As part of the national Npuls programme, vocational (mbo), applied sciences (hbo), and research (wo) institutions are establishing CTLs as engines of educational innovation. A key aim is the effective use of ICT in education. But how do we measure whether this succeeds? And how do we ensure that CTLs become more than just a well-intentioned structure without effect?
This panel discussion brings together people who work on, with, or within CTLs. They will share experiences about building an innovation culture, strengthening teacher professionalisation, and advancing digital pedagogy. We will also explore how to systematically assess impact, using methods such as impact models, practice indicators, and evaluating an institution’s capacity for change.
Examples include:

• Theory of Change, as a framework to clarify the change process and the intended impact – both at the institutional and national level.
• The Kirkpatrick model, to measure the effects of meetings and programmes on four levels: from participant satisfaction to behavioural change and organisational impact.
• Mixed methods, combining quantitative and qualitative data to monitor the development of CTLs and the wider network.
• Social network analysis, to gain insight into collaboration, knowledge sharing, and network formation between institutions and across sectors.

Several of these methods have already been introduced during the first year of CTL cohort support. Together with participating institutions, we are shaping how to define the impact of CTLs in a way that fits the education sector. This discussion is not an end point, but a starting point for more joint reflection and knowledge sharing across the sector.