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HBO/WO

MBO

March 6, 2023

Open Education Challenge Series 2023

These five documents contain the five emails that can be used to create an Open Education Challenge Series for anyone wanting to increase the awareness of Open Education and Open Educational Resources at their institution. The original idea comes from BCCampus, out of Canada. Participants in the challenge receive an email every day for five days. Each emails contains two challenges that can be finished in 10 minutes. Each challenge invites participants to engage with an aspect of open education: Email 1 contains challenges related to finding and altering open textbooks. Email 2 contains challenges related to learning about Creative Commons licenses and open images. Email 3 contains challenges related to giving attribution and introducing open pedagogy examples. Email 4 contains challenges related to shared note-taking via hypothesis and searching for open courseware. Email 5 contains challenges related to sharing materials via SURFsharekit and finding institutional support at your own institution. Some elements are specifically related to the University of Groningen, but the core challenges can be easily adapted to any other institution.

Document

Martijn Blikmans-Middel, Mira Buist-Zhuk

October 21, 2026

Chapter 1 Navigating the OER Policy Landscape

After reading this chapter, you will be able to: Explain the role of OER policies in supporting the adoption, implementation, and sustainability of Open Education. Distinguish between international, national, and institutional approaches to OER policy and explain how these different levels influence and reinforce each other. Identify key policy frameworks, recommendations, strategies, and resources that can support OER policy development and implementation. Analyse existing OER policies and policy resources in relation to your own institutional, national, or professional context. Identify opportunities to reuse and adapt existing policy frameworks, roadmaps, toolkits, and templates to support the development or strengthening of OER policy in your own context.

Open (Access) Text Book

Claudia Hackl- Mayerhofer

October 21, 2026

Chapter 2 Building the support ecosystem for Open Education

After reading this chapter, you will be able to: Identify the key support structures, funding, infrastructure, and expertise your library and wider institution require to develop and sustain Open Education. Analyse your own knowledge and skills gaps in Open Education and identify areas for further professional development. Select appropriate resources and professional development opportunities to strengthen your Open Education knowledge and skills. Assess the quality, accessibility, and inclusivity of OER, applying principles of Universal Design for Learning (UDL). Identify and apply strategies to raise awareness of Open Education and promote its adoption among teaching staff and other relevant stakeholders within your institution.

Open (Access) Text Book

Marta Bustillo, Sylvia Moes

December 1, 2023

ICF in Person-centred Rehabilitation

The International Classification of Functioning, Disability and Health (ICF) is a linking framework for interprofessional collaboration and structuring the needs of a client. The person's functioning is the starting point for person- and goal-oriented iterative rehabilitation, for which ICF applications are needed. This material aims to support the use of the ICF in person-centred rehabilitation and interprofessional practice by offering ICF tools. It is based on the MAGPIED rehabilitation process: Meet, Assess, Goal set, Plan, Implement, Evaluate, and Document. Even though the material follows the rehabilitation model, it can be used by any professionals who uses the ICF. The idea of the material is to offer a short theoretical background, examples, and tools as well as examples of assignments for the reader. It can be used by any professionals as an inspiring package of ICF tools or supporting material when educating the usage of ICF in higher education institutions. For the lectures, the material includes a supplement PowerPoint presentation for the Assess and Plan phases.

Document

Jaana Paltamaa, Anu Myllyharju-Puikkonen

October 21, 2026

Introduction

This textbook is structured around three interconnected thematic areas that reflect key dimensions of Open Education in higher education contexts: OER Policy, Support and Resources, and Open Educational Practices (OEP). This textbook is designed to support different layers of reuse, recognising that readers will engage with its content in different ways depending on their needs and experience with Open Education. Level 1 – Some may simply read and explore the chapters to gain an understanding of OER policies and practices. Level 2 – Others may discover reusable sources by following the referenced toolkits, frameworks, case studies, and openly licensed materials included throughout the book. Level 3 – For practitioners ready to implement Open Education, many of these resources can be adapted and remixed to fit local institutional, disciplinary, or linguistic contexts. Level 4 – Finally, the textbook also provides editable templates, practical tools, and implementation examples that can be directly reused when developing policies, workshops, support services, or educational resources. Chapter 1: Navigating the OER Policy landscape Chapter 2: Support and resources for Open Education Chapter 3: Practical tips for trustworthy OER reuse, adaptation and co-creation Chapter 4: The role of domain specific communities UNESCO OER RECOMMENDATION AREAS The textbook is strongly informed by the UNESCO Recommendation on Open Educational Resources (2019), which provides an international framework for supporting the development and sustainability of Open Education. The chapters engage with the five UNESCO OER Recommendation action areas: Building capacity of stakeholders to create, access, re-use, adapt, and redistribute OER Developing supportive policy Encouraging inclusive and equitable quality OER Nurturing the creation of sustainability models for OER Facilitating international cooperation Throughout the textbook, these action areas are referenced to help situate practices, policies, and resources within broader international Open Education developments.

Open (Access) Text Book

Marta Bustillo, Paola Corti, Harrie van der Meer, Claudia Hackl- Mayerhofer, Sylvia Moes

June 7, 2019

Business & the sustainable development goals

(RSM, 2018, 123 pag) . In dit boek presenteert Rob van Tulder een raamwerk voor ontwerpen vanbedrijfsstrategieën die effectief zijn voor duurzame ontwikkeling. Bevat daarnaast case studies van bedrijven die SDGs toepassen in hun strategie.

UASWebsite

Author unknown

May 14, 2023

ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide

Advies van Unesco over inzet van AI in onderwijs.

University, UASDocument

Unesco

March 17, 2020

How can AnatomyTOOL help you to create distance learning in anatomy

A page that gives suggestions how AnatomyTOOL can help you when you create distance learning in anatomy, by finding anatomy teaching and learning assets that you can freely use.

Website

O. Paul Gobée

April 3, 2022

NAV Congress 2022 - Poster AnatomyTOOL survey Anatomists 2021: results and measures taken

Poster ' AnatomyTOOL survey Anatomists 2021: results and measures taken' presented at NAV Congress 2022, Lunteren, Netherlands. It shows the main results of a survey held in July 2021 amongst anatomists in the Netherlands and Flanders regarding their usage of and opinion about open learning materials and AnatomyTOOL.

Document

O. Paul Gobée, Dai-Syna K.C. Cuijpers, Alexander R.J. Bijnsdorp

2023

An Immersive Approach to Teaching Open Science Principles and Practices to Research Students [april 2023]

Open science refers to making all aspects of research more accessible to society at all levels. As a movement, it often has different implications to researchers across different fields. What has been a standard practice in some fields for decades could now be considered as a significant shift in practice for others. The need to be aware of open science principles and practices has become apparent for many reasons, such as seminal findings not replicating, researchers not sharing data, and cases of academic fraud. Implications of these issues can be significant at individual and institutional levels. As such, there is a growing need for universities to integrate open science education into research education, with this occurring at programme and individual levels for research students. This presentation focuses on the pragmatics of open science education, with specific emphasis on how researchers and academics can introduce open science principles and practices to research students. It will relate to integrating open science learning outcomes into modules, courses and programmes, and to how research supervisors can plan to introduce open science to their own individual research students. Concerns relating to open science of research students will also be presented. A specific immersive case study will be described as an exemplar and potential adaptations will be discussed. Questions addressed: How and where can open science principles and practices be incorporated into a research project? “Open science” is a broad term, are some parts more or less important for students to learn about? Who can/should teach research students about open science? When is a good time for research students to be introduced to open science? Where is a good place to begin when introducing open science to research students? Can there be any negative implications for students to learn about open science? Can there be any negative implications for students to practice open science? How I can support research students in learning about open science principles and practices? Is there a “best practice” approach to teaching research students about open science? How can I support my students in learning about open science if I am not confident with this myself? Open science is often discussed in the context of quantitative research. How does open science relate to “qualitative researchers”?

Presentation

Jeff Buckley