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HBO/WO

MBO

October 21, 2026

Chapter 4 The role of domain specific communities

After reading this chapter, you will be able to: Explain the value of domain-specific communities for advancing OER in higher education. Recognise different forms of collaboration that support the creation, sharing, reuse, and sustainable development of OER. Identify the roles that librarians and other support professionals can play in establishing and sustaining domain-specific communities. Apply practical steps for establishing, organising, and nurturing a domain-specific OER community. Analyse examples of domain-specific communities and identify factors that contribute to their success, sustainability, and long-term impact.

Open (Access) Text Book

Harrie van der Meer, Sylvia Moes

September 21, 2026

Guide – Guide for Management Supervisors Approach to Digital Educational Resources

Want a quick overview of what the Digital Learning Materials Approach is all about, what it means for an academy, and what role you play as a manager in this approach? You can find the answers in the ADL management guide.

Document

Thamar Elissen, Jet Bosdijk, Marja Versantvoort

August 13, 2026

Process – Quality checks in the digital educational resources cycle

This document describes the quality assurance process for digital educational resources at HAN and the elements required to make that process reliable, repeatable, and practical. It includes 1. The procedure for quality assurance of digital educational resources; 2. The HAN quality model for digital educational resources; 3. Guidelines and a template for (peer) review of digital educational resources; 4. An explanation of how to apply the quality model and (peer) review within the educational resources cycle.

Document

Marijn Post, Marja Versantvoort

July 9, 2026

Proces – Kwaliteitscheck in de digitale leermaterialencyclus

Dit document beschrijft het kwaliteitsproces voor digitale leermaterialen binnen de HAN en de elementen die nodig zijn om dat proces betrouwbaar, herhaalbaar en bruikbaar te maken. Het bevat 1. De werkwijze voor de kwaliteitscheck van digitale leermaterialen; 2. Het HAN-kwaliteitsmodel voor digitale leermaterialen; 3. Richtlijnen en een template voor (peer)review van digitaal leermateriaal; 4. Een toelichting op de toepassing van het kwaliteitsmodel en (peer)review binnen de leermaterialencyclus.

Document

Marijn Post, Marja Versantvoort

June 16, 2026

Open Education menu

We created a ready-to-use menu with 17 different Open Education practices to be implemented in your education. With each practice turned into its own dish and recipe, you can easily see how the practice can be implemented, with its difficulty level and examples. The goal is to provide you with ideas and examples on how to implement Open Science practices into your education. Or use the menu as a starting point for conversations about open educational practices with colleagues! Already an expert? The menu can also be used for a 1-hour workshop on Open Educational practices for others interested in Open Science. Let the participants select a dish from the menu they are interested in, and help them to adapt the dish so they can turn their own ideas into real practices.

Presentation

Jeroen Bosman, Ilcan Çiftcibaşi, Anneke van der Dussen, Ruud Dielen, Marie-Louise Goudeau, Pim Huijnen, Susanne Kirchhoff, Marc van Mil, Hanne Oberman, Annelies Pieterman-Bos

June 9, 2026

OER Flyer links

These links help instructors to make and share Open Educational Resources (OER).

Document

Tessa de Roo, Paul Gobée, Sonja Meeuwsen

June 1, 2026

Quality Model for Open Teaching Materials for Open Science Education

An Open Educational Resources Quality Model used for designing open teaching materials for open science education. The Quality Model is available in two versions. One general version cu and a version tailored to Utrecht University's context and the platform EduSources. The Quality Model can be used to develop high quality OER or to evaluate the quality of existing OER.

Website

Annelies Pieterman-Bos, Marie-Louise Goudeau, Ruud Dielen

April 15, 2026

3D Printed Glass Fabrication and Applications

In this video, Michael Stern, artist, engineer, scientist, designer, and co-inventor of molten glass 3D printing, traces glass fabrication from traditional blowing to additive manufacturing. He shares how he first encountered glass, what drew him to 3D printing, and how his parallel passions for mechanical engineering and glassblowing eventually converged into the invention of a new process. The 3D printing process involves a printer that works by heating a crucible of molten glass, which flows through a nozzle while a build plate moves layer by layer. The object is typically built over the course of 20 minutes to two hours, depending on its size. Rather than forcing the material, Stern emphasizes that working with glass requires listening to it, as it is a "loud material" with its own opinions. He advises those learning and working with glass to break challenges into small, unremarkable steps, given that innovation is simply the result of adding those steps together over time. The video was produced by the Open GLASSroom project. Special thanks to Michael Stern 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

Michael Stern

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 15, 2026

The Origins of Structural Gass design

In this video, Tim Macfarlane, a structural engineer in London, traces structural glass from its hesitant beginnings in 1989 to its role in contemporary architecture. Glass is unique not because it is new, but because of its magical simplicity: a thin sheet that keeps weather out while connecting inside to outside. Through constant innovation, glass has undergone numerous processes such as lamination, toughening, or coatings that, while improving performance, also reduce reusability and raise environmental questions about whether large, complex glass is truly sensible. Early projects with architects Eva Jiřičná and Rick Mather forced Tim to question fundamental issues the industry had not addressed: how strong glass really is, how to calculate it, and how to make it safe, information once treated as private intellectual property. His role became one of moral integrity, negotiating between market pressures and client ambitions. Tim advises young engineers to keep an open mind, love life, and have fun with curiosity. True intelligence comes from within, not from AI. The journey of asking questions and fulfilling yourself as a human being is what matters. The video was produced by the Open GLASSroom project. Special thanks to Tim Macfarlane 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

Tim Macfarlane