Now

My “Now” page shows my current work and affiliations, my calender of events, and my reading list. (See the Acknowledgements for the idea of a “now page”.)

Work and affiliatons

Since August 2024, I work part-time (3 days per week) as a teacher/coach for the Associate Degree Software Development (only in Dutch), at the Amsterdam University of Applied Sciences (Hogeschool van Amsterdam)

  • The Associate Degree is a two-year programme, and our focus is on the domain of (back end) software development. We train students at level 2 (level 3 is bachelor, level 4 is master).
  • We apply self-regulated learning in a practical setting: we emulate a realistic working environment, and coach our students to become professionals with a good understanding of the scrum process, and the ability to manage their own professional development.

I also work in projects, such as: developing data management features for a web application in Ruby on Rails, advising on an AI platform around civic engagement, and researching requirements for a complex online procurement platform.

I am open for new projects and positions around civic society!

  • Transparency and accountability: open data, open collaboration.
  • Governance and ethics: AI, social media.
  • Coaching and training: empowerment, skills, tools, and thinking.

My current professional affiliations (unpaid):

And my main personal affiliation:

  • Active tour leader, organiser, and honorary (and former board) member at KV Zeeburg, my kayaking club, with a focus on online collaboration within the club.

Events

I have a public Google Calendar with events I am interested in. Follow new additions via my LinkedIn and Mastodon accounts, or add it to your overview.

Icons indicate if I plan to attend: 👤 as a participant, or 🗣️ as a speaker, organiser, etc.

My reading list

I have a public Zotero library with the items I want to read or watch. What I am reading (or about to read) now:

Schwarzmüller, M. (2018). Understanding TypeScript [Video recording]. Packt Publishing.
Sins, P. H. M. (2023). Zelfregulerend leren gaat niet vanzelf: maar hoe dan wel? openbare les. Hogeschool Rotterdam.
Tonhão, S., Colanzi, T., & Steinmacher, I. (2021). Using Real Worked Examples to Aid Software Engineering Teaching. Proceedings of the XXXV Brazilian Symposium on Software Engineering, 133–142. https://doi.org/10.1145/3474624.3476970
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Biggs, J., & Tang, C. (2011). Teaching For Quality Learning At University. McGraw-Hill Education (UK).
Kirschner, P., Claessens, L., & Raaijmakers, S. (2019). Op de schouders van reuzen: inspirerende inzichten uit de cognitieve psychologie voor leerkrachten (3e druk). Ten Brink Uitgevers.
Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review, 32(4), 1089–1126. https://doi.org/10.1007/s10648-020-09541-1
Garcia, S. B., Carina Antonia Hallin, Lex Paulson, Nino Javakhishvili-Larsen, David Leal. (2023). Key defining concepts: Collective intelligence, democracy, and governance. In The Routledge Handbook of Collective Intelligence for Democracy and Governance. Routledge.
Cristianini, N., Scantamburlo, T., & Ladyman, J. (2023). The social turn of artificial intelligence. AI & SOCIETY, 38(1), 89–96. https://doi.org/10.1007/s00146-021-01289-8

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