SPOOR22
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boundarycrossing
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designthinking
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interdisciplinary
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networkmanagement
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programmanagement
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socialcohesion
Redefining education through hybrid learning: SPOOR22 connects schools, communities, and careers to create sustainable opportunities for students and social impact.
October 2020 – September 2022
In collaboration with co-operative DOON, I was responsible for designing, guiding, and implementing interventions within SPOOR-22. My focus was on facilitating co-creation, supporting experiments, and ensuring sustainable partnerships. In the SPOOR-22 program, I served as an independent facilitator, strategic advisor, and process architect, wich lead to new insights driving the co-creation of hybrid learning environments. My role was to design interdisciplinairy co-creation sessions and develop structured frameworks, such as quadrants for analysing challenges, while ensuring inclusive collaboration across education, social work, and governance sectors. Acting as a neutral mediator, I fostered trust and alignment, enabling diverse stakeholders to develop shared goals and innovative solutions.
I introduced methods empowering participants to rethink traditional education and integrate practical, future-focused strategies. From facilitating the March 2021 foundation workshop to evaluating outcomes post-hackathon in October 2021, I ensured SPOOR-22’s goals were actionable and sustainable. My contributions laid the groundwork for the development of the Practoraat Vakmanschap Sociaal Werk, bridging strategy and execution to create lasting impact and partnerships in education and social innovation.
The purpose of SPOOR-22 is to innovate education by creating hybrid learning environments that seamlessly integrate classroom learning with real-world practice. Set in the Metropole Region Rotterdam-The Hague, the program addresses the evolving needs of the labour market and society while ensuring that vocational students are better prepared for their careers in social work.
Our intervention played a key role in shaping SPOOR-22’s foundations. We facilitated co-creation sessions, designed strategic frameworks, and guided the implementation of hybrid learning models. By fostering collaboration between educational institutions, welfare organisations, and local governments, we enabled stakeholders to collectively strengthen the alignment between vocational training and professional demands.
SPOOR-22 continues to build sustainable partnerships and fosters a culture of lifelong learning. It introduces future-oriented teaching methodologies, integrating tools like Virtual Reality (VR) and Augmented Reality (AR) to enhance learning experiences.
Moreover, the program actively encourages interdisciplinary collaboration, bringing together stakeholders to co-develop solutions for complex social challenges. By empowering students, educators, and organisations to work collectively, SPOOR-22 creates a foundation for the sustainable development of hybrid education models.
The outcomes of our intervention laid the groundwork for the Practoraat Vakmanschap Sociaal Werk, which institutionalises these efforts. The practoraat focuses on further developing hybrid education and ensuring that vocational students in social work are equipped to thrive in an evolving and demanding professional environment, while contributing to sustainable social innovation.
- Developing frameworks for hybrid learning environments that integrate education and real-world practice.
- Aligning the program’s goals with the long-term vision of sustainable education and social innovation.
- Developing, organising and leading workshops, a hackathon, and strategic sessions with educational institutions, welfare organisations, and municipalities.
- Ensuring inclusive participation, fostering trust, and promoting shared ownership of outcomes among stakeholders.
- Reflecting on the programs of pilot projects to be tested and refine hybrid learning models in community centres and other practice-based environments.
- Supporting educators and practitioners in bridging worlds of innovative teachingtools like Virtual Reality (VR) and Augmented Reality (AR) into their methodologies.
- Building bridges between education, social work, and local governance to create synergies and resolve potential conflicts.
- Facilitating alignment between diverse perspectives to ensure all voices were valued and goals were collaboratively defined.
- Conducting evaluations after key events, such as the October 2021 hackathon, to assess progress and identify multiple areas for improvement.
- Providing recommendations for the sustainability and scalability of the program, leading to the groundwork of the Practoraat Vakmanschap Sociaal Werk.
Collaboration, inclusivity, and empowerment were at the heart of our work within SPOOR-22. By fostering an open and inclusive environment, we ensured that educators, social workers, municipalities, and students could come together as equal contributors in shaping hybrid learning environments. Our neutral and independent facilitation built trust and encouraged stakeholders to openly share ideas and perspectives, enabling co-creation and collective ownership of outcomes. Through this process, participants were empowered to take active roles in designing sustainable solutions, enhancing their sense of agency and impact. Every intervention was designed with a focus on long-term sustainability, laying the foundation for the Practoraat Vakmanschap Sociaal Werk to institutionalise and build upon the achievements of SPOOR-22.
October 2020: The journey began with the delivery and analyses of the final report on Hybrid Learning Environments for SPOOR-22. This study, together with a series of interviews and meetings, laid the groundwork for the program.
February 2021: We built a program team through preparatory conversations that provided strategic direction for the initiative.
March 2021: We hosted an extensive workshop to co-create the program’s foundation. This collaborative session informed a detailed program proposal.
June 2021: The formal implementation of SPOOR-22 commenced, with a structured timeline leading up to a major hackathon.
28 October 2021: The SPOOR-22 Hackathon brought together stakeholders from education, social work, and local governance to explore scalable hybrid learning scenarios.
Post-Hackathon (November 2021): An evaluation session followed, where key insights and recommendations were formulated to support SPOOR-22’s transition into its next phase.
22 June 2022: A critical milestone saw SPOOR-22 solidify its outcomes, setting the stage for the pilot phase of the practoraat in hybrid learning environments.
September 2022: The pilot phase of SPOOR-22 concluded, offering the insights and partnerships necessary for the launch of the Vakmanschap Sociaal Werk Practoraat.
SPOOR-22 achieved significant and lasting outcomes by redefining the connection between education, practice, and societal challenges. The program’s impact includes:
- Innovative hybrid learning models by beveloping and implementing learning environments that seamlessly integrated classroom education with real-world practice. These models enabled students to collaborate with educators and professionals on real-life social challenges in community settings.
- Strengthened regional partnerships by fostering sustainable collaborations between educational institutions, welfare organisations, and local governments. These partnerships provided a robust foundation for ongoing innovation and growth in hybrid education.
- Empowered students by over 80% of participating students successfully transitioned to employment or higher education, benefiting from practical experience and professional networks developed during the program.
- Sustainable foundations for SPOOR-22 to lay the groundwork for the Practoraat Vakmanschap Sociaal Werk, ensuring that its vision, tools, and partnerships were institutionalised and expanded for long-term impact.
- Professional and organisational growth by enhancing the capacity of educators, social workers, and organisations to adapt to innovative practices and foster a culture of lifelong learning.
Through these outcomes, SPOOR-22 not only improved educational practices but also contributed to societal resilience and community empowerment by addressing real-world challenges with practical, scalable solutions.
SPOOR-22 and our program provided valuable insights for all stakeholders, highlighting the importance of collaboration, flexibility, and shared ownership in achieving sustainable innovation.
Stakeholders discovered that involving all voices - students, educators, and professionals - early in the design process led to more inclusive and impactful solutions. Co-creation fostered a sense of collective ownership and commitment to outcomes.
Partners learned that adaptability is essential when working across diverse sectors and stakeholders. Balancing the priorities of educational institutions, welfare organisations, and local governments required open communication and a willingness to iterate on solutions.
Establishing a shared vision early in the process proved critical to aligning goals and maintaining focus throughout the program. This vision served as a guiding framework, ensuring all efforts contributed to SPOOR-22’s overarching purpose.
Participants recognised that hybrid learning environments must balance the needs of students and professional practices. This insight informed the development of sustainable models that benefit both education and the labour market.
The transition to the Practoraat Vakmanschap Sociaal Werk reinforced the importance of institutionalising innovation to ensure lasting impact. Partners learned that creating structures for ongoing collaboration is key to sustaining progress.
SPOOR-22 empowered participants to build a diverse set of skills that enhanced their ability to contribute effectively to hybrid learning environments and interdisciplinary collaboration.
Problem-solving and critical thinking: Participants honed their ability to analyse complex social and educational challenges, develop innovative solutions, and evaluate their effectiveness.
Collaboration and teamwork: Through co-creation sessions, participants learned to work across disciplines and sectors, fostering skills in communication, negotiation, and building consensus.
Adaptability and resilience: Engaging in a dynamic program required stakeholders to embrace flexibility and adapt to evolving priorities and unforeseen challenges.
Leadership and facilitation: Educators, professionals, and students alike developed personal and professional leadership qualities, such as guiding discussions, managing group dynamics, and fostering inclusive participation.
Project design and implementation: Participants gained experience in designing, piloting, and implementing hybrid education models, including managing resources, timelines, and stakeholder expectations.
Strategic thinking and visioning: Stakeholders learned to align immediate actions with long-term goals, ensuring that solutions were sustainable and scalable.
Self-reflection and learning agility: The program encouraged learning and self-assessment, enabling participants to identify personal growth areas and adapt accordingly.
SPOOR-22 has been acknowledged as a transformative program for education and social innovation. For more information or to explore its impact further, the following references are available:
- Contact: Remco Vierling
- Role: School director and project leader for SPOOR-22
- Contribution: Leading educational initiatives and supporting the integration of hybrid learning models within vocational training programs.
- Website: practoraten.nl
- Contribution: Institutionalising SPOOR-22’s outcomes and advancing hybrid education for social work.
- Website: spoor-22.nl
- Contribution: Comprehensive details on the program’s structure, outcomes, and impact on education and social work in the region.
