It is about non violence and the desire to serve our well-being (Marshall B. Rosenberg).
Reinder Vrielink +31 682164425
non-violent communication and education/technology enhanced learning
My name is Reinder Vrielink. I was born in Deventer (1951), a small old town in the east of the Netherlands (founded in about 768). I live there still (after 2 x to be moves to another city) with a lot of pleasure. I am married and we have three children and six grandchildren. I’m interested in the role of new technology in learning and teaching (technology enhanced learning). Learning to practise non-violent communication is also one of my goals. I am also crazy about football (soccer), nature, music, travel, hiking, biking and everything to do with human behaviour. I have three Bachelor degrees and one Master degree:
1973, HBO-b, Biochemistry. Antonie van Leeuwenhoek Institute Delft,
1981, MO-A, Physics and Chemistry. Rijks Universiteit Utrecht,
1983, Medical and Biological techniques. NGLOB Amsterdam,
2005, MSc in e-learning, multimedia and consultancy. Sheffield Hallam University, UK.
In my work experience, I started as a biochemical laboratory assistant on the University Medical Center Utrecht (1973) on the clinic for surgery where I assisted in a PhD research on a new stomach surgery technique. Two years later I went working on the Psychiatric Hospital Endegeest in Oegstgeest, where we did research on brain metabolism which is related to Parkinson’s disease. At the same hospital, I taught nurses laboratory skills.
In 1978, I made a transfer to a secondary school in Deventer where I taught sciences for about ten years. After that, I became a headmaster in three different secondary schools. During 2006/2007, I worked as an interim teacher/developer on NHL University in the Netherlands on the Institute of Technology, department of Communication & Multi Media Design, where I developed the minor in education and multimedia. Since November 2007, I was manager of education on the Police Academy of the Netherlands. On the school of Policing I was also a member of the project team to develop a new curriculum: MBO all-round police officer in three years (instead of four). The last four years I was program manager of ICT and education on the Police Academy of the Netherlands.
I retired June 2015. After 42 years for the national Government to have worked, mainly in education. Nowadays I do volunteer work: I am employee education on the Etty Hillesum Centre (Deventer) and teacher Dutch language on the AZC (Schalkhaar).
In addition I am now fully on my education consulting firm, Paul Revédi Consultancy. A consultancy firm (since 1983) for advice, coaching research and training in the field of learning and teaching. Specializing in Nonviolent Communication in education and in technology enhanced learning.
- Vrielink, R. (2017). Implementation of Blackboard 9.1 (learn) at the Police Academy. Lambert Academic Publishing. ISBN 978-620-2-02359-7.
The implementation of Blackboard 9.1 (learn) is a complicated process, in which a large number of factors and actors play an important role. This research covers appreciation of the use of Blackboard among students and teachers on the Police Academy of the Netherlands from 2011 up to and including 2015 with the focus on the educational implementation of Blackboard 9.1(learn). It is published as a paperback in September 2017. This book is interesting for every educational institution who is considering an virtual personal learning environment, like Blackboard, Moodle etc.
Despite a carefully chosen project approach is the implementation only partially succeeded. The appreciation of the use of Blackboard by students is still not great. There is grumbling that the use is difficult and student unfriendly. Appreciation among students has decreased, possibly due to faltering technology. The appreciation of the use of Blackboard by teachers has increased. Usefulness is the strongest predictor of the intention to start using Blackboard, and enjoyment has a great impact on this as well. Enjoyment and Ease of use positively effects behavioural intention through usefulness.
• Due to the educational implementation of Blackboard 9.1(learn), appreciation in the use of Blackboard by teachers has increased.
• Appreciation among students has decreased, possibly due to faltering technology.
• Usefulness is the strongest predictor of the intention to start using Blackboard, and enjoyment has a great impact on this as well. Enjoyment and Ease of use positively effects behavioural intention through usefulness.
• In this study, no gender differences are observed in appreciation of the use of Blackboard.
• The implementation of Blackboard learn on the Police academy of the Netherlands seems to be school independent (initial, basis education BPO versus post initial further education VPO).
• Young students (< 25 years) appreciate Blackboard better than older students.
- Vrielink, R. (2015). Appreciation of the use of Blackboard at the Police Academy of the Netherlands using the Technology Acceptance Model. The Journal of Technology Enhanced Learning, Innovation and Change.
- Vrielink, R. (2006). Predicting the use of Blackboard and predicting the use of a Personal Digital Analyser with the Technology Acceptance Model. A comparative and a cross-validation research among Dutch pupils aged 12-18. 24 September 2006. Current Developments in Technology-Assisted Education. Seville m-ICTE 2006. Vol. 1 p. 591-595
- Vrielink, R. (2006). Implementing Open and Flexible Learning Environment: Dalton College and e-learning. elearningeuropa.info. 27 maart 2006. elearningeuropa.info 27 March 2006
- Broeren, C.W.J., Vrielink, R. (2003) Onderbouwspel. Revédi. Deventer. ISBN: 90-70941-08-2
- Vrielink, R. (1991) Beknopte natuur- en scheikunde voor het M.A.V.O. Revédi. Deventer. ISBN: 90-70941-06-6
- Vrielink, R.(1987) Lerarenhandleiding bij de praktikumhandleidingen. Revédi. Deventer. ISBN: 90-70941-04-X
- Vrielink, R. (1986) praktikum deel 2:Milieukunde. Revédi. Deventer. ISBN: 90-70941-02-3
- Vrielink, R. (1985) prakticum deel 1:Keukenchemie. Revédi. Deventer. ISBN: 90-70941-03-1
- Vrielink, R. (1984) PRAKTIKUMHANDLEIDING voor scheikunde en biologie. Revédi. Deventer. ISBN: 90-70941-01-5
- Goekoop, J.G., Spies, F., Wisse D.M., Vrielink R., de Vries E., and G. M. J. van Kempen (1978) pH-dependent behaviour of erythrocyte membrane elevations II Occurrence in moderate acidemic and alkalemic conditions. Cell Biology International Reports Volume 2, Issue 4, July 1978, Pages 397-402 doi:10.1016/0309-1651(78)90026-7
- Goedkoop, J.G., Spies, F., Bierman-van Steef, C., Vrielink, R. and van Kempen, G.M.J. (1978). pH-dependent behavior of erythrocyte membra¬ne elevations. Volume 2, Issue 2, March 1978, Pages 139-145 doi:10.1016/0309-1651(78)90034-6
- Pennings, E.M.J., Vrielink, R. and van Kempen, G.M.J. (1978). Kinetics and Mechanism of the rat brain phenol sulfotransferase reaction. Biochemical Journal. 173, pp. 299-307
- Pennings, E.M.J., Vrielink, R. and van Kempen, G.M.J. (1976). Anomalous effect of probenecid on rat brain phenolsulfotransferase. Biochemical Pharmacology. Vol. 25, pp. 1678-1690. doi:10.1016/0006-2952(76)90486-X
- Pennings, E.M.J., Vrielink, R., Wolters, W.L. and van Kempen,G.¬M.J. (1976). Inhibition of brain phenol sulfotransferase in vitro by noradrenaline and dopamine metabolites. Journal of Neurochemistry. Vol. 27, pp. 915-920.