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HBO/WO

MBO

January 1, 2026

Rubric to grade (advanced) student presentations

This rubric can be used to grade student presentations after their VirtualShip expedition. This is a more complex version that also requires students to deal with problems, derive a quantity and do an animation.

Document

Emma Daniels, Jamie Atkins, Erik van Sebille

March 10, 2025

EPIFFANI Project Results

These are the combined results for the EPIFFANI Project by Prof. Nicolas Mangin. This project was funded buy SURF's Stimuleringsregeling open en online onderwijs. The aim of the project was to build and test a set of four open source applications for R/integration into the LMS, which allowed teachers to easily automate formative testing through IT solutions. With these applications, teachers can easily and quickly create automate the processing of making tests with personalized feedback for students. The results have three elements: A full project report, which provides context for the creation and creation process A link to Youtube video demonstration of the tools, made for the University of Groningen's education festival 2022 A link to the Github page of project lead Nicolas Mangin. On this page, all the packages can be downloaded, and documentation and instruction are available All tools are licensed under a GPL-3 license, but as this license is not available, it has been noted as CC BY-SA here.

Document

Nicolas Mangin

2024

Research Proposal for student grant

In this assignment students write an expedition proposal for ocean research.

Document

Emma Daniels, Jamie Atkins, Erik van Sebille

August 23, 2023

Tutorial: Project management

Find an optimal method for project management within your research project. Employ tools for effective Project Management. Implement methods for managing tasks and engaging stakeholders. Design a blueprint of idea-to-publish an HCAI research project.

Website

HCAIM Consortium

2023

Lecture Notes chapter 6: Empirical Research Process

This "Maker Lab" course focuses on supporting student open inquiries. In other words, students are tasked with doing empirical scientific research and thereby constructing scientific knowledge. This document aims to outline what this entails, and does so by closely following work by Carl Wieman* and Natasha Holmes**. Note: If you do not (yet) have Jupyter Notebook, you cannot fully utilize the .ipynb file. But the attached PDF will give an idea of its content and functionality. Note also: In order to interact with and fully utilize the Jupyter Notebook documents (including their hyperlinks and pointers to data and image files), it is helpful to save the entire collection locally in a way that preserves the original directory structure. This is easiest to accomplish by downloading all files at once via the JupyterPython-materials zip file and unpacking it (extracting the files) to your preferred local directory. This zip file of all Jupyter Notebook materials is located here: https://search.edusources.nl/materialen/d144774e-9705-489a-b3cd-28e3618f7324 C. Wieman, “Comparative cognitive task analyses of experimental science and instructional laboratory courses”, Phys.Teach. 53, 349 (2015). http://www.cwsei.ubc.ca/SEI_research/files/Wieman_CTA_PT2015.pdf ** N. G. Holmes and C. Wieman, “Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses”, Phys. Rev. Phys. Educ. Res. 12, 020103 (2016). https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.12.020103

Document

Forrest Bradbury

2023

Critical Thinking in Legal Education (article & toolkit) - by Bart van Klink

Critical thinking is generally considered to be one of the central goals – if not the ultimate goal – of education. Critical thinking, as part of liberal learning, is done primarily for its own sake, for the sheer pleasure of thinking against the grain, exploring new ideas and thereby contributing to the development of scientific knowledge. The liberal conception of critical thinking is under threat, since education is nowadays turned into some form of social engagement. Increasingly, academic education is conceived in instrumental terms as a means to achieve some non-academic end: to create responsible ‘academic citizens’, who are committed to the values of diversity and inclusion and who are engaged in solving contemporary social problems. Against this tendency, this article defends a liberal conception of critical thinking in academic legal education and addresses three questions: (i) what is critical thinking? (ii) why do we need critical thinking? and (iii) how can we, as teachers, promote critical thinking in our students? Finally, it raises the question of whether a liberal conception of critical thinking rules out any kind of social engagement as pursued by universities in the present day.

Document

B.M.J. van Klink

October 31, 2022

Inclusion, religion and heritage in secular adult learning environments

This handbook is one of the results of the Erasmus+ project REBELAH. The REBELAH project was designed to help foster more inclusive learning environments in adult education. Studies have shown that members of minoritized religious and ethnic groups experience trouble in educational settings, as learners from the majoritized groups feel uncomfortable when they are in their group. The REBELAH project aimed to create tools and activities that can help trainers and learners foster more inclusive and safe learning environments. These tools and activities have a particular focus on (European) cultural heritage. This handbook provides guidelines for trainers (and trainer trainers) who want to use cultural heritage modules and activities in their teaching to help foster a more inclusive learning environment. In has theoretical sections that introduce different (teaching) activities, as well as detailed descriptions of activities that teacher can use in class/training.

Open (Access) Text Book

Arjen Barel, Oumayma Bouamar, Adrián Crescini, Théo Dupont, Ana Fernández-Aballí, Tharik Hussain, Andrew Irving, Éva Káplár, Inge Koks, Meritxell Martínez, Dora Szűcs, Mathilde van Dijk, Vera Varhegyi, Todd Weir, Lune Culmann, Klára Gulyás, Diego Prunera

2022

Boundary Crossing Rubric (English Version)

This paper describes scientific embedding, background, the development and possible usages of the Boundary Crossing Rubric for assessing and coaching Boundary Crossing Competence development. The BC rubric itself is included in the article. Reference to this article: Gulikers, J., & Oonk, C. (2019). Towards a Rubric for Stimulating and Evaluating Sustainable Learning. Sustainability, 11(4), 969. Retrieved from https://www.mdpi.com/2071-1050/11/4/969

Document

Judith Gulikers, Carla Oonk

September 25, 2021

Flood Resilience Game

The Flood Resilience Game is an educational game that allows players to experience, explore, and learn about the flood risk and resilience of communities in river valleys.

Document

Auteur Onbekend

February 20, 2021

Quantitative Methods and Statistics

This is an introductory textbook on Quantitative Methods and Statistics, developed and used at Utrecht University (Linguistics) for the humanities. This book offers an overview of and introduction into the most important quantitative methods and statistical techniques used in the humanities. The book provides a solid methodological foundation for quantitative research, and it introduces the most commonly used statistical techniques to describe data and to test hypotheses. This will also enable the reader to critically evaluate such quantitative research. This textbook is being used as a basic textbook in introductory courses in quantitative methods and statistics at Utrecht University. The book is also highly suitable for self-study at a basic level, for everybody who wishes to learn more about quantitative methods and statistics. The main text has been kept free of mathematical derivations and formulas. The explanations are rather conceptual, and rich in examples. Where necessary derivations and formulas are presented in separate sections. This book also contains instructions on how to “do” the statistical analyses and visualisations, using the three statistical packages SPSS, JASP, and R. These instructions too are in separate sections.

Open (Access) Text Book

Hugo Quené, Huub van den Bergh