Print Email Facebook Twitter A Pedagogical Design Framework to Engage At Risk Youth Title A Pedagogical Design Framework to Engage At Risk Youth Author Hennis, T.A. (TU Delft System Engineering) Contributor Veen, W. (promotor) de Vries, P. (copromotor) Degree granting institution Delft University of Technology Date 2016-06-20 Abstract The large number of young people without formal qualifications constitutes a considerable concern in Europe in terms of individual, social and economic consequences. The influx of young migrants into Europe makes this issue even more significant. To avoid social exclusion, youth unemployment, and ensure economic progress, the EU and national governments provide a variety of educational opportunities for these youth. The design-based research describes the development and introduction of a contemporary pedagogical approach focused on agency and identity. The approach was developed to offer at-risk youth in non-formal education learners a different, more intrinsically motivating learning experience. Experiences and results from 12 pilots in six different European countries were assessed and case studies were made. After a cross-case comparison, a comprehensive design framework was developed that includes design principles concerning organization as well as pedagogy of engaging at-risk youth. Subject pedagogytechnologyeducationactivationEUmotivationengagementdesign framework To reference this document use: https://doi.org/10.4233/uuid:31597e31-2473-4eae-a6a4-96d16badc43f ISBN 978-94-028-0234-4 Part of collection Institutional Repository Document type doctoral thesis Rights © 2016 T.A. Hennis Files PDF final_diss_print_version_A4.pdf 8.08 MB PDF final_diss_propositions.pdf 110.04 KB Close viewer /islandora/object/uuid:31597e31-2473-4eae-a6a4-96d16badc43f/datastream/OBJ1/view