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Auteur:Carla Oonk

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Zoekresultaten (12)

HBO/WO

MBO

1 juni 2023

Stimulating Boundary Crossing Learning through the Learning Mechanisms

This document contains a visualization and aim of each of the boundary crossing learning mechanisms, and questions that can be asked to stimulate learning through each of the learning mechanisms. This document is useful for both educators and learners that want to develop their boundary crossing competence when working with multiple people/stakeholders from different backgrounds, experiences, expertise and/or practices.

Document

Judith Gulikers, Carla Oonk

1 mei 2022

Stakeholder Identification Activity

This document is an example of a small exercise that asks students to carry out a stakeholder analysis. Based on information given to them on the stakeholders, students have to place the stakeholders in a power-interest or influence-importance matrix and to motivate their placement choices. Students will then share their matrix with peers and at the end, reflect on the exercise.

Document

Karen Fortuin, Judith Gulikers, Carla Oonk

2022

After Successful Completion of the Course...: Examples of Boundary Crossing Learning Outcomes for Courses

This document includes examples of Boundary Crossing learning outcomes for Bachelor or Master courses. These learning outcomes have been developed as part of the Comenius project ‘Boundary Crossing as the Modus Operandi of Wageningen University’ in various pilot programmes and courses. The learning outcomes are not meant to be directly applicable in all kinds of contexts but should be used as a source of inspiration for your own course(s).

Document

Judith Gulikers, Carla Oonk

2022

Student-Stakeholder samenwerking II (Dutch)

This document is a teacher manual for a workshop (duration 2.5 hrs) that aims to support students in their collaboration with stakeholders (part II of two). The context for which the workshop has been designed is ‘regioleren’ which means that students work on real life complex issues aiming at sustainable regional development. Contributing to the issue at hand, requires the collaboration between students and stakeholders from (semi) governmental bodies, NGOs, businesses, etc. The document provides background information on boundary crossing and an elaborate description of the workshop (goals, program, practical details, tips for teachers). The workshop consists of three rounds: 1. Taking stock of the collaboration with stakeholders thus far; 2. Role play on facilitating a (difficult) stakeholder meeting; 3. Organising a (transformative) stakeholder event.

Document

Judith Gulikers, Carla Oonk, Renate Wesselink

2022

Identification of your own and others’ expertise

This learning activity is meant to identify available and lacking expertise, skills and attitudes in a project team. Preferably, the activity is carried out when a team just started to collaborate and has a bit of an impression of what the project and or project assignment is about. Students put as many as possible knowledge aspects, skills and attitudes they master on separate post-its. They collect and categorise their findings and discuss overlap and gaps in their project teams’ expertise/portfolio. The assignment ends with the development of an action plan for dealing with any of the identified teams’ limitations/risks.

Document

Carla Oonk, Karen Fortuin

2022

Boundary Crossing Rubric (NL version)

This professional paper, in Dutch, describes the background, 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. (2016). Het waarderen van leren met partijen buiten de school. OnderwijsInnovatie, p17-24

Document

Judith Gulikers, Carla Oonk

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

2022

Rubric Boundary Crossing to support inter- and transdisciplinary learning in an intercultural setting

This rubric is developed to support and assess student boundary crossing learning. The rubric is supposed to be generally applicable for learners (e.g. students) who are part of a multi-disciplinary team and who collaborate in an inter- or transdisciplinary project.

Document

Karen Fortuin, Judith Gulikers, Carla Oonk

2022

Workshop Student-Stakeholder samenwerking I (Dutch)

This document is a teacher manual for a workshop (duration 2.5 hrs) that aims to support students in their collaboration with stakeholders. The context for which the workshop has been designed is ‘regioleren’ which means that students work on real life complex issues aiming at sustainable regional development. Contributing to the issue at hand, requires the collaboration between students and stakeholders from (semi) governmental bodies, NGOs, businesses, etc. The document provides background information on boundary crossing and an elaborate description of the workshop (goals, program, practical details, tips for teachers). The workshop consists of four rounds: 1. Identification of own expertise; 2. Stakeholder identification; 3. Networking role play; 4. Action plan stakeholder collaboration.

Document

Judith Gulikers, Carla Oonk, Renate Wesselink

1 januari 2022

Questions to ask to trigger reflection on BC learning

This document contains a set of questions that can be posed to learners in a BC setting to trigger reflection on their BC learning. The questions are categorised by (sub)learning mechanism and aligned with the BC Rubric (Gulikers, J., & Oonk, C. (2019). Towards a rubric for stimulating and evaluating sustainable learning. Sustainability, 11(4), 969.). The list of questions are illustrative, certainly not exhaustive.

Document

Carla Oonk, Judith Gulikers