This paper presents two projects in the field of care and technology in which students are trained in real environments

Bierhoff, I.

Kröse, B.

Schilders, M.

International Migration, Integration and Social Cohesion online publications

UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl)UvA-DARE (Digital Academic Repository)The Digital Life Centre: A living lab for education in real world situationsKröse, B.; Bierhoff, I.; Schilders, M.Publication date2008Published inMed-e-Tel 2008 proceedings CD-ROMLink to publicationCitation for published version (APA):Kröse, B., Bierhoff, I., & Schilders, M. (2008). The Digital Life Centre: A living lab foreducation in real world situations. In Med-e-Tel 2008 proceedings CD-ROM (pp. 143-145).Med-e-Tel. http://www.science.uva.nl/research/isla/pub/Krose08medetel.pdfGeneral rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s)and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an opencontent license (like Creative Commons).Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, pleaselet the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the materialinaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letterto: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. Youwill be contacted as soon as possible.Download date:11 Feb 2023    The Digital Life Centre: a Living Lab for Education in Real World Situations  B. Kröse1 , I. Bierhoff1, M. Schilders2 1 Professional University of Amsterdam, krose@science.uva.nl P.J. Oudweg 25, 1314 CH Almere, the Netherlands 2 Regionaal TechnoCentrum Amsterdam RTCA Basisweg 61-d, 1043 AN  Amsterdam, the Netherlands   Abstract: This paper presents two projects in the field of care and technology in which students are trained in real environments. Introduction ICT is entering our daily life with a tremendous speed. Look at new multimedia communication and entertainment, home intelligence, digital care and mobile information systems. Our life is getting ‘digital’, and many business opportunities show up.  Research institutes and laboratories of large companies develop a great deal of knowledge in this domain. Unfortunately much of this knowledge is not used in novel innovations in companies, especially small and medium size companies miss good contacts with large research institutes.  At the Institute for Information Engineering in Almere, part of the Professional University of Amsterdam, the educational concept is focused on ‘learning in practice’. Students spend 60% of their time in companies and 40% of their time in school. Twice a year the students start a new project in which the company defines the end products; the student finds its educational path and the institute guards the level of the educations. Such a project is called a ‘Comakership’.  Recently we started the ‘Digital Life Centre’ in which we carry out research projects in the field of Digital Life and Domotics. We have two main lines: entertainment and media, and care.  In this paper we briefly illustrate two care projects.   Skillslab  The Skillslab project was set up to come to a better cooperation between the care institutes (the professionals working in the care institutes as well as the     end users/patients), the different institutes for vocational and higher vocational education (nursing, technology and ICT), and the technology companies involved in home automation.  A ‘physical’ lab was planned in Amsterdam-West within one of the larger care centers. The aim of the lab was  - To develop and implement domotics systems for care in joint collaboration between companies, care institutes and students from different education - To test these systems with the end user/patient - To develop systems for practical exercises for students from care educations  Although we started with a setup within the care institute (a home for elderly persons), it appeared to be very difficult to get students (especially lower level vocational training nursing and technology) to spend independently doing research within the care institute. Therefore we decided to make systems for practical training within the educational institutes. In collaboration with ‘Smart Homes’, a knowledge centre for domotics special ‘building block systems’ were made for the vocational schools (see Fig. 1).  .     Figure 1. Left: example of building block system for training with ‘domotics systems’. Right: Students nursing and ICT at the kick off of the joint program.   Apart from setting up a physical lab, we also started educational programs to bridge the gap between technology and nursing students. In the context of the minor Digital Life (a minor is a 30 ect program of courses at the Professional University Amsterdam) we defined 5 collaboration projects where students from ICT collaborated with students from occupational     therapy or nursing.  One of those projects (‘Paladijn’) will be discussed in the next section.  The students worked for 20 weeks on projects involving ICT in care applications, such as a sensor network for monitoring elderly with beginning dementia, video communication with a care centre, or a wayfinding system for elderly. The collaboration was very good for most of the groups. All projects were application driven: all of the research questions came from companies or care institutes. In the evaluation students indicated that they learned a lot about the other field.   Paladijn  Paladijn is and apartment building where 12-19 young adults with a cognitive handicap live under limited supervision.  A project group of students and an advice company studied the safety in the building. For the caregivers it is not always possible to see who are in the building, where somebody is located, whether there are visitors and whether the visitors were invited or uninvited. The study was divided into two parts: a technical study and a user study. The first was focused on existing technology for observation system and was mainly carried out by the ICT students. The user study was carried out by the students occupational therapy. They specifically focused on the limitations and possibilities of the inhabitants, and which ICT applications can be used by them. The study was finalized with an advice report.   Conclusions  In our experience, short applied research projects in which students participate and take place in companies or institutions are a very efficient way for knowledge transfer. The ‘comakership’ format as used in the Digital Life Centre of the Institute for Information Engineering in Almere is a perfect implementation of such novel educational methodologies. Multidisciplary teams are a prerequisite for running complex projects as care and ICT, and have to be formed during education.  Acknowledgment The project is partly funded by RTCA/stichting Betatechniek  

English

The Digital Life Centre: A living lab for education in real world situations

UvA-DARE

UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl)UvA-DARE (Digital Academic Repository)The Digital Life Centre: A living lab for education in real world situationsKröse, B.; Bierhoff, I.; Schilders, M.Publication date2008Published inMed-e-Tel 2008 proceedings CD-ROMLink to publicationCitation for published version (APA):Kröse, B., Bierhoff, I., & Schilders, M. (2008). The Digital Life Centre: A living lab foreducation in real world situations. In Med-e-Tel 2008 proceedings CD-ROM (pp. 143-145).Med-e-Tel. http://www.science.uva.nl/research/isla/pub/Krose08medetel.pdfGeneral rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s)and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an opencontent license (like Creative Commons).Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, pleaselet the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the materialinaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letterto: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. Youwill be contacted as soon as possible.Download date:31 Aug 2023    The Digital Life Centre: a Living Lab for Education in Real World Situations  B. Kröse1 , I. Bierhoff1, M. Schilders2 1 Professional University of Amsterdam, krose@science.uva.nl P.J. Oudweg 25, 1314 CH Almere, the Netherlands 2 Regionaal TechnoCentrum Amsterdam RTCA Basisweg 61-d, 1043 AN  Amsterdam, the Netherlands   Abstract: This paper presents two projects in the field of care and technology in which students are trained in real environments. Introduction ICT is entering our daily life with a tremendous speed. Look at new multimedia communication and entertainment, home intelligence, digital care and mobile information systems. Our life is getting ‘digital’, and many business opportunities show up.  Research institutes and laboratories of large companies develop a great deal of knowledge in this domain. Unfortunately much of this knowledge is not used in novel innovations in companies, especially small and medium size companies miss good contacts with large research institutes.  At the Institute for Information Engineering in Almere, part of the Professional University of Amsterdam, the educational concept is focused on ‘learning in practice’. Students spend 60% of their time in companies and 40% of their time in school. Twice a year the students start a new project in which the company defines the end products; the student finds its educational path and the institute guards the level of the educations. Such a project is called a ‘Comakership’.  Recently we started the ‘Digital Life Centre’ in which we carry out research projects in the field of Digital Life and Domotics. We have two main lines: entertainment and media, and care.  In this paper we briefly illustrate two care projects.   Skillslab  The Skillslab project was set up to come to a better cooperation between the care institutes (the professionals working in the care institutes as well as the     end users/patients), the different institutes for vocational and higher vocational education (nursing, technology and ICT), and the technology companies involved in home automation.  A ‘physical’ lab was planned in Amsterdam-West within one of the larger care centers. The aim of the lab was  - To develop and implement domotics systems for care in joint collaboration between companies, care institutes and students from different education - To test these systems with the end user/patient - To develop systems for practical exercises for students from care educations  Although we started with a setup within the care institute (a home for elderly persons), it appeared to be very difficult to get students (especially lower level vocational training nursing and technology) to spend independently doing research within the care institute. Therefore we decided to make systems for practical training within the educational institutes. In collaboration with ‘Smart Homes’, a knowledge centre for domotics special ‘building block systems’ were made for the vocational schools (see Fig. 1).  .     Figure 1. Left: example of building block system for training with ‘domotics systems’. Right: Students nursing and ICT at the kick off of the joint program.   Apart from setting up a physical lab, we also started educational programs to bridge the gap between technology and nursing students. In the context of the minor Digital Life (a minor is a 30 ect program of courses at the Professional University Amsterdam) we defined 5 collaboration projects where students from ICT collaborated with students from occupational     therapy or nursing.  One of those projects (‘Paladijn’) will be discussed in the next section.  The students worked for 20 weeks on projects involving ICT in care applications, such as a sensor network for monitoring elderly with beginning dementia, video communication with a care centre, or a wayfinding system for elderly. The collaboration was very good for most of the groups. All projects were application driven: all of the research questions came from companies or care institutes. In the evaluation students indicated that they learned a lot about the other field.   Paladijn  Paladijn is and apartment building where 12-19 young adults with a cognitive handicap live under limited supervision.  A project group of students and an advice company studied the safety in the building. For the caregivers it is not always possible to see who are in the building, where somebody is located, whether there are visitors and whether the visitors were invited or uninvited. The study was divided into two parts: a technical study and a user study. The first was focused on existing technology for observation system and was mainly carried out by the ICT students. The user study was carried out by the students occupational therapy. They specifically focused on the limitations and possibilities of the inhabitants, and which ICT applications can be used by them. The study was finalized with an advice report.   Conclusions  In our experience, short applied research projects in which students participate and take place in companies or institutions are a very efficient way for knowledge transfer. The ‘comakership’ format as used in the Digital Life Centre of the Institute for Information Engineering in Almere is a perfect implementation of such novel educational methodologies. Multidisciplary teams are a prerequisite for running complex projects as care and ICT, and have to be formed during education.  Acknowledgment The project is partly funded by RTCA/stichting Betatechniek  

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UvA-DARE is a service provided by the library of the University of Amsterdam (http://dare.uva.nl)
UvA-DARE (Digital Academic Repository)
The Digital Life Centre: A living lab for education in real world situations
Kröse, B.; Bierhoff, I.; Schilders, M.
Published in:
Med-e-Tel 2008 proceedings CD-ROM
Link to publication
Citation for published version (APA):
Kröse, B., Bierhoff, I., & Schilders, M. (2008). The Digital Life Centre: A living lab for education in real world
situations. In Med-e-Tel 2008 proceedings CD-ROM (pp. 143-145). Med-e-Tel.
http://www.science.uva.nl/research/isla/pub/Krose08medetel.pdf
General rights
It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s),
other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons).
Disclaimer/Complaints regulations
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating
your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask
the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam,
The Netherlands. You will be contacted as soon as possible.
Download date: 04 Feb 2021
  
  
The Digital Life Centre: a Living Lab for 
Education in Real World Situations 
 
B. Kröse1 , I. Bierhoff1, M. Schilders2 
1 Professional University of Amsterdam, krose@science.uva.nl 
P.J. Oudweg 25, 1314 CH Almere, the Netherlands 
2 Regionaal TechnoCentrum Amsterdam 
RTCA Basisweg 61-d, 1043 AN  Amsterdam, the Netherlands 
 
 
Abstract: This paper presents two projects in the field of care and 
technology in which students are trained in real environments. 
Introduction 
ICT is entering our daily life with a tremendous speed. Look at new 
multimedia communication and entertainment, home intelligence, digital 
care and mobile information systems. Our life is getting ‘digital’, and many 
business opportunities show up.  
Research institutes and laboratories of large companies develop a great deal 
of knowledge in this domain. Unfortunately much of this knowledge is not 
used in novel innovations in companies, especially small and medium size 
companies miss good contacts with large research institutes.  
At the Institute for Information Engineering in Almere, part of the 
Professional University of Amsterdam, the educational concept is focused 
on ‘learning in practice’. Students spend 60% of their time in companies 
and 40% of their time in school. Twice a year the students start a new 
project in which the company defines the end products; the student finds its 
educational path and the institute guards the level of the educations. Such a 
project is called a ‘Comakership’.  
Recently we started the ‘Digital Life Centre’ in which we carry out research 
projects in the field of Digital Life and Domotics. We have two main lines: 
entertainment and media, and care.  In this paper we briefly illustrate two 
care projects. 
 
 
Skillslab 
 
The Skillslab project was set up to come to a better cooperation between the 
care institutes (the professionals working in the care institutes as well as the 
  
  
end users/patients), the different institutes for vocational and higher 
vocational education (nursing, technology and ICT), and the technology 
companies involved in home automation.  
A ‘physical’ lab was planned in Amsterdam-West within one of the larger 
care centers. The aim of the lab was 
 
- To develop and implement domotics systems for care in joint 
collaboration between companies, care institutes and students from 
different education 
- To test these systems with the end user/patient 
- To develop systems for practical exercises for students from care 
educations 
 
Although we started with a setup within the care institute (a home for 
elderly persons), it appeared to be very difficult to get students (especially 
lower level vocational training nursing and technology) to spend 
independently doing research within the care institute. Therefore we 
decided to make systems for practical training within the educational 
institutes. In collaboration with ‘Smart Homes’, a knowledge centre for 
domotics special ‘building block systems’ were made for the vocational 
schools (see Fig. 1). 
 
.     
Figure 1. Left: example of building block system for training with 
‘domotics systems’. Right: Students nursing and ICT at the kick off of the 
joint program.  
 
Apart from setting up a physical lab, we also started educational programs 
to bridge the gap between technology and nursing students. In the context of 
the minor Digital Life (a minor is a 30 ect program of courses at the 
Professional University Amsterdam) we defined 5 collaboration projects 
where students from ICT collaborated with students from occupational 
  
  
therapy or nursing.  One of those projects (‘Paladijn’) will be discussed in 
the next section.  
The students worked for 20 weeks on projects involving ICT in care 
applications, such as a sensor network for monitoring elderly with 
beginning dementia, video communication with a care centre, or a 
wayfinding system for elderly. The collaboration was very good for most of 
the groups. All projects were application driven: all of the research 
questions came from companies or care institutes. In the evaluation students 
indicated that they learned a lot about the other field. 
 
 
Paladijn 
 
Paladijn is and apartment building where 12-19 young adults with a 
cognitive handicap live under limited supervision.  A project group of 
students and an advice company studied the safety in the building. For the 
caregivers it is not always possible to see who are in the building, where 
somebody is located, whether there are visitors and whether the visitors 
were invited or uninvited. The study was divided into two parts: a technical 
study and a user study. The first was focused on existing technology for 
observation system and was mainly carried out by the ICT students. The 
user study was carried out by the students occupational therapy. They 
specifically focused on the limitations and possibilities of the inhabitants, 
and which ICT applications can be used by them. The study was finalized 
with an advice report. 
 
 
Conclusions 
 
In our experience, short applied research projects in which students 
participate and take place in companies or institutions are a very efficient 
way for knowledge transfer. The ‘comakership’ format as used in the 
Digital Life Centre of the Institute for Information Engineering in Almere is 
a perfect implementation of such novel educational methodologies. 
Multidisciplary teams are a prerequisite for running complex projects as 
care and ICT, and have to be formed during education. 
 
Acknowledgment 
The project is partly funded by RTCA/stichting Betatechniek 
 


NARCIS 

UvA-DARE is a service provided by the library of the University of Amsterdam (http://dare.uva.nl)
UvA-DARE (Digital Academic Repository)
The Digital Life Centre: A living lab for education in real world situations
Kröse, B.; Bierhoff, I.; Schilders, M.
Published in:
Med-e-Tel 2008 proceedings CD-ROM
Link to publication
Citation for published version (APA):
Kröse, B., Bierhoff, I., & Schilders, M. (2008). The Digital Life Centre: A living lab for education in real world
situations. In Med-e-Tel 2008 proceedings CD-ROM (pp. 143-145). Med-e-Tel.
http://www.science.uva.nl/research/isla/pub/Krose08medetel.pdf
General rights
It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s),
other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons).
Disclaimer/Complaints regulations
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating
your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask
the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam,
The Netherlands. You will be contacted as soon as possible.
Download date: 08 Feb 2021
  
  
The Digital Life Centre: a Living Lab for 
Education in Real World Situations 
 
B. Kröse1 , I. Bierhoff1, M. Schilders2 
1 Professional University of Amsterdam, krose@science.uva.nl 
P.J. Oudweg 25, 1314 CH Almere, the Netherlands 
2 Regionaal TechnoCentrum Amsterdam 
RTCA Basisweg 61-d, 1043 AN  Amsterdam, the Netherlands 
 
 
Abstract: This paper presents two projects in the field of care and 
technology in which students are trained in real environments. 
Introduction 
ICT is entering our daily life with a tremendous speed. Look at new 
multimedia communication and entertainment, home intelligence, digital 
care and mobile information systems. Our life is getting ‘digital’, and many 
business opportunities show up.  
Research institutes and laboratories of large companies develop a great deal 
of knowledge in this domain. Unfortunately much of this knowledge is not 
used in novel innovations in companies, especially small and medium size 
companies miss good contacts with large research institutes.  
At the Institute for Information Engineering in Almere, part of the 
Professional University of Amsterdam, the educational concept is focused 
on ‘learning in practice’. Students spend 60% of their time in companies 
and 40% of their time in school. Twice a year the students start a new 
project in which the company defines the end products; the student finds its 
educational path and the institute guards the level of the educations. Such a 
project is called a ‘Comakership’.  
Recently we started the ‘Digital Life Centre’ in which we carry out research 
projects in the field of Digital Life and Domotics. We have two main lines: 
entertainment and media, and care.  In this paper we briefly illustrate two 
care projects. 
 
 
Skillslab 
 
The Skillslab project was set up to come to a better cooperation between the 
care institutes (the professionals working in the care institutes as well as the 
  
  
end users/patients), the different institutes for vocational and higher 
vocational education (nursing, technology and ICT), and the technology 
companies involved in home automation.  
A ‘physical’ lab was planned in Amsterdam-West within one of the larger 
care centers. The aim of the lab was 
 
- To develop and implement domotics systems for care in joint 
collaboration between companies, care institutes and students from 
different education 
- To test these systems with the end user/patient 
- To develop systems for practical exercises for students from care 
educations 
 
Although we started with a setup within the care institute (a home for 
elderly persons), it appeared to be very difficult to get students (especially 
lower level vocational training nursing and technology) to spend 
independently doing research within the care institute. Therefore we 
decided to make systems for practical training within the educational 
institutes. In collaboration with ‘Smart Homes’, a knowledge centre for 
domotics special ‘building block systems’ were made for the vocational 
schools (see Fig. 1). 
 
.     
Figure 1. Left: example of building block system for training with 
‘domotics systems’. Right: Students nursing and ICT at the kick off of the 
joint program.  
 
Apart from setting up a physical lab, we also started educational programs 
to bridge the gap between technology and nursing students. In the context of 
the minor Digital Life (a minor is a 30 ect program of courses at the 
Professional University Amsterdam) we defined 5 collaboration projects 
where students from ICT collaborated with students from occupational 
  
  
therapy or nursing.  One of those projects (‘Paladijn’) will be discussed in 
the next section.  
The students worked for 20 weeks on projects involving ICT in care 
applications, such as a sensor network for monitoring elderly with 
beginning dementia, video communication with a care centre, or a 
wayfinding system for elderly. The collaboration was very good for most of 
the groups. All projects were application driven: all of the research 
questions came from companies or care institutes. In the evaluation students 
indicated that they learned a lot about the other field. 
 
 
Paladijn 
 
Paladijn is and apartment building where 12-19 young adults with a 
cognitive handicap live under limited supervision.  A project group of 
students and an advice company studied the safety in the building. For the 
caregivers it is not always possible to see who are in the building, where 
somebody is located, whether there are visitors and whether the visitors 
were invited or uninvited. The study was divided into two parts: a technical 
study and a user study. The first was focused on existing technology for 
observation system and was mainly carried out by the ICT students. The 
user study was carried out by the students occupational therapy. They 
specifically focused on the limitations and possibilities of the inhabitants, 
and which ICT applications can be used by them. The study was finalized 
with an advice report. 
 
 
Conclusions 
 
In our experience, short applied research projects in which students 
participate and take place in companies or institutions are a very efficient 
way for knowledge transfer. The ‘comakership’ format as used in the 
Digital Life Centre of the Institute for Information Engineering in Almere is 
a perfect implementation of such novel educational methodologies. 
Multidisciplary teams are a prerequisite for running complex projects as 
care and ICT, and have to be formed during education. 
 
Acknowledgment 
The project is partly funded by RTCA/stichting Betatechniek 
 


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