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HBO/WO

MBO

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

Curved Glass: An Industry Perspective

In this video, Ferran Figuerola, a third-generation leader of the nearly century-old family business Cricursa, traces curved glass from its traditional flat origins to its role in ambitious architectural facades. Curved glass is unique because it adapts to complex geometries, becoming exceptionally stiff and capable of resisting wind loads while offering dynamic light effects that change with the angle of light. Key challenges center on both manufacturing and logistics. The process requires specialized ovens, careful heat treatment choices, and precise molding or quenching techniques. Installing curved glass is trickier than flat glass because its three-dimensional shape demands specialized equipment and careful prediction of how the glass will behave when lifted or inclined. Beyond production, storing and shipping these unstable curved forms adds further difficulty. Figuerola emphasizes that despite nearly a century of shared experience, every day brings new learning opportunities and challenges. He explains how to anticipate unpredictable costs by accounting for risks and uncertainties in production. In extreme cases, five production attempts may yield solely one success. Yet surprises can go both ways: a complex glass ladder and slide created for Glasstec in Düsseldorf succeeded on the very first try, defying his own cautious expectations. The video was produced by the Open GLASSroom project. Special thanks to Ferran Figuerola and Cricursa 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

Ferran Figuerola

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

January 23, 2026

Self-study module Introduction to Plant Biology - Plant hormones

This self-study module is part of the series ‘Introduction to Plant Biology’ and introduces plant hormones, explaining how chemical signaling enables communication and coordination within plants. It is designed for students learning basic plant biology and for teachers seeking clear figures and explanations for educational use. The module covers fundamental concepts of cell signaling and signal transduction and examines the functions and interactions of major plant hormones, including auxin, cytokinin, abscisic acid, gibberellins, ethylene, salicylic acid, jasmonic acid, brassinosteroids, and strigolactones, in regulating plant growth, development, and responses to the environment.

Document

Elysa Overdijk, Anniek Oosterwijk, Kayla Delvers

December 19, 2025

Self-study module Introduction to Plant Biology - Photosynthesis light-dependent reaction

This self-study module is part of the series ‘Introduction to Plant Biology’ and introduces the light-dependent reactions of photosynthesis and their role in converting light energy into chemical energy. It is designed for students studying basic plant biology and for teachers seeking clear explanations and illustrative figures for educational use. The module explains the two photosynthetic reactions: light-dependent and light-independent, with a focus on the processes occurring in the chloroplast during the light-dependent phase. Students explore the formation of the energy carriers ATP and NADPH, the splitting of water into oxygen, and the role of fluorescence as an indicator of disturbances in the photosynthetic process and therefore plant health.

Document

Elysa Overdijk, Anniek Oosterwijk, Kayla Delvers

December 19, 2025

Self-study module Introduction to Plant Biology - Photosynthesis light-independent reaction

This self-study module is part of the series ‘Introduction to Plant Biology’ and focuses on the light-independent reactions of photosynthesis, the Calvin cycle. It is designed for students studying basic plant biology and for teachers seeking clear explanations and illustrative figures for educational use. The module explains how plants convert carbon dioxide into sugars, the role of rubisco in carbon fixation, and the process of photorespiration. Students explore how photosynthesis is linked to stomatal function, how plants have adapted to extreme environmental conditions through C₄ and CAM photosynthesis, and how sugars are converted into starch for energy storage and the role of source-sink relationships. Finally, the module connects photosynthesis to plant respiration and overall energy balance.

Document

Elysa Overdijk, Anniek Oosterwijk, Kayla Delvers

October 21, 2025

Adaptive Expertise Assessment

Adaptive expertise verwijst naar het vermogen van individuen om hun kennis op innovatieve wijze te hercombineren om onbekende problemen op te lossen. Deze vaardigheid is essentieel voor interdisciplinair werken, en het effectief aanpakken van grote maatschappelijke uitdagingen. Wat Op deze pagina zijn te vinden: • Adaptive Expertise scenario’s. Deze kunnen ingezet worden om de adaptive expertise van studenten te meten. • Een link naar een voorbeeldassessment waarin de Adaptive Expertise scenario’s worden gebruikt. Binnenkort verschijnt op deze pagina een link naar een boekhoofdstuk waarin de theoretische achtergrond en toepassing van de Adaptive Expertise scenario’s worden toegelicht. Voor wie De materialen zijn bedoeld voor onderwijskundig adviseurs, beleidsmakers, curriculumontwikkelaars, docenten en onderzoekers in het hoger onderwijs, met name binnen interprofessionele en praktijkgerichte opleidingen. Waarom Het stimuleren van adaptive expertise draagt bij aan de ontwikkeling van veerkrachtige, reflectieve en lerende studenten en professionals. Door adaptive expertise te meten kunnen docenten beter inspelen op hoe studenten zich ontwikkelen als oplossers van maatschappelijke problemen buiten hun eigen kennisdomain.

Document

Yvette Baggen, Frank van Rijnsoever, Luc de Jongh

October 1, 2025

An analysis of the current developments and scenarios for the transition to a fossil-free energy society this century

This century, greenhouse gas emissions such as carbon dioxide, methane, and nitrogen oxides must be significantly reduced. Greenhouse gases absorb and emit infrared radiation that contributes to global warming, which can lead to irreversible negative consequences for humans and the environment. Greenhouse gases are caused by the burning of fossil fuels such as crude oil, coal, and natural gas, but livestock farming and agriculture are also to blame. In addition, deforestation contributes to more greenhouse gases. Of the natural greenhouse gases, water vapor is the main cause of the greenhouse effect, accounting for 90%. The remaining 10% is caused from high to low by carbon dioxide, methane, nitrogen oxides, chlorofluorocarbons, and ozone. In addition, there are industrial greenhouse gases such as fluorinated hydrocarbons, sulphur hexafluoride, and nitrogen trifluoride that contribute to the greenhouse effect too. Greenhouse gases are a major cause of climate change, with far-reaching consequences for the welfare of humans and animals. In some regions, extreme weather events like rainfall are more common, while others are associated with more extreme heat waves and droughts. Sea level rise caused by melting ice and an increase in forest fires are undesirable effects of climate change. Countries in low-lying areas fear that sea level rise will force their populations to move to the higher-lying areas. Climate change is affecting the entire world. An estimated 30-40% o f the carbon dioxide released by the combustion of fossil fuels dissolves into the surface water, resulting in an increased concentration of hydrogen ions. This causes the seawater to become more acidic, resulting in a decreasing of carbonate ions. Carbonate ions are an important building block for forming and maintaining calcium carbonate structures of organisms such as oysters, mussels, sea urchins, shallow water corals, deep sea corals, and calcareous plankton.

Open (Access) Text Book

Folkert Koopman

April 30, 2025

PFAS – Persistent Micropollutants in the Water Cycle

This report presents the final course material that was developed for the online learning module on persistent micropollutants – PFAS. The document can be used as a stand-alone manual to fully individually follow the entire course, from week to week. It includes the links to the video materials that were developed for the course within the project, fully integrated within the reading material. The course forms a bridge between scientists and professionals working in the water cycle. So far, the information on PFAS has been available in a scattered manner, making it difficult for non-experts to get a complete introductory overview. This course was designed to compile information on PFAS through the water cycle, from production to use and final treatment. The course is built up in an intuitive way: it starts with a general introduction on the origin, chemistry and nomenclature of PFAS; national standards and reported concentrations in the urban water cycle are presented; analytics are explained; the course concludes with technologies for separation and final destruction of PFAS. Each chapter (or week) contains written textbook material, videos and additional reading material. Development of the course has been a co-production between PROMISCES and TU Delft, as TU Delft has an extensive educational support system including a professional recording studio and an expert learning assessment system for engineering education. All materials including videos are freely available for the general public. If the learner wants the full experience of having virtual classmates, get access to all exercises and receive a certificate and credit points after successful completion of the course, one can register at online-learning.tudelft.nl. The course was developed by two environmental engineers with a professional educational background (Mariska Ronteltap and Kim Lompe). The educational videos include knowledge clips (recorded lectures in a studio), videos in laboratories, interviews with PROMISCES project partners and videos on location. To be able to follow the course a basic understanding of chemistry is required; other than that, the course is fully understandable for non-experts. Collaboration between TU Delft, Delfland Water Authority, and the EU Project PROMISCES.

Document

Kim Maren Lompe, Mariska Ronteltap

November 16, 2023

A Diary of Someone in Practice

A diary of someone in practice who applies ICF in very small steps in the existing patient file and gets experience of the reaction to this. Hospital in Belgium where Claudia is working as a physiotherapist. It is a ward with a lot of changes in the past year. We will start with our fifth head nurse. The nursing staff is a team and the paramedical team. We are separated because we have a different head. The collaboration between the paramedical team (speech therapist, physiotherapist, occupational therapist) is very good. The changes in the nursing staff were big in the last year but now things all fall into place.

Document

Ingrid Aerts, Claudia de Weerdt