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HBO/WO

MBO

2020

Showcase of Existing Active Teaching Practices

This report presents showcases of active teaching and learning in spatial data infrastructure education in the SPIDER partner universities. It includes detailed descriptions of the practices that have been implemented, as well as the results of the evaluation of the practices from an active teaching-learning perspective.

Document

Bastiaan van Loenen, Frederika Welle Donker, Ali Mansourian

2020

Development of new active teaching practices in Spatial Data Infrastructure

This report provides a set of newly developed active teaching practices on new topics related to Open SDI. These practices apply the methodologies on active teaching and learning on Open SDI that were developed in the SPIDER project.

Document

Bastiaan van Loenen, Frederika Welle Donker

March 15, 2020

Best Open Anatomy Learning Resources

A selection of web sites that are useful for anatomy teaching that either have open licenses or have free read access. Depending on their license you can use materials from them, or you can refer students to them.

O. Paul Gobée

June 16, 2023

Best Practices for Using AI When Writing Scientific Manuscripts

Hoe kun je Chat GPT inzetten bij het schrijven van een wetenschappelijk artikel?

University, UASDocument

Jillian M. Buriak e.a.

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

April 1, 2020

Collaboration in Designing a Pedagogical Approach in Information Literacy

This Open Access book combines expertise in information literacy with expertise in education and teaching to share tips and tricks for the development of good information literacy teaching and training in universities and libraries. It draws on research, knowledge and pedagogical practice from academia, to teach students how to sift through information to be able to distinguish the important and correct from the unusable. It discusses basic concepts and models of information literacy, as well as strategies for accessing, locating and retrieving information and methods suitable for the assessment and management of information. The book explains many concepts connected to information literacy and discusses pedagogical issues with a view to supporting the practitioner. Each chapter examines one aspect of information literacy, discusses the pedagogical challenges involved and provides suggestions for best practice.

Open (Access) Text Book

Ane Landøy,, Daniela Popa, Angela Repanovici

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

2024

How to design open inquiry labs

In this article we show how student “open inquiries” in undergraduate labs can be powerful teaching and assessment methods. In such open inquiries it is the students who define the question they want to answer, formulate the hypothesis, search for information, design and carry out experiments to reach their goal, and share their ideas, needs, and results with others. This student agency afforded by open inquiry trains critical thinking, teaches students to learn from failure, and requires effective science communication in authentic contexts. Adapting open inquiry methods for the first time can be especially daunting for instructors who have no examples to draw upon. To address this challenge we explain the findings of a diverse group of five lab instructors and an educational researcher who have compared open inquiry practices in different contexts. As a group, we formed a Community of Practice dedicated to “Supporting students’ scientific Open Inquiries in Labs” (aka SssOIL). The commonalities across our diverse project team suggest some defining features and best practices. By sharing our findings and example course designs and materials, we hope to aid instructors in adapting more open inquiry teaching methods in their own lab courses. Any questions about this article can be addressed to Forrest via: forrestbradbury@gmail.com or to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Simone Mesman, Morten Stromme, Paul Logman

September 4, 2024

Organisational Guide Interdisciplinary Education

This guide is aimed at teachers that are looking to (re-)develop interdisciplinary or interdepartmental/interfaculty education. In addition it is useful for those teachers that intend to develop multi- or transdisciplinary educational initiatives that will have to work across departmental or faculty boundaries. This guide comprises the entire organizational design-, execution-, and evaluation process for educational endeavours. In addition, significant attention is given to the development of the content of the education, which is a process that may take place simultaneously with the organizational development, or take place separately. Content matters can be found in step 4. We recommend reading this guide in its entirety before starting with step 1. Although the steps are placed in a recommended order, in practice steps might overlap (in time) with others. Also, it will be beneficial per se to have an overview of ‘what’s to come’ before embarking on an educational (re-)development journey. The process of creating this guide is ongoing. We cannot anticipate every scenario, nor can overlook specific details. Therefore, if you run into any questions, or discover omissions that need to be remedied or added, discuss it with your colleagues and please be so kind as to alert the developers of this guide Caspar Schoevaars (c.m.schoevaars@uu.nl) or Margreet van der Ham (m.h.vanderham@uu.nl). Corrections, suggestions, gratitude and additional best practices are always welcomed!

Document

Programma Interdisciplinair Onderwijs

February 21, 2022

Ethical Cycle (Educational Format)

The ethical cycle is a helpful tool in structuring and improving moral decisions, especially in the context of teaching practical ethics. With improving moral decision-making we aim at a situation in which the decision-maker makes at least a systematic and thorough analysis of the moral problem and is able to justify his final decisions in moral terms. Ultimately, moral problem solving is directed at finding the morally best, or at least a morally acceptable, action in a given situation in which a moral problem arises. It is, however, hard to guarantee that the ethical cycle indeed delivers such a solution, if only because people may reasonably disagree about what is the morally best, or a morally acceptable, solution.

Document

L. Royakkers, Ibo van de Poel