Educating collaborative planners

strengthening evidence for the learning potential of multi-stakeholder regional learning environments

Carla Oonk*, Judith Gulikers, Martin Mulder

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)

Abstract

Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.

Original languageEnglish
Pages (from-to)533-551
JournalPlanning Practice & Research
Volume31
Issue number5
DOIs
Publication statusPublished - 2016

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learning environment
stakeholder
learning
evidence
student
education
planning
coaching
working group
value added
boundary crossing
test

Keywords

  • authentic learning environment
  • boundary crossing
  • multi-stakeholder
  • Planning education
  • student learning

Cite this

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abstract = "Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.",
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AU - Gulikers, Judith

AU - Mulder, Martin

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AB - Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.

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