From programming on paper to AI: a family history at Fontys ICT

The story begins in 1986, when the degree programme was still called Higher Education in Computer Science. Jos knew what he wanted from an early age. “During secondary school, the first home computers started to appear. I started with a Sinclair ZX81. That really was the dawn of the computer age. I was completely fascinated by it.”

Marloes joined the course a year later. She didn’t choose it because of an existing interest in computers, but because of her interest in maths and science subjects. “Computer Science was still a relatively new degree programme back then, and that appealed to me.”

They got to know each other on the course. That wasn’t as common as it is today: Marloes was one of only five female students in her year group.

Programming on paper

Their time at university was completely different from that of the current generation of students. Teaching was organised in a traditional classroom setting, with fixed lessons, lecturers and final exams. Even programming was done differently back then. “You’d be given a snippet of Pascal code on paper. There’d be an error in it, and you had to work out which semicolon was in the wrong place. Or you’d draw out designs on large A3 sheets. Everything was drawn out.”

Computers were scarce and expensive. For many students, owning a personal computer wasn’t a given. That’s why, whilst studying, Jos took a job at a software company in Gemert. “We wanted to do something related to ICT. In the end, we earned enough money from that to buy our first personal computer.”

Growing up amongst Lego, Arduinos and soldering irons

It went without saying that technology played an important role at home for the children.

Thijs grew up with Lego Mindstorms and, even at a young age, was building systems to measure the lap times of racing cars. Sanne learnt to solder whilst still at primary school. At home, there was plenty of experimentation with Arduinos, little robots and other technical projects.

Yet the decision to study ICT at Fontys was never a foregone conclusion. “It was very important that it was their own choice,” emphasises Jos. “We never told them they had to study ICT.” For Thijs, there was even a choice between Automotive and ICT. Ultimately, it was the combination of technology, software and practical projects that tipped the balance.

From the classroom to an open learning environment

Whilst Jos and Marloes were taught in fixed classrooms, Thijs, Sanne and Rens experienced a completely different form of education.

Thijs was among the first cohorts to experience the transition to open learning environments. “We started out in a normal classroom. Then came the first open learning environments where students from different years worked together. That took some getting used to.”

According to the younger generation, this approach actually ties in well with real-world practice. Students are given a lot of freedom, but also a lot of responsibility. “You’re really thrown in at the deep end,” says Sanne. “But you learn an awful lot from it. You have to take the initiative yourself, seek feedback and steer your own learning process.”

Rens also sees the added value. “It works very well for the business world. You learn to work independently and collaborate on projects. You’ll come across that everywhere later on.”

Fontys as a meeting place

The course not only launched careers, but also fostered relationships. Jos and Marloes met whilst studying. Years later, something similar happened to their daughter. Sanne met her boyfriend Rens through the Salve Mundi student society. “If I hadn’t joined that, we’d probably never have met.”

Many friendships formed at university have also endured. More than thirty years after graduating, Jos still regularly catches up with former fellow students. “Every few years, a small group of us get together. And we see each other again at alumni events too. It’s always nice.”

From Döner Tuesday to lasting friendships

Memories that have stuck with them were also made outside the classroom. During the first semester, a tradition began that still lives on years later. What started as a weekly ‘Döner Tuesday’ grew into a close-knit group of friends. “Every Tuesday, a whole group of us would go and get kebabs. That started in the first semester and we ended up carrying on with it. We still have the kebab group,” says Thijs.

As well as ‘Döner Tuesday’, other typical student initiatives sprang up. For instance, Thijs’s class from the second semester collectively bought a sandwich toaster. This was secretly hidden above the suspended ceiling. “At one point, that thing was lying above the suspended ceiling. Nobody ever went to fetch it. I reckon it ended up being demolished along with the ceiling,” laughs Thijs.

Never stop learning

Despite the huge differences between the generations, all five see the same common thread: staying curious. Marloes has now been working at Scheuten as a BI specialist for over thirty years. Jos recently celebrated his 25th anniversary at Sioux as a software designer. Thijs also works on high-tech projects at Sioux. Sanne is currently studying for a Master’s degree in Digital Technology Engineering at Fontys Pulsed and has remained involved with Fontys through her work at the ISSD.

For Rens, a project during his XR minor even turned out to be the start of his own business. “In semester six, I came up with a project that I found incredibly interesting. I ended up putting a lot more time into it than was necessary, simply because I enjoyed it.”

What began as a study project grew into a start-up that he has continued to develop since graduating.

Meanwhile, a new revolution is already on the horizon: artificial intelligence.

“We started out with just one programming book. Then we got IntelliSense, software that helps programmers with suggestions as they type. And now you have AI tools like Copilot,” says Jos.

Yet, according to the family, one thing remains unchanged. “You can’t just blindly accept what AI suggests. You have to keep thinking for yourself.” Technology has evolved from programming problems on paper and floppy discs to AI assistants and smart systems. But according to the Hermans family, the most important lesson remains the same: “You have to keep learning and moving with the times, otherwise you’ll miss the boat.”