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HBO/WO

MBO

September 1, 2023

Full course materials minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor at the University of Amsterdam is a full-time, semester-long program (30 EC), guiding students through biomimicry's principles. This minor employs a hands-on approach where participants design bio-inspired prototypes, from ideation to execution. Utilizing UvA's Makerspace, students make use of advanced tools to create viable technological applications that mimic nature’s solutions. The curriculum integrates theory with prototyping workshops, including 3D-printing and programming, adding up to a multidisciplinary learning environment. Directory of Resources: •⁠ ⁠The full course description •⁠ ⁠Detailed learning goals and assessments •⁠ ⁠Assessment rubrics- rubrics

Website

Morten Stromme

May 31, 2022

The VALIDATE handbook: An approach on the integration of values in doing assessments of health technologies

Health Technology Assessment (HTA) is defined as a multidisciplinary process that uses explicit methods to determine the value of a health technology at different points in its lifecycle. The purpose is to inform decision-making in order to promote an equitable, efficient, and high-quality health system. The definition reflects that facts and values are intertwined in HTA. This means that HTA should be considered as a type of policy analysis, wherein the assessment of safety, clinical and cost implications of health technologies, as well as their wider ethical, legal, social, organizational, environmental and other implications is conducted from the view that these aspects are closely interrelated, and wherein stakeholders are involved in a more productive way throughout the process of HTA. Acknowledging this holds the potential of conducting assessments of health technologies in a way that supports deliberative democratic decision making. In the 2018-2021 EU Erasmus+ strategic partnerships project “VALues In Doing Assessments of healthcare TEchnologies” (VALIDATE), a consortium of seven academic and HTA organizations have developed an approach to HTA that allows for the integration of empirical analysis and normative inquiry. The VALIDATE handbook: an approach on the integration of values in doing assessments of health technologies offers the reader an opportunity to get acquainted with the theoretical considerations and apprehend the associated practical and organizational implications of this approach. It offers those interested in HTA to integrate empirical analysis and normative inquiry in a transparent way.

Open (Access) Text Book

Wija Oortwijn

October 7, 2019

Responsible Innovation: Ethics, Safety and Technology - 2nd edition

This textbook is based on the MOOC Responsible Innovation offered by the TU Delft. It provides a framework to reflect on the ethics and risks of new technologies. How can we make sure that innovations do justice to social and ethical values? How can we minimize (unknown)risks? The book explains: •The concept and importance of responsible innovation for society •Key ethical concepts and considerations to analyse the risks of new technologies •Different types of innovation (e.g. radical, niche, incremental, frugal) •Roadmap for Responsible Innovation by Industry •The concept of Value Sensitive Design (VSD) It includes a link to all the web lectures as well as case studies ranging from care robots and nuclear energy to Artificial Intelligence and self-driving vehicles.

Open (Access) Text Book

Joost Groot Kormelink

2019

MOOC Responsible Innovation: Ethics, Safety and Technology

About this course There is no doubt that technological innovation is one of the key elements driving human progress. However, new technologies also raise ethical questions, have serious implications for society and the environment and pose new risks, often unknown and unknowable before the new technologies reach maturity. They may even lead to radical disruptions. Just think about robots, self-driving vehicles, medical engineering and the Internet of Things. They are strongly dependent on social acceptance and cannot escape public debates of regulation and ethics. If we want to innovate, we have to do that responsibly. We need to reflect on –and include- our societal values in this process. This course will give you a framework to do so. The first part of the course focuses on ethical questions/framework and concerns with respect to new technologies. The second part deals with (unknown) risks and safety of new technologies including a number of qualitative and quantitative risk assessment methods. The last part of the course is about the new, value driven, design process which take into account our societal concerns and conflicting values. Case studies (ethical concerns, risks) for reflection and discussions during the course include – among others- nanotechnology, self-driving vehicles, robots, AI smart meters for electricity, autonomous weapons, nuclear energy and CO2capture and coolants. Affordable (frugal) innovations for low-income groups and emerging markets are also covered in the course. You can test and discuss your viewpoint. The course is for all engineering students who are looking for a methodical approach to judge responsible innovations from a broader – societal- perspective. What you'll learn •Understand the urgent need to include ethical questions with respect to (new) technology. •Know various ways/instruments to analyze risks of new technologies, both forward looking as backward looking (causes of accidents) •Understand various types of innovation (like radical, niche, incremental, frugal ) and the conditions for success •Know how to deal with unknown risks (deep uncertainty) when it comes to new technologies •Are able to critically reflect on new technologies from an ethical and risk perspective (case studies). •Understand the concept of responsible innovation and Value Sensitive Design (VSD) and the implications for the design process

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Author unknown

March 12, 2018

03. Kosten en economische evaluaties in het ziekenhuis

Focus op kosten van innovaties in ziekenhuizen, hoe deze kosten worden bekostigd, de diagnose behandel combinatie (DBC), de DBC op weg naar transparantie (DOT), value based healthcare en de vroege health technology assessment.

Video

Geert Frederix

June 5, 2022

Techno-moral scenarios - Educational format

: In this module, students are confronted with a possible future scenario in which a specific future application of a novel technology is imagined along with all the consequences, good and bad, it may have. Such a techno-moral scenario (called a ‘vignette’) stimulates students in formulating emotions, arguments and questions. By researching such questions through moral scenarios, students learn about the specifics of certain applications. Students are asked to make a techno-moral scenario themselves. They will have to imagine what a society would look like if a specific new technology was broadly adopted in 25-50 years from now. Students should formulate a narrative that helps reflect on potential dilemmas and present it in an audio-visual manner. These lessons are meant to prepare students for a future in which these developments become more common, in order to discuss which developments are desirable.

Document

Zoë Robaey

March 4, 2018

Responsible innovation: From MOOC to book

THIS IS THE FIRST EDITION, ONLY AVAILABLE ON REQUEST. PLEASE CONTACT Educationsupport - educationsupport-lib@tudelft.nl THE 2ND EDITION IS AVAILABLE HERE - https://textbooks.open.tudelft.nl/textbooks/catalog/book/24 Innovation may bring a lot of good to society, but innovation is not a good in itself. History provides many examples of innovations and new technologies that have had serious negative consequences, or that just failed to address significant problems and make meaningful contributions to society; recall for example carcinogenic asbestos or the ecological devastation of DDT. At the same time, we do need new technologies to find solutions for grand societal challenges such as energy scarcity, ageing demographics, water management and/or food security. So we are looking for responsible innovation in multiple upcoming fields that demand urgent attention in this regard: nanotechnology, biotechnology, artificial intelligence, policy-making based on big data analytics, and so on. Our goal then is to give you an in-depth knowledge of what responsible innovation entails - an ethical perspective to help shape socio-technical solutions for global and regional problems. This reader is intended to give a comprehensive but by no means exhaustive primer to responsible innovation. Responsible Innovation (abbreviated as RI henceforth) is a broad term that refers to the acts of analysis, reflection and public debate concerning the ethical principles and moral acceptability of new and emerging technologies. To do this, we must be able to answer key questions such as these: Do our efforts in applied science, technology and engineering contribute to the solution of the big problems of our age? How do we find solutions for global problems in a responsible way? Can technical solutions accommodate the plurality of moral values and the needs of all parties affected? The term “Responsible Innovation” itself was first introduced in 2006 in the context of the Dutch Research Council Program entitled Socially Responsible Innovations.: it is now incorporated into the larger Research and Development agenda of the European Union (EU). As recently as November 2014, the policy was endorsed and extended in the Rome Declaration on Responsible Research and Innovation. While thinking about RI has its roots in Europe, it is a concept with a true global reach. Consider that we live in a hyper-connected world: science provides knowledge of the fundamental building blocks and processes in Nature, our technologies scarcely leave any resource on the planet untouched. So, it is of the utmost importance, our duty even, to define an adequate and shared conception of responsibility for our innovations and technologies. Can our innovations save lives? Will they produce more jobs? Can they save the planet, or only contribute more waste and pollution? Are they safe for users and secure from abusers? Do they respect values and basic human rights we hold dear, like privacy, freedom, autonomy and equality? If not, how can we make them so? If not us, who? If not now, when?

Open (Access) Text Book

Joost Groot Kormelink, Sofia Kaliarnta, N. Srivatsa

October 19, 2021

CE02AX - Macro Economic Assessment

Explains how to assess the macroeconomic impacts of bioeconomy activities. Shows that high technological change in biobased products and high oil prices are a key to achieve positive macro-economic impacts of biobased investments.

Video

edumedia@wur.nl

September 1, 2023

Rubrics minor Science, Technology & Innovation: Biomimicry

The rubric for the final report in the UvA's ST&I: Biomimicry minor is designed to assess students' ability to communicate their project findings effectively, integrating technical and scientific research with biomimicry principles. It emphasizes layout, scientific grounding, prototype development, testing accuracy, and comprehensive documentation, aiming to ensure clarity, depth, and professionalism in student reports. This detailed evaluation framework aligns with the program's interdisciplinary and innovative ethos, preparing students for real-world challenges while fostering academic rigor and creativity.

Document

Morten Stromme

October 2, 2026

Constructive, Collaborative, Contextual, and Self-Directed Learning

Problem-Based Learning (PBL) has shaped education at Maastricht University (UM) for more than five decades. Yet PBL is sometimes narrowly associated with one particular instructional format: the seven-step approach. Constructive, Collaborative, Contextual, and Self-Directed (CCCS) Learning at the Faculty of Science and Engineering (FSE) takes a broader perspective. It presents the four CCCS learning principles as a flexible set of design principles for meaningful teaching, learning, and assessment. The booklet brings together more than thirty examples from across FSE. Organised around Science, Technology, Engineering, Arts, and Mathematics (STEAM), the cases span educational levels from pre-university education to PhD training and cover a wide variety of formats, including tutorials, laboratories, projects, fieldwork, assessment, games, and technology-enhanced learning. Each case starts from an educational challenge, describes a concrete intervention, and reflects on the design through the CCCS lens. Readers encounter examples ranging from student-led mathematics tutorials and open-ended physics experiments to robotics projects, ecological fieldwork, co-created assessment, serious games, and authentic engineering challenges. Together, they demonstrate that student-centred learning can take many different forms while remaining academically rigorous and appropriate to the demands of STEAM education. Rather than prescribing a single method, the booklet inspires educators to rethink their own practice. It shows how CCCS learning principles can serve as a shared language for educational innovation while allowing room for disciplinary differences, creativity, co-creation, playful learning, technology, and different approaches to PBL. The collection is intended as a practical source of ideas for teachers, course coordinators, programme directors, educational developers, and University Teaching Qualification participants within Maastricht University and beyond. Its central message is simple: CCCS learning is not confined to one classroom format or one disciplinary tradition; it is a versatile foundation for designing engaging and meaningful higher education.

Open (Access) Text Book

Martijn Boussé, Hanne Diliën, Joris van Poecke, Lonneke Bevers, Stefan Jongen