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HBO/WO

MBO

May 12, 2026

[ENG] Pressure cooker Transdisciplinarity – A practical approach

What – This pressure cooker is a practical approach to the how of transdisciplinary education. You’ll learn how you can embed transdisciplinary education. For whom – The format can be used (and adjusted) for a class of students (all levels; any group size) as well as a team of educational developers or teachers. Why – Guided training in, for instance, transdisciplinary education improves the actual working with, or teaching of, it. How long – In-class activities take two hours. Preparation at home takes up to 40 minutes. Please go to the pressure cooker about the theoretical approach (the why & what) if you first want to know more about the theory.

Presentation

Yvette Baggen, Anke Swanenberg

May 5, 2026

Collaboration and Personal Development

In this reader, a teaching programme (assignments, underlying models and theories) is described to develop collaborative skills in a transdisciplinary-oriented educational context in between science and society. The focus lies on creating awareness about mechamisms that promote pleasurability, effectiveness and responsibility in professional collaborative practices. The MSc course for which it was created, is called Academic Consultancy Training, taught at Wageningen University and Research

Document

Marjan Wink, Michel Kropman, Valentina Tassone

April 15, 2026

The Evolution of Structural Glass Design

In this video, James O'Callaghan traces structural glass from its emergence in the mid‑1990s as a substitute for wood and steel through to its use in the present day. Glass offers unique transparency, strength, and stiffness, making it suitable for beams, floors, and columns. However, its purely elastic behavior provides no warning before failure. Key challenges center mainly on connections, where failure can occur without visible signs of overstress. Because bolted connections create such problematic local stresses, novel inserted connections were developed to preserve transparency and improve structural efficiency . Realised projects include Apple's Fifth Avenue cube (2006 and 2011), Zorlu in Istanbul, and the Steve Jobs Theater. Lastly, James O'Callaghan advises future engineers to approach glass with curiosity, not limiting it to windows or structural roles, but exploring its full potential. Despite its embodied carbon, glass remains vital for connecting people to light and the outdoors. Its future depends on fresh, naive eyes that ask what glass can do, not what it has done. The video was produced by the Open GLASSroom project. Special thanks to James O'Callaghan for contributing to the Open GLASSroom OER collection. The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2022-1-DE01-KA220-HED-000089750. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

Video

James O'Callaghan

April 8, 2026

ACA-bot

ACA-bot is an engaging chatbot designed for Automated Conversational Assessment (ACA). Drawing inspiration from traditional oral exams, this text-based conversational agent transforms assessment into a dynamic learning experience. It supports both formative and summative evaluation by offering students personalised feedback and guidance at every step of their learning journey. The first ACA-bot prototype focuses on assessing students’ understanding of basic statistical concepts, but its flexible design allows for easy adaptation to a wide range of subjects and learning contexts. Through interactive dialogue, students can practise explaining ideas clearly under exam-like conditions, apply their knowledge to new and challenging questions, and refine their reasoning as they respond to follow-up prompts. They gain valuable insights into their own understanding, identify areas for improvement, and gradually build confidence for both oral and written assessments. For educators, ACA-bot offers a powerful way to scale oral examinations and enhance formative assessment without increasing workload. It automates parts of the assessment process, provides structured and actionable insights into student performance, and opens the door to more personal, interactive feedback at scale. By combining the strengths of conversational AI and educational assessment, ACA-bot turns evaluation into a collaborative, insightful process. It empowers students to think aloud, reason more effectively, and grow, while giving educators a smarter, more innovative way to understand and support learning. ACA-bot is een slimme en inspirerende chatbot die onderwijs en Artificial Intelligence samenbrengt. Geïnspireerd door het klassieke mondelinge examen tilt deze tekstgebaseerde gespreksagent Automated Conversational Assessment naar een nieuw niveau. Studenten krijgen via natuurlijke gesprekken directe, persoonlijke feedback en begeleiding, waardoor leren en toetsen samenvloeien in één boeiende ervaring. Het prototype van ACA-bot is ontwikkeld om kennis over statistiek te beoordelen, maar dankzij het flexibele ontwerp kan het systeem eenvoudig worden aangepast aan andere vakgebieden en toepassingen. Tijdens interactieve dialogen leren studenten helder uitleg geven, hun kennis toepassen op nieuwe vragen en hun redenering aanscherpen. Ze ontdekken waar hun begrip nog verdiept kan worden en groeien zichtbaar in zelfvertrouwen — waardevolle voorbereiding op zowel mondelinge als schriftelijke examens. Ook voor docenten biedt ACA-bot een slimme oplossing. Het maakt mondelinge toetsing schaalbaar, ondersteunt formatieve beoordeling via gesprek, en vermindert de werkdruk door delen van het beoordelingsproces te automatiseren. Bovendien geeft het gestructureerde inzichten in de voortgang en denkwijze van studenten, waardoor elke dialoog bijdraagt aan beter onderwijs. ACA-bot laat zien hoe Automated Conversational Assessment het leren persoonlijker, interactiever en effectiever maakt. Studenten denken hardop, verkennen hun eigen begrip, en verbeteren met vertrouwen — terwijl docenten op een innovatieve, datagedreven manier inzicht krijgen in hoe kennis werkelijk wordt begrepen.

App

Aki Härmä, Julie Bauer

March 24, 2026

Enable Link Mode on your Meta Quest

Main concepts Link mode (PCVR mode) on MetaQuest Streaming or running VR content from a PC to the headset Activating Link mode from within the headset Visual indicators that confirm Link mode is active Exiting Link mode safely Learning goals After this lesson, learners will be able to: Explain what Link or PCVR mode is and when it is used Enable Link mode on a paired MetaQuest headset Identify the visual cues that confirm successful activation Access the PC-rendered VR environment through the headset Exit Link mode and return to standalone mode Key takeaways Link mode is the final step in setting up MetaQuest for PC VR The headset must already be paired with the PC before enabling Link mode A successful connection places the user in a gray grid environment The Meta button can be used to access menus if they are not visible Exiting Link mode returns the headset to standalone operation Further exploration Search terms: MetaQuest Link mode PCVR Enable Link MetaQuest MetaQuest PCVR environment Exit Link mode MetaQuest Next steps: Stream a Unity scene from the PC to the headset Test PC VR applications from the MetaStore Explore performance settings for PC VR Continue with Unity-to-Headset workflows in upcoming tutorials

Video

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin

March 19, 2026

ShareXR : Challenge-Based Learning with XR (BMS Lab, University of Twente)

ShareXR introduces a challenge-based learning (CBL) approach for integrating research, design, and development in engineering education through extended reality (XR). Developed at the University of Twente’s BMS Lab, the model addresses the increasing need for multidisciplinary collaboration by teaching students to speak a shared language across research, design, and technical development. Even for those without an engineering, scientific or STEM background. This course offers a hands-on, multidisciplinary learning experience where students take real research ideas and transform them into innovation projects within a complete and validated open learning XR ecosystem. With reusable multimedia course content, the course enables students to understand interdisciplinary collaboration, while each module focuses on one of the four pillars: Research, Design, Development, and Project Management — guided by principles of balance, iteration, and collaboration. By working with different tools like one-page project canvases, students will learn how to translate research ideas into structured user stories, requirements, and project management tasks, while exploring how XR tools can act as a human-centered medium for prototyping, testing, and validating ideas without requiring coding skills.

App

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin, Luca Frösler, Peter Slijkhuis, Mirjam Galetzka, Benno Pals, Jan-Willem van 't Klooster

December 15, 2025

Systems Thinking Pressure Cooker

What – This pressure cooker is an introduction to systems thinking. This pressure cooker can be used to quickly familiarize a group of people with what the characteristics of a system are and have them experience various examples of using systems thinking to explore a topic or question. For whom – The format can be used (and adjusted) for a team of teachers that are not yet familiar with systems thinking, as well as a group of students (all levels; any group size). Why – Guided training in integration of systems thinking in a research project. How long – Approximately 2-2,5 hours in class and a 10 minutes pre-class video.

Presentation

Programma Interdisciplinair Onderwijs

November 12, 2025

Lateral Load Resistance of Glass Pane According to EN 16612

In this video, Martina Eliášová introduces the European standard EN 16612 for determining the lateral load resistance of glass panes used as infill panels in windows and facades. The standard provides design procedures for monolithic, laminated, or insulated glass that is simply supported around its edges and subjected to uniform loads like wind or thermal stress. The design follows the limit state method, which includes checking the Ultimate Limit State (to prevent collapse by ensuring design tensile stress is less than the design glass strength) and the Serviceability Limit State (to control deformation). A key aspect is the use of partial safety factors, where design loads are increased and material strengths are reduced. The design bending strength of glass is significantly influenced by the load duration (through the Kmod factor), the edge condition (Ke factor), and the glass surface profile (Ksp factor), with specific characteristic strength values and adjustment factors provided for different glass types like annealed and pre-stressed glass. The video was produced by the Open GLASSroom project. Special thanks to Martina Eliášová for contributing to the Open GLASSroom OER collection. The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2022-1-DE01-KA220-HED-000089750. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

Video

Martina Eliasova

October 26, 2025

Comparative Analysis of the Glass Plate Design

In this video, Ivana Rakić presents a comparative analysis of the economic impact of designing glass elements according to different standards, focusing on the new European draft standard FprEN 19100-1(2,3):2023, the existing EN 16612:2019, and the American ASTM E1300-16. The study examines common double-glazed insulating units under wind load, using the minimal required glass thickness for loadbearing resistance as the key comparison criterion. The results indicate that for annealed glass, all three standards yield similar economic outcomes. However, for heat-treated glass like heat-strengthened and thermally toughened glass, the new FprEN 19100 standard leads to a lower capacity utilisation factor, making it the most economical design choice, while the ASTM standard is the least economical. The analysis concludes that the choice of standard significantly influences design economy and highlights the need for further research incorporating factors like safety and long-term performance for a more comprehensive understanding. The video was produced by the Open GLASSroom project. Special thanks to Ivana Rakić and Nebojša Buljan for contributing to the Open GLASSroom OER collection. The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2022-1-DE01-KA220-HED-000089750. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

Video

Ivana Rakić, Nebojša Buljan

October 24, 2025

Measure Sustainability: LCA

In this video, Angelica Rota explains the Life Cycle Assessment (LCA) methodology and its specific application to glass products. The LCA is a standardized process that evaluates a product's environmental impact from raw material extraction ("cradle") to final disposal ("grave"). The assessment follows four phases: defining the goal and scope, conducting a life cycle inventory, assessing the environmental impacts, and interpreting the results. For construction products like glass, the life cycle is divided into modules covering production, use, end-of-life, and potential benefits from recycling. The findings of an LCA are often published in an Environmental Product Declaration (EPD), a verified document that communicates transparent environmental data. For flat glass, the manufacturing stage is the most environmentally intensive, contributing the vast majority to its global warming potential due to the high energy required to melt raw materials. Increasing the use of recycled glass cullet is a key strategy for reducing this impact, as it significantly lowers the energy consumption and associated CO2 emissions of the melting process. Understanding LCA is crucial for identifying environmental hotspots and driving more sustainable practices in glass production and use. The video was produced by the Open GLASSroom project. Special thanks to Angelica Rota for contributing to the Open GLASSroom OER collection. The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2022-1-DE01-KA220-HED-000089750. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

Video

Angelica Rota