning

introduced students and lecturers to the importance of

experiences for students, as well as future

intercultural thinking. This year, we had the opportunity

strategies that will generate opportunities for every

to turn words into deeds. The energy, enthusiasm,

student”.

respect, and the questions and dialogue that we engaged in, demonstrate that FAA has taken a step

How do you see the future of this project?

further. We are not there yet by a long chalk, but I look

“Intercultural Responsiveness has been included in

back with satisfaction”.

IDEAS for 2024. Together with colleagues from the Global Engagement Team, we are considering how to

How are you finding the additional QA resources?

give mini-residencies a structural place in FAA policy.

Are they boosting innovation and improving quality

The intercultural lectures have become anchored

for students?

in the master’s programme, which will continue to

“There were two extraordinary high points this year.

organise them and make them accessible for all our

A series of lectures were given by diverse experts,

students and lecturers, as well as external parties. In

and each managed to attract over 25 participants.

2024, we will offer the intercultural module we have

Also, fifteen students returned from a mini residence

developed to all students, faculty and staff of FAA for

in Skopje with interdisciplinary, intercultural stories

the first time”.

that meant a lot for their education. None of this would have been possible without the boost from

As a project manager, what did you take away from

Quality Agreements.

this project?

“That everyone can develop intercultural competences. All that’s required is curiosity and a willingness to enter into dialogue. After all, everyone is ‘the other’ for someone”.

Tip for those who would like to know more:

Everyone is “the other” for someone.

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IDEAS (previously known as Social Safety & Inclusion) Pnina Avidar

RESULTS The project will lead to better and more focused student support in this context, and allow more space for talent development and more successful studies by creating a safe and open culture. To that end, the following results have already been achieved: 1. More urgency has been created among staff and students at FAA as regards social

experiences around the issue raised in a safe environment.

safety and inclusion and their impact on the development of student talent.

- Two student members (Master of Music and Theatre Teacher (Docent Theater)) are part of the IDEAS (Inclusion, Diversity, Equity, Accessibility,

2. An FAA community of lecturers, students and alumni will make this topic visible and open for discussion, and there is also a physical/digital space for sharing information and experiences.

Social Safety) team, in addition to being

- This year saw the launch of a learning community

ambassadors for the student community.

composed of eighteen staff members and eight

- IDEAS has contributed to the Art meet Arts week (for all year 2 students at FAA) on Molding Discomfort. A video was made with a QR code through which students could approach the team. The accompanying keynote lectures were recorded and shared on the portal.

- IDEAS is developing a podcast on exclusion mechanisms in art education. The script has been completed, and experts have been

students at FAA who are exploring topics related to IDEAS. The first joint activity (four workshops) will take place within the framework of the Student Ambassadors Programme in 2024.

- A physical space (B2.09) has been made available for IDEAS talks and a weekly walk-in.

This will allow students to make contact with the team in an accessible manner.

- A @fontys.ideas Instagram account was

invited for interviews. The podcast covers three

launched in March and currently has 220

mechanisms: The Body as a Tool, Hierarchy

followers. It will promote events and share videos,

and Power Dynamics, and Competition and

photos and content on topics related to IDEAS.

Excellence. The podcast will be available on the portal.

- IDEAS supported Circolo in shaping the panel during the symposium on consent. Consent is a key

- Based on a newly developed format, three newsletters were published in 2023 to communicate results and information on IDEAS. This helps to raise awareness.

concept in guaranteeing a safe social environment.

- In response to the broadcast of an episode of Pointer [an investigative journalism programme on Dutch radio and television] IDEAS initiated a

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3. There is a vision of social safety and inclusion at FAA which has given direction to policy making.

conversation with the study leader of MPA (Music

- Based on the ECHO report (March) and input from

and Performing Arts) to discuss challenges and

FAA (IDEAS, IMR/OCs, Student+, team leaders) a

IDEAS creates

an environment in which everyone is free to be themselves.

draft policy has been formulated. In July, the MT

- Social safety and inclusion are included in the

set out a document that will be shared within the

current MACON and will also be a focus point

organisation. This manner of working helps to

in 2024.

widen the support base and provides a starting point for a living manifesto in 2024.

6. Student guidance and supervision are now more focused on identifying and tackling

4. This vision and policy have been partially implemented in terms of student support and supervision, as well as in the areas of facilities, personnel policy and the professionalisation of staff.

- The professionalisation menu on IDEAS topics has been completed and will be distributed early in 2024. It includes several internal and external providers, such as Fontys training courses/ master classes, ECHO training programmes and personal development resources (withuiswerk.nl).

- The first “onboarding” event for twenty new employees has taken place.

5. A focus on this theme is now embedded within the organisation (Macon), teams (team plan/ consultations), formal and informal procedures and regulations (TER).

- Based on experiences at FAA, the Executive Board/MT is working on formalising IDEAS in structural policy. The Mens, Cultuur & Duurzaamheid (People, Culture & Sustainability) steering group is researching these experiences and the work carried out by the Fontys institutes on IDEAS topics to explore the possibility of

situations that violate social safety and inclusion.

- An ECHO train-the-trainer was provided by lecturers at the Dance Academy and Dance teacher training programme (Docent Dans).

- The ECHO report was evaluated by asking the opinion of participants in the programme in question. The evaluation looked at how to share and increase knowledge among lecturers. The outcome was that the participants felt that more depth was needed. This is being dealt with in the ambassador’s network.

- Six employees followed the Inclusivity Pathway Training at AHK. The objective of this is to help students and employees to develop skills that will facilitate an inclusive learning and work environment. A plan is being developed to embed this training in FAA. - An information meeting for staff about the Fontys team of confidential advisors was held in June. This was mainly aimed at study coaches, with a view to providing students with better information on the role of confidential advisors.

setting up an IDEAS office.

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- Two workshops were held in collaboration

for unacceptable behaviour. This contributes to

Pascale Gatzen – An introduction to Nonviolent

a safer and more transparent environment.

Communication (20/4) and Magda Thielemans – Artistic Physical Awareness (1/6).

7. Students know how to access confidential advisors in order to receive appropriate guidance.

- Students have been informed in an e-mail about the procedure to follow if they have a complaint (escalation ladder and complaint notification document). The confidential advisor can help

-

8. Students are aware of the informal procedure

with IDI and Internationalisation. These were:

- Students have been informed in an e-mail about the procedure they must follow if they are affected by unacceptable behaviour. This procedure (escalation ladder and road map) was developed by IDEAS and the confidential advisors.

- The first versions of the escalation ladder and complaint notification were reviewed on the basis of feedback from several study leaders.

- Floor Steenvoorden, an ArtCoDe (Art,

them to find a solution to problems and offer

Communication and Design) student, has

support. Students can request the type of

developed “helping hands”, each with a QR link

coaching or guidance they need, giving them

to the FAA IDEAS website. These hands are

control over the process.

displayed in visible places all over the building.

A poster campaign has been started on what to do in the event of unacceptable behaviour.

Confidential advisors:

9. According to evaluations and surveys, the teaching and research culture at FAA has demonstrably improved in terms of social safety for students.

- Initial interviews have been conducted with internal partners as part of quantitative research into the way in which teaching and research culture is perceived or experienced. (Fontys: Programme Manager Inclusive Society People & Society + FAA: Education and Research Department) and external advice was obtained from IDEA at Erasmus University Rotterdam. The first study will be conducted in 2024.

I DEAS helps us to create a positive and supportive community in which everyone has the opportunity to be themselves and develop optimally.

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Pnina Avidar Are you satisfied with the results of your project?

In your opinion, what will be the added value

“As a team, we have noticed that an increasing

for students?

number of students and staff at FAA are becoming

“Students can develop their talents in a safe and

aware of IDEAS topics. Those topics also feature

challenging environment. They can conduct difficult

more frequently in various FAA activities and

conversations and engage in dialogue to address

programmes. In short, I’m satisfied! But I am also

challenges. They also know who they can contact to

curious about how this is going to develop”.

discuss IDEAS topics. Students experience a greater sense of belonging and feel welcome at FAA. This

How are you finding the additional QA resources?

education and the organisational culture has a positive

Are they boosting innovation and improving quality

impact on talent development among students, as

for students?

they feel that they are seen and acknowledged”.

“IDEAS topics provide a foundation for guaranteeing quality and innovation within a study programme

How do you see the future for this project?

and fostering an environment that will encourage

“According to research conducted by ECHO, it

students to develop their talents. QA resources

can take up to ten years to fully integrate IDEAS

make it possible to provide students at FAA with the

topics into the DNA of an educational organisation.

safe and inclusive space they need”.

Metaphorically speaking, we have been ploughing, sowing and harvesting all at the same time for the

You have your own project, but what do you see as

past two years. This is complex. Our aim is that in

the benefits from the other QA projects?

seven years' time, IDEAS will be fully incorporated

“IDEAS works with many QA projects, and is often

into FAA's culture, manifesting itself in the various

a sparring partner for the other project leaders. The

curricula and in the student and staff community”.

collaboration between projects creates synergies whereby ideas and methods from the various

Tip for those who would like to know more::

projects reinforce each other”.

Metaphorically speaking, we are ploughing, sowing and harvesting all at the same time. This is complex..

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Towards More Flexibility Carla Lagarde

RESULTS The project will provide students with greater opportunities for talent development and enhance their academic success by implementing innovations in art education. To that end, the following results have already been achieved: 1. A renewed path for art theory education

gathered from inspiration sessions with colleagues,

(IKE) that aligns with current educational

were analysed by the transition team of the Art

developments and professional practice for 1st

Education Cluster. This resulted in a framework

and 2nd year students following the Teaching

for a collective educational entity (IKE) in year 2

Theatre (Docent Theater), Visual Arts, Dance

of the curriculum, period 4 of 15 EC, which will be

and Music programmes.

implemented in the study year 2025-2026.

- In the academic year 2022-2023, the IKE

- The experiment by KiC2 resulted in increased

work group considered how the subject Art in

student engagement, with the practice-oriented,

Cultural Education (KiC) could be restructured

question-led and interdisciplinary nature of the

to deliver art education modules from a more

teaching leading to a greater feeling of responsibility

interdisciplinary perspective. The results can be

and participation among the students.

found in a White Paper by clicking on the link provided. The development criteria that a renewed art theory programme must satisfy are set out,

and theoretical art education, transcending the

such as intensive collaboration with the world of

limitations of the programme will be offered as

work, a knowledge-rich and stimulating approach

part of the IKE (art theory education) programme.

to the interdisciplinary components of theoretical

This will cover the full knowledge base.

and reflective art education, and a connection to professional practice in art education both within and outside educational institutions. The programme also anticipates development within Fontys as regards flexibility and working with learning outcomes. A more inclusive perspective on art theory is also central, with a focus on global arts.

- With these recommendations in mind, the KiC team experimented within the existing KiC programme throughout the study year, which has served as a testing ground since September.

- The experiences of the KiC team, the development criteria and the feedback on the white paper 16

2. An interdisciplinary component for reflective

- The transition team has formulated development criteria and frameworks for IKE, resulting in minimal curriculum overlap within the blueprint for the collective teaching concept of the Art Education Cluster. This approach enhances the coherence and effectiveness of the course curricula.

- Based on recommendations made by the IKE team, appropriate theoretical components from the knowledge base have been gradually introduced into the curriculum of the KE course material.

- The transition team has explored individual and collective preferences regarding the position of these theoretical components in the curricula.

Frameworks have been drawn up, as have

blueprints for the management of the courses

current KiC3 module (predecessor of IKE3)

during the further development of the curricula.

appears to encourage students to reflect on their

- A more intensive collaboration between students from the various study programmes are already enriching the learning experience within KiC2, while also promoting skills development in the area of collaboration.

3. Level 1 and level 2 are mandatory for every student. Level 3 will be a free choice in the third study year.

- The frameworks in the blueprints for the curricula guarantee that, upon completion of years 1 and 2, every student will have covered the basic levels of knowledge and skills in the fields of art and cultural education.

- Because IKE3 is indicated as a free-choice module of 30EC in the blueprint (year 3, semester 1) there is a great deal of flexibility for students and ample opportunity for profiling on the basis of individual interests and career goals. The

personal study orientation. These changes will lead to a more goal-focused assessment of the learning process, whereby students can bring their study path more into alignment with their specific interests and goals.

4. Within the Art Education Cluster, cross-linking between team members and the world of work have been made in order to further develop this new education.

These links have been realised in a number of project areas; IKE, I-pop Art and Pabo (primary school teacher-training) Arts.

IKE - The IKE programme has been developed by a work group consisting of five experts. Two of these experts are external education professionals active in the field of interdisciplinary art education, one is an external project leader with experience in community arts, and the other two are internal experts, one of whom works in the KiC team and the other on the DBKV programme.

- The team organised three presentations and

here is an app group T for all the Kic2-students so that we can find each other quickly when we want to work with someone from another discipline.

feedback sessions with study leaders, and a consultation session with lecturers from the Art Education Cluster. Feedback on the white paper was collected during an inspiration session for those working in the Art Education Cluster. This led to a framework for the development of IKE in the blueprint.

- The recommendations from the white paper constitute the guidelines for the lecturers who will be setting up and teaching the subject KiC2 from this perspective in September.

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You really had the chance to go out

of your comfort zone and share expertise, especially when it came to the making of performance. This was really fun to do in practice!

- As a result of the collaboration between colleagues from IKE and KiC, new professional

for the collective educational concept will be

networks and connections have been formed, not

made on the basis of the results of the pilot.

just between students and lecturers, but also with those working in the professional field.

I-pop Art - During the collaboration regarding the

Pabo Arts - Working with colleagues from Pabo (primary school teacher training), a delegate from the Art Education Cluster has developed various concepts

professionalising of the I-pop Art module, the

for a Pabo Arts bi-certification programme.

wishes and needs of alumni for a specialisation

Consultation sessions were organised to explore

in the field of Community Art and a possible

the vision of various internal and external experts

place for this in the bachelors curriculum were

and a number of students. The project leaders

investigated. The advice and recommendations

have formulated a project plan which includes the

of experienced experts were incorporated into the

aims of the bi-certification trajectory. They have

design of the module.

also formulated a number of scenarios with regard

- A profile sketch was developed for the module:

to the Pabo-Arts study.

“an artistic maker of connections”, characterised

- I-pop Art and Pabo Arts have indirectly brought

by personal fascination, conviction, wider societal

into focus the requirements of late joiners, or

relevance, networking, adventure, openness, the

those switching from other disciplines, including

question of insecurity, individual freedom, asking

the need for an expedited or shortened way of

questions, and striving for transformation.

obtaining an art education qualification in one of

- A pilot professionalisation process is for the most part prepared, and will begin in February/March with the aim of investigating the possibilities. The pilot consists of a 10 day course spread over a

the programmes. On the basis of this, the cluster has identified an opportunity to enable another target group to achieve a qualification in an interdisciplinary learning environment.

maximum of four months, whereby participants

- t is the ambition of the Art Education Cluster

and delegates from the work environment will

to develop a part-time, interdisciplinary

collaborate in a co-creation process. The work

study programme. An exploration will

group will be working with KunstLoc Brabant to

begin in September with a view to possible

attract participants from the work environment. A

implementation in September 2025.

decision on whether or not to include this module 18

as an option in period 1 of year 4 in the blueprint

Carla Lagarde Are you satisfied with the results of your project?

How do you see the future for this project?

“Absolutely! Our cluster has set in motion a series of

“The project is currently in a transitional phase. Those

steps which will lead to a shared vision and mission

organising the various programmes will need to take

with an accompanying educational concept. With

significant steps to enable the implementation of this

the input we have gathered from various sessions

collective educational concept. That is why we remain

with colleagues and from the testing ground, we can

committed to facilitating the setting up of testing

now find the necessary space for the experiment

grounds so experimentation can continue”.

in interdisciplinary co-creation. In keeping with the principle of ‘practice what you preach’, the capacity to

As a project leader, what do you take from

experiment is one of the fundamental tenets of our

this project?

educational concept”.

“The enthusiasm of colleagues, their engagement, and the enormous boost to expertise that we,

In your opinion, what will be the added value

as an art academy, are gaining in the area of art

for students?

education. The willingness of colleagues to step

“Students develop their skills in order to work

outside their comfort zone and experiment, which

together within various artistic disciplines by

comes from their intrinsic motivation to offer our

exchanging ideas, brainstorming, mutual reflection

students the best artistic education possible in

and going beyond the boundaries of individual

terms of excellence and robustness”.

subject areas. This approach is not lecturer-led, but stems from the student’s sense of urgency. Through

Tip for those who would like to know more:

the process of creating an interdisciplinary artwork, students encounter each other’s disciplines and are able to integrate the characteristics of different artistic disciplines”.

The willingness of colleagues to step outside their comfort zone and experiment, which comes from their intrinsic motivation to offer our students the best artistic education possible in terms of excellence and robustness.

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Authentic learning and research environments Fontys is supporting the development of an authentic learning and research environment in terms of both quantity and quality. This will mean that all students can learn and research on the basis of real-world-practice contexts at every stage of their study.

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Digital learning environment Wouter Heine-Hädicke

RESULTS This project will lead to an authentic, digital learning environment for FAA courses, in which students acquire knowledge of digital art and learn to perform and create digitally. In this way, the programmes will have a better connection to the authentic learning environments within various artistic disciplines which are currently being developed. To this end, the following results will be achieved: 1. Blended Learning will be adequately facilitated,

- As regards development, links have been

both physically and digitally. A development

established between Mindlabs & Fontys XR

group composed of lecturers and students will

around XR and educational goals.

continue to make digital teaching materials which can be shared and used for other programmes.

- Thematic meetings have been held to discuss the outcomes of the blended learning work group. Three lecturers and 12 students from three different study programmes came together in three separate workshops on digital teaching materials and a joint lecture.

- A subsidy is available for the development of education and Mocap (Motion capture, in which a movement is digitalised in such a way that it can be applied to an avatar). Fourteen students of musical theatre used this subsidy to investigate what immersive media and extended reality can mean within a practical context, such as the world of work and the creative process.

Two students from different courses also worked on research into extended reality.

- MKE and MoM have included digital transformation as an optional subject in their study programme. This means that a series of lessons covering creative coding, digital preservation and extended reality will begin in January. A series of lessons on AI will also begin in 2024.

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2. Blended Learning coaches can be consulted by students and lecturers and help them with any questions they may have.

- Two lecturers have been appointed as coaches.

- Podcasts and interviews about cultural awareness have been developed in collaboration with the coaches, working with Feedpulse and Portflow op Canvas in addition to tests and examinations and an Erasmus+ project for ACAPA. - A work group, composed of three FAA lecturers and an external lecturer from Breda University of Applied Sciences (BUAS), has been working on lowering technological thresholds. As a result, a group of key users from each discipline is adapting the developments to individual programmes.

- By appointment with the coaches, lecturers can make use of short meetings for either research or instruction. For the courses Teaching Theatre (Docent Theater), Rock Academy (Rockacadmie), Architecture and Urbanism, Teaching Music (Docent Muziek) and Art Co Design, an inventory of the possibilities can be made in consultation with classes.

3. Blended Learning is embedded in existing

- Students have documented knowledge in the

physical and digital environments in such a way as to be more manageable.

form of interviews for information clips.

- Instructions, designed as examples of good

- A form of archiving for digital questions and

practice and use cases can be accessed via

technology has been developed via Canvas and

Canvas.

Discord.

- Four demo sessions have been held with the

5. The implementation of the Curiosity Café is complete. The specific rooms are equipped

AV/ IT-team to increase the support available for

with modular fittings, and a growing number of

students.

- Frameworks have been established for logistics and security.

- There has been a knowledge exchange with BUAS as regards MOOC and blended learning (VP Gathering 2023).

students is making use of them.

-

Floor E1 is equipped with the facilities of DNA.

- Work stations are subdivided between three spaces in terms of technical possibilities.

- The following technological possibilities are facilitated: XR, Pod- /Vodcast & Live-stream, NDI

4. Within this context, students can develop their own skills and familiarity with Blended Learning, while receiving support and guidance with this.

- During the Kick-off, students from a number

& Danté network, AI-services.

- Ever more students are making use of these facilities via interactive design by ArtCoDe. Curiosity Cafe:

of different programmes generated recruiting vodcasts illustrating the wide range of possibilities offered by the Curiosity Café.

I t was very interesting to learn what is possible with technology.

I have insights and inspiration.

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6. The curricula of various study programmes are being enriched by the material developed in this environment.

- A study day for course leaders was held in January as an inspirational stimulus for the curricula, when it was agreed that there was a need for a research room where they could experiment with technology.

- The Curiosity Café has become the seventh work area at FAA, making it more accessible for students as an integral part of the existing structure.

- The Curiosity Café is embedded in the introduction for all first year students and forms part of the subject Interaction Design by ArtCoDe. It also serves as a studio within the optional subjects – MoM: lesson group Hybrid spaces in art; MKE: lesson group AI; Studio for Research Days 2-12.

7. There is a work place for students, available for digital research and experiment directed towards innovative educational and artistic goals.

- E1.01 can be booked as a room for pod- and vod-casting, learning glass, and live-streaming.

-

E1.06 can be booked as a black box.

- E1.04 has diverse workstations for XR and is staffed for four days a week.

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8. DNA facilities and expertise are widely available to students and lecturers of FAA. - The exchange project with DKDM has been completed.

- Demo sessions with expert Ian Biscoe (developer of DNA) have taken place.

- The DNA network has been tested in collaboration with two audio engineers for further use and for accessibility.

I think it was interesting to dive into the world of technology.

As an introduction it really served it’s purpose.

9. Students collaborate with workplaces (STRP,

10. Within this context, the students develop their

KunstLoc) to support Blended Learning/

own skills and familiarity with the use of digital

Performance.

applications in artistic creation with support

- Demo sessions for hybridity and art have been presented to those participating in STRP. - A master class on Unity has been delivered to those participating in STRP. - The STRP network is made available to FAA students of various disciplines in a 10 part module.

- he DKDM project on the EPARM conference in Denmark has been carried out.

- The Artist in Residence project (with Josse Vessies, alumnus of Dance Arts in Context) has made the Curiosity Café available as a studio.

and guidance. Blended Learning.

- STRP participants have been informed about Unity and its possibilities.

- Those participating in the HI-Module weeks worked with XR, AI and interactive media performance.

- During the opening of the Curiosity Café, there were presentations on good practice, and students prepared a theatre performance with the available resources.

- The opening event of the Curiosity Café demonstrated to a wide and varied public the need for and desirability of guidance in the field of creative technology. It became clear that this need is urgent.

- The Curiosity Café served as a studio for students during the multidisciplinary festival Fremdkörper, in which two FAA programmes (DAC and ArtCoDe) collaborated.

- At a showing of short films from the QA project ON-mute, the Curiosity Café provided demo stations at which students could experiment free of obligation.

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Wouter Heine-Hadicke How are you finding the additional QA provisions?

What do you see as the added value for the students?

Are they boosting innovation and improving quality

“My project offers the students new ways to express

for students?

their creativity and share their work with a wider

“Via QA I have noticed an enormous boost in

public via online platforms, social media or with the

attention for the innovative character of my project.

use of augmented or virtual reality. The Curiosity

In particular, because of this attention, innovation

Café invites students to investigate and experiment

is being examined more critically and students

with new materials, techniques and tools. They

have the scope to experiment and to explore more

have to deal with these technologies more often in

frameworks and tools”.

their studies, just as they do in their daily lives. This also has an influence on they view art; nowadays

You have your own project, but what do you see as

they are also more likely to experience art via online

the benefits from the other QA projects?

platforms or social media”.

“It is as if culture is facilitated in the QA projects with bigger themes around valuable alternative

Where do you see this project going in the future?

perspectives when it comes to societal, educational

“We are satisfied that it has been embedded as a

and artistic insights. For me, as a professional and

workspace, but we envisage plenty of challenges

as a human, it is a privilege to represent a small part

in the stimulation of interdisciplinary collaboration

of this”.

between students, lifelong development, and the validation of new media. The Curiosity Café will have to transcend the idea of just being a workspace and come to be seen more as somewhere for exploration and experiment within the arts. It must also break through the limitations of physical space by introducing concepts such as digital twins, virtual performance space and network-based collaboration”.

ue to QA, I D have noticed an enormous boost in attention for the innovative character of my project.

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As a project leader, what did you take from this project?

“What I am most proud of is that this project is for, about and by people. The existing team and

Tips for those who would like to know more The Curiosity Café is open Tuesday to Friday from 9.00 to 17.00 in E.1.

those joining the project have found a new way to work together. A growing number of students have been surprised that this has eventually received some attention or amazed by it. The support this has received from the various programmes.

Projects should live with dynamic processes, scope for experimentation and results that justify continuation. This can only be accomplished thanks to people’s hard work and dedication”.

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Arts for Society (formerly Connectivity) Alda Alagic RESULTS These projects make interdisciplinary working at FAA more explicit to build a better connection between students and current developments in the hybrid workplace. To that end, the following results have already been achieved: 1. An educational climate has been created within

reaching the proposed goals and will proceed

FAA whereby connections between disciplines

with establishing a network to offer students

both within and outside FAA go without saying.

co-creative opportunities to facilitate their further

- The project has been set up according to the Design Thinking method, with the phase

- There are regular consultations with the

Empathise as its starting point. Meetings,

quartermaster of the Stadsforum, and an

interviews and walks have been used as ways to

agreement with occupants of the square

explore the creation of an overarching atmosphere

(Pleingenoten), representatives from the

of collaboration, experimentation and initiatives

municipality of Tilburg, the Schouwburg Concert

within FAA directed towards co-creation. As things

Hall Tilburg, Factorium, the Raadshuis Palace, and

stand, existing and desirable initiatives have been

the inner-city management bureau for Tilburg.

ascertained via interviews with MT members,

These structured interactions contribute to the

study leaders and lecturers. The results can be

climate of co-creation by building and maintaining

found in the document Goals and Ambitions of

a network of stakeholders outside FAA. Desirable

Arts for Society.

initiatives and visions in the area of co-creation

- A network of co-creation ambassadors has been launched, with representatives from eight programmes, the IMR, the policy advice team (BAT) and ON-mute. Together with

will be gathered by interested parties at meetings and links will be established with FAA study programmes.

- The local council has agreed to the development

researcher and co-creation expert Ferry van

of art in the public arena of the Stadsforum. Alda

de Mosselear of Fontys Academy for Creative

Alagic has been nominated by the Pleingenoten

Economy (ACE), this network will be further

as a prospective member of the management

developed and strengthened in order to enhance

commission for artworks in the Stadsforum.

knowledge, experience, network possibilities, and

This will provide FAA students with ongoing

competencies in the area of co-creation.

opportunities to work on their art in the public

- Within the sub-project Carefull, 11 contracts have been made with a number of societal organisations for internships and projects for FAA students. In March, FAA, in collaboration with KunstLoc, organised a meet up for the network with 17 partners from the art-in-care sector. They are prepared to collaborate in

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development.

arena of the Stadsforum, which will provide an authentic learning experience.

ou learn so much from an exchange; Y professionally, but also personally.

2. A number of educational, interdisciplinary projects and commissions are available

local community can be boosted through close cooperation with it.

whereby students, alumni and stakeholders from the world of work can be involved in relation to the lectorate at FAA. Initiatives are currently being explored to foster collaborations and enhance the impact of various themes and initiatives: - Collaboration with the lectorate of Artistic Connective Practices to strengthen artistic and connective practices. The relationship with the lectorate will also be investigated in 2024 as regards the research laboratory Citylab.

- FAA’s Policy Advice Team (BAT) will be involved

3. A growing number of FAA students from ever more studies will be enabled, both within and outside the curriculum, to collaborate in an authentic learning environment; taking the initiative, developing concepts and realising them across the disciplines. In this way, they will be better prepared for their future in the world of work.

- In the course of their studies at FAA, there are various times and places where students come into contact with external organisations and societal questions. One of the aims of this project

in the integration of strategic and policy-related

is to systematise and integrate the acquisition

insights to promote the sustainability and

of knowledge and experience. In September,

direction of the project. BAT will also participate

the various study programmes were asked to

in meetings of the ambassadors’ network.

share their insights and experience, and where

- Collaboration with the Centre of Expertise for Health will be consulted as regards increasing the impact of health-related themes and the creation of mutual value.

- The involvement of the ACE is important for the input of expertise on the creative economy and the creation of a synergy between art and business aspects. To this end, the researcher Ferry van de Mosselear is collaborating with the project team.

- The municipality of Tilburg is a crucial partner in the achieving of a wider societal effect, and it is envisaged that the influence of the project on the

possible to combine these with the aim of creating authentic, transdisciplinary learning environments.

- There is an initiative to collaborate with the municipality of Tilburg and Citylab with the aim of setting up a laboratory for research and design. The goal is to give form to an authentic learning environment, together with other partners in the city, and to integrate new and existing FAA modules in the form of projects.

- An application has been submitted to ZonMw (the Netherlands Organisation for Health Research and Development), in collaboration

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with TNO (the Netherlands Organization for Applied Scientific Research) and the municipality of Tilburg, for a subsidy to finance research into a healthy living environment in vulnerable neighbourhoods. The amount awarded will be revealed in May 2024. TNO is developing a co-creative research method whereby residents will be encouraged to act as researchers. This is related to a neighbourhood in Tilburg, and to education modules within FAA, whereby the co-creative research methods can be refined further, explored and adapted, ultimately serving to provide solutions.

- The first research and educational modules related to the Stadsforum have been developed and executed by MAU (Academy of Architecture and Urbanism). These modules, including those of the Stadsforum and Kiosk, have been created within the Architecture and Urban Development programme with the involvement of four studios whose work is directed to Stadsforum.

- Within the sub-project Carefull, 11 contracts have been made with a number of sociallyoriented organisations for internships and projects with FAA students. In 2024, the network with care organisations will be made stronger and possibly extended with the aim of increasing opportunities and scope for authentic learning environments. .

I think working together with a healthy amount of people is necessary and as designers especially we can really learn something from most everyone we meet.

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Alda Alagic How are you finding the additional QA provisions?

What do you see as the added value for the students?

Are they boosting innovation and improving quality

“Co-creation means giving relational form to the learning

for students?

experience of students. The learning experience arises

“Co-creation implies transforming ways of

from the connection with others who are immersed

thinking, devising and implementing new concepts,

in different visions, disciplines and geographies. By

and generating new knowledge. This requires

building bridges, an authentic learning environment

investment without knowing what the result will be

that is more far-reaching than traditional education

beforehand. Such an approach requires courage,

can be provided for students. They learn not only from

conviction and confidence. QA allows us to support

the perspective of their own discipline, but also in the

and promote these innovative and valuable co-

context of other practices. This widens their horizons,

creative processes, whereby we can strengthen the

promoting interdisciplinary thinking and preparing them

quality of the education”.

for the dynamic and complex world of work”.

You have your own project, but what do you see as

As a project leader, what did you take from

the benefits from the other QA projects?

this project?

“The added value of other QA projects lies in the

“I take away the new connections that have been

strengthening effect that arises from collaboration,

made during the project, but also as a result of local

cross-fertilisation, and knowledge exchange. Working

and international networks. These contacts open

with other QA projects offers the opportunity to share

the possibility of further collaborations, but also

expertise, benefit from other perspectives and work

new perspectives and knowledge. This project has

towards innovative solutions together. By conferring

also confirmed for me the value of co-creation. I

regularly and exploring the connections between

see co-creation as the way to a future where we can

each other’s initiatives, we create a fertile basis for

generate the necessary knowledge and creativity to

future co-creative efforts”.

find answers to the big questions in society”.

Tip for those who would like to know more:

I see co-creation as the way to a future where we can generate the necessary knowledge and creativity to find answers to the big questions in society.

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ON-mute Louise Boitelle

RESULTS This project will result in an authentic learning environment at FAA, within which students from different programmes can learn from each other informally (outside the formal frameworks of curricula), establish collaborations and expand their networks. The aim is to ensure that students are more connected with current developments in the field. To this end, the following results have been achieved: 1. There is a meeting space for students at FAA. - A room (B2.09) has been made available. Monthly, open drop-in sessions are held to facilitate informal get-togethers where the team and students can talk to and learn from each other. On average, between four and ten students attend each of these sessions.

- The ON-mute team, the MOOI team (an interdisciplinary group of musicians, dancers and ArtCoDe students) and the IDEAS team make use of this space every week. The organisation committee for a dance festival also meets there weekly.

- Every week, an average of five groups of students meet in the space to work or relax. This has created a “home” for students at FAA that is in use daily. Students study, draw, chill, lunch and sleep in this space. Instagram link: @onmutefaa.

2. A group of students organises informal, cross-curricular activities.

different programmes. This small-scale event focused on students' mental health. We have noticed that students seem to mix more at smallscale events. ON-mute uses this connection to create a safer learning environment, a network and a “home” at FAA. - The premiere of the short film Animale and the screening of other films have been a success, as several students have had the opportunity to show their work in the context of film. The Curiosity Café collaborated with this event, which consisted of four showings and was attended by 25 people.

- At the start of the academic year, ON-mute organised a party in collaboration with Dcrew. This was attended by 150 students, and featured an open stage with seven performers and three DJs. The collaboration with Dcrew gave students the opportunity to network with new contacts outside FAA and with the art scene in Tilburg.

- As the result of a poll on Instagram, a lecture

- A party was organised in Cul de Sac, attended by

evening on queer/inclusivity and social media was

150 students from seven different academies.

organised in November. Few people attended. In

There were two DJs (from DAC and Rock

2024, we will try to find a different format for such

Academy) and seven performances by students

topics.

from five different academies. The aim was to bring students together and help them get to know each other and find each other within FAA. This has also created a safer climate. ON-mute has also formed a partnership with Cul de Sac through which ON-mute can collaborate on FAA positioning.

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- A sing-in-circle was attended by six students from

- ON-mute is becoming better known, and the events are beginning to produce positive results.

Both students and staff are contacting ON-mute more often.

- Research conducted by ON-mute shows that 80% of students feel that they need to be able to meet

and connect with each other, both on- and offline, for projects.

- Decisions as to which ON-mute projects should become permanent were based on their objectives and impact. Another alumni project will take place in 2024, and there is a budget for students who

- Insta has grown to 500 accounts, making it the digital tool with the most interaction and the largest reach. Programmes, students and project groups all approach ON-Mute via Instagram to share their events.

- A large FAA group app has been set up, and

would like to organise a workshop or lecture. A

currently has 115 members. Students post their

collaboration with the open podium of Dance Arts in

questions and messages about call-ups, casting

Context will provide opportunities for performances.

and performances weekly on this app.

3. There is a provision to make it easier to attend each other's performances.

- Performances were shared on both Instagram and Facebook. After a trial period, it was noted that

4. Students and alumni work together on their own projects and assignments independently of their studies.

- Seven students from four different disciplines

there had not been enough effect or interaction

participated in an alumni project (short film). The

on Facebook. It has therefore been decided that in

participants said that this was a valuable learning

2024 we will focus on just one social media account

process, because ON-mute connects students

(Instagram) in collaboration with FAA’s Instagram.

with alumni.

- MOOI is an official project comprising dance, music and visual art. Students are working together on an interdisciplinary performance entitled “Journeys; a life story”. Musicians are learning to work with dancers and vice versa, creating, jamming and exploring together.

ou can meet people from other disciplines, and it’s Y just fun to hang out in a context other than school.

Also, because it’s not for any marks or projects for school, you can just experiment with each other, and I think that it’s very valuable to make friends, but also make art together.

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It's supercool to have this space to chill with students together.

- A PITCH project has been set up to support

- Newly-graduated students are being given the

students with interdisciplinary working. Following

opportunity to develop their work further. These

a written application and interview process, two

alumni also give back to students in the form

groups of students and two groups of alumni

of Q&As and open rehearsals. This builds a

were selected to produce an interdisciplinary

connection between former and current students,

research/final product, which was presented on 16

enabling students to learn from alumni who have

December.

just entered the professional arena.

- A partner from the world of work guides students

- ON-mute organised a performance day on 16

during this project. They are also working on their

December. Eight students and two groups of

application and organisation skills with the project

alumni had approached ON-mute regarding this

leader from ON-mute.

idea. The day involved eight different locations, and nine performances were given from a range of disciplines.

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Louise Boitelle Are you satisfied with the results of your project?

How do you see the future for this project?

”During the past year, ON-mute has taken clear

“The idea is to integrate the project within FAA so

measures, allowing the students involved to work in a

that the possibilities we are currently providing

highly independent manner. Students at FAA are now

can also continue without a budget from QA. It

aware of ON-mute, and it is becoming easier for them

is important to give ON-mute a good place in the

to find us. Students also ask for help more often, and

structure of FAA; it needs to remain a student

there is more collaboration with alumni”.

project. Our strength lies in our students and the fact that they are now more or less organising ON-

In your opinion, what is the added value for students?

mute by themselves”.

“‘ON-mute is a project by and for students and it certainly gives them a boost. It’s great that the

Tips for those who would like to know more:

QA team guides students in this, listens to them

Find us on Instagram: @onmutefaa

seriously and takes measures.

and on the portal: ON-mute

Students get to know each other and this makes it easier for them to connect with each other and work together. They feel more at home at FAA and have their own place in the building. Co-creation comes about almost spontaneously. Students are implementing an increasing number of projects, often in collaboration with one of the ON-Mute members”.

Our strength lies in our students and the fact that they now more or less organise ON-mute themselves.

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Professionalisation of lecturers Fontys versterkt docenten in hun vakinhoudelijke, onderwijskundige en coachingsvaardigheden en versterkt opleidingsteams om blended learning te ontwikkelen en te realiseren.

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How can lecturers guide students in relation to Social Safety and Inclusion?

Roeland Vos

Professionalisation of lecturers Lecturers develop their coaching skills so that they can guide students in their personal development and personal leadership.

RESULTATEN Both established lecturers and those just starting out on their career have received sufficient professional support to be able to create a safe and inclusive learning environment. To this end, the following results have been achieved: 1. FAA has a clear vision regarding the coaching of

dean, Student+ etc.) and provide them with the

lecturers in relation to social safety and inclusion.

tools to put this information into practice in their

Lecturers can base their work on this vison.

work.

- The vision on lecturer coaching is still being developed by FAA’s MT and HR. - FAA decided to invite all new lecturers to workshops on social safety and inclusion. This

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2. Lecturers are sufficiently professionalised to fulfil their tasks as well as possible in the context of social safety and inclusion.

- Trainer Roeland Vos has developed a two-hour

was done to acquaint them from the outset with

customised workshop for new lecturers at FAA.

FAA's code of conduct, policies and roadmap of

The workshop is suitable for groups of up to

various support agencies (confidential advisers,

twelve participants.

Gaining awareness, knowledge and new insights... valuable and inspiring.

I was given many specific tools I could use immediately in my own teaching practice.

- Topics include how to define a safe and inclusive

- Participants said that the added value of these

learning environment, and how this contributes

workshops was that they gave them a better

to developing student talent. The workshop

understanding of the code of conduct and

also examines what this means for the role of

policies, and where to find them (including

lecturer, and where each individual’s qualities

the various agencies), more awareness of the

and challenges lie. There is also space for

themes relating to social safety, and a greater

exchanging different ways and forms of working

knowledge of and insight into the duties and

to create a safe learning environment.

responsibilities of a lecturer in this context.

- The methods used include working with statements and case histories from the media, engaging in exchanges, discussions, role-playing practical examples, and showing short films.

- Four workshops were held last autumn to give novice lecturers concrete tools that they could apply directly in the classroom. A total of twentythree new lecturers attended the workshops. Six workshops are planned for 2024.

Reflecting upon their own (possibly undesirable) behaviour within the framework of their function as a role model was also mentioned as an added value.

- Each workshop will be complemented by a return day to allow for an exchange of practical results, qualities and challenges. A helpline will also be set up to give novice lecturers the opportunity to exchange ideas with experts on real or potential scenarios.

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Roeland Vos Are you satisfied with the results of your project?

How do you see the future for this project?

“I am satisfied because the participants gained a

We have just completed the first round of training.

great deal from the training in terms of knowledge,

We will use the evaluation results to make more

awareness and targeted tools. They serve as

people aware of the workshops and to adjust

pioneers for those who will participate in this

their content if necessary. There will be further

workshop in the future”.

developments in terms of both content and organisation in 2024”.

In your opinion, what is the added value for students?

“The added value is that the project helps to ensure

As a project leader, what did you take away from

optimal performance in a socially-safe learning

this project?

environment, by and for lecturers and students”.

“We plan to continue discussions with HR on the mandatory provision of workshops for novice lecturers, the added value of providing e-learning linked to the workshops and the importance of student input in the content of the workshops”.

Tip for those would like to know more:

I am satisfied because the participants gained a great deal from the training in terms of knowledge, awareness and targeted tools.

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Intercultural Responsive Teaching Marjolein Hoetelmans-Breij

Professionalisation of lecturers Lecturers enhance their professional and teaching skills in collaboration with colleagues, students and professional partners.

RESULTS FAA programmes are taught on the basis of an awareness of diverse social, cultural, ethnic and demographic backgrounds. To this end, the following results have been achieved: 1. Lecturers who have completed the training

- Late September marked the start of Facilitating

are aware of their intercultural profile and are

Intercultural Development training to equip

working to develop it further.

participants to facilitate meetings (such as a

- Six IDI (Intercultural Development Inventory) Qualifiers were present during Milton Bennett’s

World Café) with lecturers and students.

- The intercultural profile is also being developed

visit to FAA in February. This resulted in a

through cooperation with Fontys International

thorough analysis of the situation at FAA,

Business Studies (FIBS) and working sessions

as well as an insight into how Intercultural

with their delegation in the Nexus Group (FAA

Responsiveness or Responsive Teaching can

and FIBS). Initiatives and experiences from

be embedded at FAA in the longer term. Based

another institution complement the FAA context,

on these findings, a plan was developed for the

as participants find it instructive and necessary

content of the follow-up session with Milton

to engage in dialogue with colleagues from a

Bennett.

different context.

- At the end of May, the six IDI Qualifiers received in-depth training from Milton Bennett on intercultural responsiveness and how to embed it in FAA policy.

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he IDI and the T accompanying talk have helped broaden my cultural self-awareness and my intercultural perspective.

I can now see my current position in relation to this more clearly.

2. Lecturers use these insights to include more diverse social, cultural, ethnic and demographic backgrounds when developing and delivering their lessons.

The IDI Qualifier training provided the insight

trained can in turn train other lecturers.

- In late November, the first World Café at FAA was facilitated by two IDI Qualifiers in collaboration with two colleagues from FIBS and with the

necessary to teach in an interculturally aware

cooperation of Kunstloc Brabant. The World Café

manner. This learning will continue:

discusses intercultural issues experienced by

- Last autumn, the IDI Qualifiers conducted IDI tests with 60 students from different disciplines (DBKV, Dance Teacher, Theatre Teacher, Rock Academy, Master of Music, MKE). From 2024 onwards, all students going on exchange trips will have the opportunity to complete an IDI test.

- To prepare for an IDI interview, the lecturer refers to the teaching materials and looks at the participant’s personal situation. This process of preparing and conducting IDI interviews ensures that the teaching material and awareness become embedded and implemented in the classroom.

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3. There is a ripple effect, as the lecturers already

students and lecturers at FAA in order to acquire more knowledge and understanding. This will lead to an Intercultural Awareness module in 2024, which will be offered to students and lecturers

by FAA and FIBS together with Kunstloc (spring and autumn 2024). This module will be open to everyone at FAA. - The World Cafés will continue in 2024 and will be facilitated by trained lecturers and students who will share their knowledge with participating colleagues and students.

- In December, Milton Bennett delivered a lecture

- I n addition, other programmes have embedded

to lecturers about the Developmental Model of

interculturalism and intercultural competence,

Intercultural Sensitivity (IDI) and the stages of

often supported by IDI.

development towards a deeper understanding and appreciation of intercultural differences using input from the Qualifiers. This gave the lecturers basic knowledge that they can develop further in the module on Intercultural Awareness.

- The current portal structure of the Global

- Intercultural Competences has been inserted as a cross-curricular focus within the new educational programmes as part of TEO (Transitional Educational Programmes). This will start on 1/9/2024. Every lecturer will be mindful of this, and all students will be trained

Engagement Teams has been adapted. From

in this. Examples include interculturalisation

2024, Qualifiers will post cases, best practice,

of the knowledge canon within General Arts,

literature, inspiration and interesting links there.

attention to non-Western pedagogy within

Tiles have been added containing information

didactic subjects, and attention to non-Western

on International Competence and International

techniques during practical subjects. This

Orientation

development will be supervised by IDI Qualifiers

4. Every FAA programme has the competences to work on this topic to enhance the education it provides.

- Providing training for the IDI Qualifiers does not appear to have led to more applications from programmes other than the nine already involved (MPA, Rockacademie, MKE, MAU, MoM, Master Choreography, DBKV, ABV, Docent Muziek). We have therefore opted for a different approach: - Cultural Cafés are being organised to make both students and lecturers aware of the topic, and to give them the opportunity to come up with ideas

- The Dance bachelors programme is completing an intensive module related to intercultural competences. Experiences from this will be used as an example of practice for other programmes in 2024.

- The MKE programme is working on the theme of Otherness for a term, and will share the information acquired with other disciplines. This development will be supervised by IDI Qualifiers.

- MAU has developed a module on interculturality, which will be made available to students in period 3 (2024). This development will be supervised by IDI Qualifiers.

together.

- Intercultural Awareness module: this will be made available to both students and lecturers twice in 2024.

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Marjolein HoetelmansBreij Are you satisfied with the results of your project? “I

In your opinion, what is the added value for students?

would have liked to have achieved more, but creating

"Students are noticing that there is more room in the

awareness takes time. It is great that important steps

curriculum for intercultural development through

have now been taken. Our project has led to concrete

modules and projects that clearly highlight this

events taking place that have enabled us to reach both

theme. We are also organising all kinds of meetings,

colleagues and students. In addition, a group has been

such as the World Café and a number of lectures

formed which is working intensively on the subject

on this topic. The conversation on Intercultural

and getting other colleagues on board thanks to its

Responsiveness has really got going at FAA”.

expertise and enthusiasm”.

As a project leader, what did you take away from How are you finding the additional QA provisions?

this project?

Are they boosting innovation and improving quality

“This was my first experience as project leader

for students?

and what struck me is how inspired some of my

“The extra resources provided by QA give us the

colleagues are. That works very nicely within a

freedom and space to develop new things. There is

project, but it can be a challenge to reach the rest

now an opportunity to come up with and develop

of the organisation. Communication is information,

ideas and acquire external knowledge. Because

but topics quickly get buried under the piles of

the project transcends the various programmes,

information that everyone receives each day”.

the results benefit all students. This is a major advantage as opposed to budgets that are only available to a more limited group”.

I would have liked to have achieved more, but creating awareness takes time.

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Tip for those who would like to know more:

Learning outcomes + assessment independent of learning pathways Peter Kuijsters

Professionalisation of lecturers Lecturers enhance their professional and teaching skills in collaboration with colleagues, students and professional partners.

RESULTS Information has been collected from within FAA on the concepts and principles of flexible education in relation to the FAA Flexibilisation Framework. This will serve as the basis for educational development and the improvement of educational support over a longer period of time.

To this end, the following results have already been achieved: 1. The FAA Flexibilisation Framework is a living

- Five meetings were held this autumn. During

and broadly-supported document that serves

these, knowledge was shared about the design

as a guideline for future developments.

framework, starting principles, basic agreements

- A representative team of education and assessment experts has been set up at FAA. In consultation with the programmes, the FAA Flexibility Framework will be formulated according to the Fontys Framework for TalentOriented Education. The Fontys Framework has not yet been formally established, but what is certain is that the FAA will work on the basis of Fontys principles.

and working with learning outcomes.

Opportunities and risks were also shared.

Input was gathered from the programmes to translate the Fontys Framework for TalentOriented Education into the FAA Flexibilisation Framework. Just over half of the 146 staff who received an invitation (study leaders, lecturers and support staff) attended the meetings in person. A video recording was made for all staff.

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- The collected input will be used to shape the content of the professionalisation pathway in 2024, based on the needs of the various programmes, such as: • Setting out clear mutual frameworks and agreements.

• Gaining an understanding of what learning outcomes are, how they guide the learning pathway and how this differs from working with learning objectives, competences and behavioural indicators.

• Training on the changing roles of the lecturer and student coach.

• Good practice within FAA. 2. We now have a solid foundation on which to build a new educational climate, characterised by a shift from supply-driven to demand-driven education based on student ownership of their own studies. A support base for this has been created among lecturers.

- A needs assessment conducted in June among FAA bachelors- and masters-study leaders shows that the majority are just beginning to amass knowledge about working with learning outcomes and assessment independent of learning pathways, so the main need at the

- Inspiration sessions were also used to share knowledge with other FAA disciplines in order to create support among lecturers. Video recordings of the inspiration sessions were made and shared.

An impression of the atmosphere at Cluster Art Education:

moment is for knowledge on these topics. A great deal of attention was therefore paid to this during the meetings held last autumn.

- Education programmes are following their own path through TEO, and were introduced to the topics of learning outcomes and assessment independent of learning pathways in the academic year 2022-2023. Participants at inspiration sessions worked to design a blueprint and an Educational Vision Cluster for Arts Education (draft version 10-11-2023) which outlines the vision of a joint educational concept that will create scope for greater flexibilisation and ownership. Implementation of this concept will begin in September 2024 across all programmes.

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- Three professionalisation days, to be held between December 2023 and April 2024 were planned for all employees in the Arts Education cluster, for which working with learning outcomes and assessment independent of learning pathways are central tenets. The aim is to gain a deeper knowledge of each other's programmes, to share experiences in developing one’s own programme design based on the cluster-wide pedagogical concept, and the professionalisation of working with learning outcomes, programmatic testing and the coaching role of lecturers.

3. Lecturers have been trained in and supervised

4. Lecturers are familiar with the consequences of

on forms of flexibilisation, for example,

flexible education for testing and assessment.

through experiments and pilots.

Programmes will be able to use learning

- Experiments and pilots in the field of flexibilisation are ongoing within the Transition Educational Programmes, which fall under the QA project on Flexibilisation. The process of developing and

outcomes as a starting point for creating the TER (Teaching and Examination Regulations) 20242025 and developing a new vision for testing.

- There is a roadmap to support the individual

implementing the recommendations and design

programmes in the Arts Education Cluster in the

criteria in KiC2 has led to the professionalisation

development of a process plan to translate the

of lecturers: improving skills in interdisciplinary

cluster-wide educational concept, including the

didactics, needs-based and practice-oriented work,

test vision and blueprint, into a curriculum with

and adapting to innovative teaching practices.

educational units of 15 to 30 EC.

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- The roadmap informs lecturers as regards the

meaningful feedback, good practice within

implications of flexible education for testing and

their own ranks and a Q&A session with

assessment, providing programmes and tools

students from the Docent Dans, Docent

to shape the new curriculum and its content.

Theater and Docent Muziek (Dance, Drama

The inspiration sessions held last autumn also

and Music Teaching) programmes. Recordings

contributed to this.

were made of the keynote speaker for

- A study day on programmatic assessment was held on 4 December. It was attended by more than 50 staff (study leaders, lecturers,

further distribution. Two more study days are scheduled for 2024.

- The study day also provided insight into the

works council members and support staff)

needs of lecturers and auxiliary staff, though an

who engaged with a keynote speaker and

inventory has yet to be made. Once available,

participated in workshop sessions on topics

it will provide guidance for the remaining study

such as programmatic assessment, giving

days, to be organised in February and April 2024.

I was able to attend the study day on assessment. Actually, this information would also have added value for all students. The underlying thought behind programmatic assessment is clearly very strong.

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Peter Kuijsters Are you satisfied with the results of your project?

In your opinion, what is the added value for students?

“Colleagues appreciate the fact that we are having

“The work that we are doing now is laying the basis

these information meetings. They provide an

for education that will enable students to develop

opportunity to meet each other, form a vision

their talents optimally in the near future. This will be

together and share our concerns. I am certainly

an education with more scope for personal choices,

satisfied with this”.

profiling and flexibilisation; with the necessary

“There is still a long way to go, but the input that was

coaching, and a gradual increase in the degree of

collected during the meetings has already given us

independence and complexity naturally.

a good idea of what is necessary to achieve further

We will not just leave students to their own

professionalisation”.

devices. Each programme has its own signature, but is aligned in such a way that facilitates cross-

How are you finding the additional QA resources?

fertilisation, interdisciplinary work and looking

Are they boosting innovation and improving quality

beyond your own boundaries to see what others are

for students?

doing".

“Providing students with the best possible education in the near future will require a lot of coordination.

As a project leader, what did you take away from

We will facilitate this with the resources available

this project?

from QA by organising opportunities for staff to

“More than anything else, the commitment of various

meet each other, giving them scope to develop ideas

colleagues. You can already see the new connections

together. Students are also becoming more involved

emerging between colleagues who have begun to

with this. The resources from QA are very welcome

think in terms of opportunities and possibilities and

to ensure the success of these educational

are sharing utopian visions. At the same time, I also

transitions".

take seriously the concerns of colleagues about this transition. It is important that we remain in conversation with each other about this”.

Tip for those who would like to know more:

I also take seriously the concerns of colleagues about this transition. It is important that we remain in conversation with each other about this issue.

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Blended Learning and Blended Performing Johan Jongstra

Professionalisation of lecturers Lecturers are enhancing their professional and teaching skills in collaboration with colleagues, students and professional partners.

RESULTS The project will increase teachers' knowledge and experience of the Canvas tools, Portflow and Feedpulse. To this end, the following results have already been achieved: 1. FAA now has more knowledge and experience

these were extremely positive. The purpose

of the digital student portfolio Portflow, and

of the tools is clear, and they are very easy to

Feedpulse.

use. There was little or no need for external

- Five lecturers from DBKV and Rockacademie have used these tools; three using Feedpulse, and two using Portflow. In all of these cases, the lecturers have used Canvas in their regular classes.

- In the first period, they gained experience with the setting up of both Feedpulse and Portflow in Canvas. In the second period, these tools were used in regular classes. All of these

explain the tools to students. Students found that the tools were simple but extremely efficient and effective.

- It seems that students found it difficult to write feedback and perform evaluations in Feedpulse, though they did feel that it enabled them to reflect on their feedback in a safe way.

- Lecturers saw great benefits in using

lecturers have continued to use the tools in

Feedpulse, and said that using it gave them

their work since the project finished.

a much better picture of each student's own

- Talks were held to evaluate the experiences of both students and teaching staff, and

50

instruction and lecturers found it easy to

assessment and the way in which students process feedback/feed forward and use it to draw up a new schedule.

Using Portflow is super easy and intuitive!

2. Good practice is shared so that other

- Recording the video proved to be a very

programmes can apply it in implementing

educational experience for the lecturers, not

DSP and Feedpulse.

least because it required them to formulate

- We opted to have lecturers share their experiences via a video. The resulting video will be used to inspire other lecturers at FAA. - Based on the evaluation, discussions were held with four of the five lecturers about the content of an inspirational video, and the results of these were later used to draw up a script.

- Shooting for the video began in October and was completed in early November. In addition to four examples of good practice, the video also features an introduction by Carla Lagarde, programme manager for the Transition of

exactly what they had experienced and learnt.

- An increasing number of lecturers at Rockacademie are being inspired by the use of Feedpulse, and the initial enthusiasm of these lecturers has had a knock-on effect: all first-year Rockacademie students are currently using Feedpulse in a number of subjects.

- The video has been shared via a YouTube link on all Canvas-related output: the portal, email, canvas programmes. The video will be particularly useful during the transition to the new educational model at FAA.

Educational Programmes, who explained that both tools, especially Portflow, are crucial for the new education model.

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Johan Jongstra Are you satisfied with the results of your project?

In your opinion, what is the added value for students?

“The lecturers have experimented extensively with

In my projects, which involve a lot of digital

both Portflow and Feedpulse on Canvas. Some of

knowledge, training lecturers is often the first

them have also applied what they have learnt in their

requirement. This makes the direct benefit for the

teaching practice. As a result, many students have

students a little unclear. I can imagine students

already been introduced to these tools. The video is

in other projects having a much greater input and

a 'by-product' that will serve as inspiration for other

seeing more immediate results".

lecturers. It will also be very useful in the transition that is currently taking place".

How do you see the future of this project?

“Naturally, I am in a rather special position, as I

You have your own project, but what do you see as

have retired and am no longer employed by Fontys.

the benefits of the other QA projects?

IM and Functional Management will be mainly

"The QA projects are mutually reinforcing, and

responsible for implementation. I believe that

this has certainly been noticeable during the joint

concrete plans have already been made for this”.

meetings. It might be even better if we could set the agenda for the project together, so that the topics

Tip for those who would like to know more:

could be aligned even more closely. This would allow us to better prioritise the projects that might be of interest to FAA at any given point".

raining the lecturers is often T the first requirement In my projects, which involve a lot of digital skills.

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The Institute’s Participation Council Julie Benoit, student faction Participation Council (IMR): "Did you know that the Quality Agreements were created especially for students? It doesn’t matter If you didn’t, as we are about to change all that. Joining the Participation Council (IMR) opened up a world of insights into the many facets of the FAA. It was the first time I realised just how important the Quality Agreements are. Under the capable leadership of Roy and Anja, this team is enthusiastically committed to improving the quality of our education".

How will they do this?

But why is this important for you?

“Well, this is being accomplished through inspiring

“Because not only does it have a positive impact

projects that will be evaluated and implemented

on our education, it also inspires ideas. Check out

anew year after year. Take, for example, the

this year's focus areas on the portal, and don't

'ON-mute’ project. The goal of this initiative is to

hesitate to email faa-kwaliteitsafspraken@fontys.

connect students from the different disciplines

nl if you have any ideas of your own. Let’s all make

within FAA with each other. It’s just one of the

good use of the valuable opportunities that Quality

many inspiring projects through which Quality

Agreements offer us. This will help us to get even

Agreements can have a direct impact on your

more out of our time at university. Join in, discover

educational experience”.

and let your voice be heard!”

Best wishes, Julie (Chair students faction IMR)

Nicole van Hoof

Ilse Schutter

Eden Manga-Nkoy

Julie Benoit

(Master of Music)

(Docent Theater)

(Dance Arts in Context)

(Rockacademie)

The IMR represents students and staff at Fontys Academy of the Arts, and regularly consults with the Management Team on matters concerning education, research, staff, administration and infrastructure. The IMR also collaborates closely with every programme committee at FAA. Each programme committee is a representative body of lecturers and students within a programme, who join programme management in the deliberation process on policy issues. If you have any complaints or ideas, or would like to attend a meeting, please email us at faa-imr@fontys.nl. Your opinion counts!

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Projects in 2024 Our efforts to improve quality and innovation in art education will continue after 2023. Nine highly ambitious QA projects will also be implemented at FAA in 2024. Some involve the continuation of an existing project, while others are brand new. We would like to introduce them to you briefly.

Successful studying Fontys helps students to become clear about their personal talents and develop them further so that they can make suitable career choices in the final stage of their study.

Students Ready 4 Flexibilisation Anton Wolvekamp Intensive coaching that will help students to pinpoint and develop their talents. Curriculum development is being used to promote personal development.

FAA's Education Cluster prepares students for the future of interdisciplinary work and shows them how to further discover and develop their talents in this context. The coaching programme to be developed will respond to the changes taking place in education – such as a demand-driven approach and working with learning outcomes – and what these will require from students. The objective is to guide students through these changes.

IDEAS Pnina Avidar Intensive coaching to help students pinpoint and develop their talents. Coaching to promote personal development.

IDEAS fosters a teaching and research culture based on safety, connection, trust and responsibility. It is clear that undesirable behaviour such as bullying, discrimination, sexual or any other kind of harassment, aggression, violence and other forms of transgressive behaviour, are unacceptable and must be prevented. FAA strives to promote a culture of openness and respect where everyone can be themselves. The binding elements of this are talent and creativity.

Learning and developing talent can take place best in a safe, open environment.

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Student+ Lenneke van Schie Intensive coaching to help students pinpoint and develop their talents. Coaching to promote personal development..

RA relatively high number of our students have social and mental problems. Stress, anxiety, depression, performance pressure, and other mental health problems can affect their motivation and study progress. This can lead to study delays and poor academic performance, with some students even dropping out altogether. FAA wants to mentor students, and has set up the Student+ facility to this end. Student+ provides extra support in a safe and easy to access manner. Student+ coaches at FAA work independently of their own programmes and are well acquainted with what it means for a student to study an arts subject.

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Authentic learning and research environment Fontys supports the development of an authentic learning and research environment, both quantitatively and qualitatively, enabling each student to learn and research based on real practice contexts at each stage of the programme.

Platform for Digital Media Arts Wouter Heine-Hädicke Strengthening authentic learning and research environments so that students can learn in real-world contexts.

A challenging and authentic digital learning environment.

This platform is all about digitalisation in relation to making and teaching within the arts. It facilitates and encourages the desire of both students and teachers for educational innovation, including projects related to the area of work and education modules. The platform forms an authentic learning and research environment that offers students and teachers the opportunity to learn about digital art or education within real practical contexts.

Flexibilisation testing grounds Carla Lagarde Strengthening authentic learning and research environments so that students can learn in realworld contexts.

A challenging and authentic digital learning environment.

The education cluster at FAA is a positive, agile and talent-focused breeding ground where students come first. It prepares students for a future in which interdisciplinary work is the norm.

By engaging in a creative collaboration with the professional arena, they find answers to the swiftly evolving challenges in society. To this end, we are developing new, authentic learning environments in which students, lecturers and local partners can learn, work and research together around relevant themes.

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ON-mute Louise Boitelle Strengthening authentic learning and research environments so that students can learn in real-world contexts.

A challenging and authentic digital learning environment.

The field is becoming increasingly interdisciplinary, and the FAA, with all its programmes in one building, is being used and reinforced as an authentic learning environment in various projects. This project focuses on informal, voluntary learning and meeting within the context of interdisciplinarity. It encourages informal learning and engagement with serendipity so that students will also be able to apply this when they start to work in the arts once they have graduated. Students and alumni from different programmes can learn from each other, collaborate and expand their networks. These collaborations and encounters arise outside the formal frameworks of curricula and FAA theme weeks. This is an innovation which, at the same time, uses the strength and power of informal learning. It also gives a boost to lifelong learning.

Arts in Society Alda Alagic

Strengthening authentic learning and research environments so that students can learn in realworld contexts.

Expanding professional workspaces, including partnerships and collaborations with alumni.

FAA aims to connect with current developments in the hybrid work field, not least to generate more opportunities and jobs for students and graduates. This project explores what is required for this to happen, and develops a concept based on co-creation to further this end. Once developed, this can be used by all FAA programmes. Several sub-projects, including Stadsforum and Careful, serve as authentic learning environments, and provide knowledge and experience for the final concept.

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Professionalisation of lecturers Lecturers develop their coaching skills so that they can guide students with their personal development and leadership.

How lecturers can guide students in relation to IDEAS Roeland Vos Professionalisation of coaching skills to promote the personal development of students.

Coaching new and existing lecturers.

FAA strives to create a safe and open environment where students can develop their talents optimally. Lecturers need to be equipped with specific didactic knowledge and skills to accomplish this. The project aims to better equip both new and established lecturers to create a safe and inclusive learning environment, and to support them in taking a more coaching-oriented approach. In this way, the project will contribute to the objectives of the IDEAS project.

Lecturers will develop their coaching skills so that they can guide students with their personal development and leadership.

The agile professional Peter Kuijsters Professionalising content and educational sciences in collaboration with colleagues, students and the world of work. Professionalisation of flexible education.

This project expands knowledge and experience by means of flexible education at FAA. Not all lecturers are ready to offer this form of education. The shift from supply to demand-driven education requires not only changes to the curriculum, but also a culture that supports this type of education. Our intention is not only to develop curricula but also to cultivate a culture that supports this approach to education. In this way, the project will contribute to the objectives of the IDEAS project.

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Fontys helps lecturers and programme teams to develop and implement blended learning so that all students will receive more opportunities to engage in a suitable learning process.

Digital Centre for Teaching and Learning Wouter Heine-Hädicke Giving lecturers and training teams the support they need to develop and implement blended learning, developing and applying tools and instruments to provide more opportunities for engagement in a relevant learning process.

At the Centre for Teaching and Learning, lecturers and students develop their digital knowledge, skills and attitudes, with a focus on art education. This is a place where you can get support from your own network of experts and work with Learning Management Systems to create effective personal and authentic sources for education, as well as experiment with innovative new technologies

Are you curious?

Here is all the information about QA projects in 2024:

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uality agreements are all Q about the students.

At the end of the day, it is they who must benefit from them.