Ontwikkelen van onderwijsmateriaal in de asfaltwegenbouw op MBO-niveau

Janine Gerritdina Profijt-Bröring

    Research output: ThesisEngD ThesisAcademic

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    During this PDEng trajectory, I developed new educational tools ini collaboration with the Asphalt Paving Research and innovation (ASPARi) network and post-secondary vocational educational schools (called 'mbo' in Dutch). Over the past 20 years, there have been many technological changes in asphalt road construction including the introduction of new technologies such as Differential GPS and Infrared thermography to assist machine operators in their primary tasks. This rapid introduction of new technologies has inadvertently increased the gap between what employees are learning in their vocational training given that training materials and methods have mostly remained the same and, resulted in a rethink of what kind of knowledge and skills construction companies ask from them in the field. The challenge is to decrease that gap.

    After extensive preliminary research at vocational training schools, companies in industry, we identified the knowledge, competencies and skills that were missing from the educational offer. Through combining a Design Science approach and an educational model (ADDIE), I developed basic educational modules for students at levels 2, 3 and 4. In addition, an extensive an online environment with an accompanying teacher's guide has been made to provide the necessary support to teachers and to ensure that didactical and pedagogical principles are adhered to. Given the need for a deepening of knowledge, competencies and skills beyond those covered in the basic educational modules, an optional module has been developed called "Innovation in asphalt road construction". This elective module is based on asphalt process control research carried out over the past 12 years at the University of Twente's Construction Management and Engineering Department. Its set up is similar to a minor in higher professional education ('hbo') offered at Universities of Applied Sciences and consists of 240 hours of study. The innovative educational model that has been implemented combines project-based education, serious gaming and blended learning (a combination of online and face to face learning). The format of the elective section was discussed regularly with a focus group that consisted of stakeholders from both educational and industry backgrounds. After these sessions, part of the design was tested among a group of 80 students. Test results show that students have gained more knowledge after class and that retention rates have improved significanyly given the innovative materials and teaching method used.

    The end products of the elective section are online environments for students containing videos, quizzes, games, assignments, a teacher's manual and examination (assessment) explanations. Students, companies and teachers that were involved in the curriculum development exercise provided positive feedback on the end product. To make the product future-proof, a knowledge roadmap has been developed. The knowledge roadmap makes educational reform possible. Future actions include keeping the educational material up-to-date and including fast-developing topics such as digitalization of the construction process, working with big data and, using virtual reality and robotization to improve process control. These topics are described in the vision for the future.

    Overall, this project is successful step towards decreasing the gap between technology developed and machine operator knowledge, competenties and skills that has develped over the past 20 years.
    Original languageEnglish
    Awarding Institution
    • University of Twente
    • Miller, Seirgei Rosario, Supervisor
    • van Osch, E.A.H.M. (Edwin), Supervisor, External person
    • den Dulk, R.J. (Ron), Supervisor, External person
    Award date18 Nov 2020
    Publication statusPublished - 18 Nov 2020


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