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HBO/WO

MBO

June 11, 2026

​Spel – Open learning – The HAN escape experience

​Een experience waarbij men al puzzelend alle stappen van de leermaterialencyclus doorloopt.

Document

Marja Versantvoort

February 27, 2026

EDIT-pack

Het EDIT-pack is een veelzijdig hulpmiddel dat ingezet kan worden bij het ontwerpen van leeractiviteiten in lessenreeksen. De EDIT-pack bestaat uit een basispakket van 18 leeractiviten en twee uitbreidingspakketten met als thema's kritisch denken en creatief denken, en communiceren en samenwerken.

Website

I. Vrouwe

2026

Development Portfolio Boundary Crossing & Personal Leadership

This development portfolio is used in a BSc Marine Sciences 3ECTS course on "Boundary Crossing and Personal Leadership" (BSc Year 1 course). It serves as a logbook with daily prompts for students to reflect on the activities they have undertaken while in class. This document is used alongside another document titled 'Assessment Portfolio Boundary Crossing & Personal Leadership'. Students can use this Development Portfolio (formative) for their Assessment Portfolio (summative).

Document

Judith Gulikers, Camilla Ramezzano

November 14, 2025

Verhalen van kracht en kwetsbaarheid

Dit verhalenboek brengt de praktijk van leerkrachten dichtbij en laat zien hoe zij het verschil maken voor kwetsbare leerlingen. Aan de hand van concrete verhalen uit regulier en speciaal onderwijs, zoals leerlingen met trauma, taalachterstanden, ADHD of ASS, krijg je inzicht in de complexe uitdagingen in de klas en hoe leerkrachten hierop inspelen. DOEL: Inspireren, ondersteunen en stimuleren van reflectie bij studenten, (startende) leerkrachten en opleiders, zodat zij leren van praktijkervaringen en hun professionele vaardigheden verder ontwikkelen. Het boek sluit aan bij de Leerwegonafhankelijke Leeruitkomsten (LOL’s), en behandelt thema’s als pedagogisch handelen, didactiek, professionele identiteit en onderzoekend vermogen. VOOR WIE: Pabo-studenten: oefenmateriaal en inspiratie om te leren reflecteren op complexe praktijksituaties. (startende) leerkrachten: handvatten voor de eerste jaren in het beroep en het omgaan met leerlingen die extra ondersteuning nodig hebben. Trainers en opleiders: didactisch materiaal voor cursussen, bij- en nascholing over gedrag, inclusie en professionele ontwikkeling. INHOUD EN OPZET: Verhalen worden aangevuld met start- en gespreksvragen, reflectieopdrachten, analyse van gedrag, handelingssuggesties, tips van leerkrachten, verdiepingsthema’s en leestips. Zo kan het boek zowel individueel als in groepsverband worden gebruikt, in lessen, intervisies of opleidingscontexten. Met dit boek willen de makers leerkrachten en studenten stimuleren om te blijven leren, reflecteren en groeien in hun betekenisvolle rol in het leven van kinderen. Uitgave van het Lectoraat Jeugd, Educatie en Samenleving van Hanze Groningen.

Document

Vera de Vries, Lotte Koning, Agnes Naber, Henderien Steenbeek, Elisa Kupers

October 2, 2025

Come to Your Senses

Seeing, tasting, smelling, hearing, feeling. After early education, sensory skills are rarely trained directly, but most professionals naturally develop them with practice. Come to Your Senses provides direct exercises that will help sharpen your and your students’ senses so that they can utilize them in their professional and personal lives. Senses-based learning is a pedagogical methodology that focuses on exploring and developing sensory awareness and skills, and critically reflecting on their importance in education, research and professional practice. Based on the research carried out at Maastricht University between 2021 and 2024, Emilie Sitzia, Elene Kadagidze and Tânia A. Cardoso show how to use your senses in a fun, visual manner. From Cookie Explosions and Visual Journalism to Sensory Mapping, with unique exercises different experts this guide demonstrates how to implement senses-based learning in your classes or everyday life. This open textbook functions as a manual on how to implement senses-based learning within and outside academia. Come to Your Senses re-balances and reasserts the importance of sensory skills in tertiary education and professional practice through interventions in the existing curriculum in the form of designed learning units, learning resources and activities.

Open (Access) Text Book

Emilie Sitzia, Elene Kadagidze, Tânia A. Cardoso

October 1, 2025

Sustainable EU Economy: an interactive Textbook for Business Students

Dear Reader, Welcome to Sustainable EU Economy. This book is more than a textbook—it is an invitation to explore how the European Union shapes business, society, and sustainability in today’s interconnected world. My hope is that it will inspire you to think critically, engage actively, and see how Europe’s vision for a climate‑neutral and inclusive future connects directly to your own journey as a student and professional. This book was created to guide you through one of the most dynamic and influential regions in the world—the European Union. With its single market of over 450 million consumers and policies that shape global standards, the EU is not only a trading bloc but also a laboratory for resilience, sustainability, and innovation. This book will help you see the EU not just as an institution, but as a living system that directly impacts business, society, and the environment. You will explore how Europe is responding to challenges such as climate change, digital transformation, and shifting geopolitics, and how these responses create opportunities for businesses and professionals like you. This textbook is not a static resource but an interactive digital reference, designed to evolve alongside the changing study of European integration and sustainability. By combining case studies, discussion prompts, and applied exercises with live seminar content and guest lectures, it adapts to new research, policy debates, and global challenges. In this way, you may explore the EU not only as a historical and political project, but also as a dynamic economic system that continually reshapes business strategy, trade, and innovation. About the Jean Monnet Chair in Sustainable EU Economy: Awarded by the European Commission to Dr. Beata Kviatek and hosted by Hanze University of Applied Sciences, the Jean Monnet Chair in Sustainable EU Economy represents the first such Chair at a Dutch university of applied sciences. Co‑financed by the Erasmus+ Programme and Hanze University, the Chair advances knowledge of the EU’s transition toward a climate‑neutral, resource‑efficient, and socially inclusive economy. It promotes excellence in teaching and research, integrates sustainability priorities into business education, and fosters dialogue among academia, policymakers, businesses, and society. By producing impactful studies on green finance, energy transition, and corporate responsibility, and by linking local initiatives with EU goals, the Chair provides a vibrant platform for debate and engagement on Europe’s sustainable future.

Open (Access) Text Book

Beata Kviatek

August 13, 2025

Faces of Open Science workshop

Drawing on Utrecht University's Faces of Open Science project, we’ve developed a set of ready-to-use educational activities that invite participants to explore the rich diversity of perspectives within the open science movement. These engaging, interactive materials help learners reflect on their own views, values, and roles in shaping open science—making abstract principles tangible, personal, and actionable. The materials can be used in full as a 4-hour workshop or can be split up in separate activities that take between 30 and 60 minutes. Activities are all developed to promote interaction between participants, for example by storytelling, crafting, or debating.

Document

Marc van Mil

July 1, 2025

Educational resources for Object Based Teaching and Learning

This collection consists of several educational resources pertaining to teaching with objects. These resources aim to support you in getting started with the numerous ways that objects can be implemented in education and to inspire you in creating your own version of these lesson plans. Every publication below includes documents with instructions and (a link to) the specific object that is used in the lesson plan. Some of the educational resources are linked to a digitized clay tablet. If this is the case, the publication of that resource will include a link to that digitized clay tablet. Moreover, the links & downloads underneath present you with a guide that presents several practical methods of Object Based Teaching and Learning (OBTL) linked to the learning objectives to which they cater. The guide includes numerous links to articles and case studies. In addition, you’ll find some information pages on OBTL as a didactical theory and its implementation at the VU.

Document

Linde Voorend, Kim Dibbets, Michèle Meijer, Aidan Houtkamp, Sofia Zampedri

July 1, 2025

AI as a science - course manual

AI as a Science aims to highlight how research involving “artificial intelligence” can be considered scientific, and what that means for us as scholars engaged in this — and related — areas of study. During the course, we will explore answers to questions such as: What is AI? What role do scientists play in the development of AI? And vice versa: what role do AI researchers play in the scientific investigations of computation, artificial intelligence, and intelligence more broadly? Do such roles come with responsibilities and ethical duties? We will explore these questions dialogically (i.e., through dialogue, discussions, and presentations), as well as through lectures. Perspectives will include critical, historical, sociological, and philosophical angles. We will touch on: The history of AI, going as far back as ancient Chinese and Greek civilizations; future projections, including the possibility of another "AI winter." Ultimately, you will aim to answer for yourselves: Is AI a science? Can it be? Will it be? The course will be examined through: Group presentation – You will be split into teams to create a presentation (see Presentation). The presentation combines: Group collaboration, An individual (or more than one person’s) presentation (10 minutes max). Final essay – You may choose a topic related to the course and aligned with your background or interests (see Essay). The essay will take the form of a literature review or journal-style article, aiming to: Deepen and/or broaden your knowledge on one or more topics from the course, Allow you to zoom in or out and develop your own unique perspective. Learning Goals: AI as a Science aims to teach you — and for you to teach yourselves — how to: Define science and AI, critically and in your own words. Understand the historical context of AI: When did AI or AI-like disciplines and ideas emerge? Understand the current state of AI and explore possible futures: Is time a flat circle when it comes to recurring “AI winters”?

Document

Olivia Guest

June 20, 2025

Delen met Drempels: De Cultuur achter Open Leermateriaal in het Hoger Onderwijs

Terwijl internationale afspraken, zoals de UNESCO-aanbeveling uit 2019, en nationale initiatieven zoals edusources de norm van openheid benadrukken, blijft het gedrag op de werkvloer weerbarstig. Waarom aarzelden veel docenten om hun lesmateriaal te delen, terwijl zij het idee van toegankelijk onderwijs wel ondersteunden? In dit onderzoek is de verspreiding van Open Educational Resources (OER) aan de Radboud Universiteit onderzocht, met bijzondere aandacht voor de culturele, sociale en professionele factoren die het gebruik en hergebruik ervan beïnvloeden. We stellen dat het delen van kennis geen neutrale, technische handeling is, maar een sociaal geladen praktijk die raakt aan vragen over eigenaarschap, erkenning, status en professionele identiteit. Aan de hand van kwalitatieve interviews met docenten, beleidsmakers en ondersteuners hebben we verkend hoe zij betekenis geven aan OER, en welke barrières en motivaties zij ervaren bij het delen en hergebruiken van lesmateriaal. Dit onderzoek kijkt naar OER vanuit een invalshoek van hergebruik. In dit geval gaat het dan om hergebruik van lesmateriaal. Deze studie positioneert zich binnen de bredere discussie over open onderwijs in een academisch veld dat steeds meer onder invloed staat van marktlogica, competitie en meetbare prestaties. Door theoretische kaders van onder anderen Pierre Bourdieu (1986), Marcel Mauss (1925) en Appelgren & Bohlin (2015) te combineren, is geprobeerd inzicht te krijgen in de diepere betekenissen achter ogenschijnlijk individuele keuzes rondom het delen van kennis. Binnen het kader van hergebruik hebben we ook de theorie van Appelgren en Bohlin (2015) aangehaald over making en growing. Studentenwerkstuk Radboud Universiteit Culturele Antropologie

Document

Lisa Giesen, Rani Cornelissens, Linn van den Bogert, Kim Kessel, Chris Hoogenraad