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HBO/WO

MBO

21 oktober 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) Tekst Boek

Marta Bustillo, Sylvia Moes

21 oktober 2026

The Art of Reuse and Adaptation

This open textbook is a practical guide to Open Educational Resources (OER) and Open Educational Practices (OEP) in higher education. Developed collaboratively by librarians, educators, researchers, and Open Education practitioners across the European Network of Open Education Librarians (ENOEL), it brings together policy analysis, practical guidance, and reusable tools into a single, adaptable resource. The book is built around three themes: policy, support, and practice. It looks at how policy shapes Open Education, what infrastructure and support make it sustainable, and how to build trust and create inclusive resources together with students and colleagues. Throughout, a Universal Design for Learning lens invites readers to critically reflect on the accessibility and inclusivity of open resources themselves. True to the values it explores, the textbook is designed for more than reading: it invites active reuse. Readers can explore its chapters, follow its curated toolkits and case studies, adapt its frameworks to local contexts, or reuse its editable templates directly. It’s aligned with UNESCO’s international recommendations on open education, openly licensed, free to adapt, and ready to grow through the contributions of others. EDITORS Mira Buist-Zhuk; Paola Corti; and Claudia Hackl-Mayerhofer REVIEWERS Michelle Breen; Marion Brunetti; Maura Flynn; David Stoellger; Lilianna Nalewajska; Celine Peignen; Emily Herron; and Peter Vedal Utnes

Open (Access) Tekst Boek

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

21 oktober 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) Tekst Boek

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

21 oktober 2026

Chapter 3 Practical tips for trustworthy OER reuse, adaptation and co-creation

After reading this chapter, you will be able to: Evaluate the quality and suitability of existing OER using relevant criteria, frameworks, and quality assurance approaches. Identify key copyright and licensing considerations when reusing, adapting, remixing, and sharing OER. Apply appropriate open licensing and attribution practices when creating, adapting, and sharing OER. Recognise the value of student–staff–library collaboration in the creation and development of OER. Identify approaches and conditions that can support successful collaborative and co-creative OER practices.

Open (Access) Tekst Boek

Marta Bustillo, Claudia Hackl- Mayerhofer, Sylvia Moes

21 oktober 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) Tekst Boek

Claudia Hackl- Mayerhofer

21 oktober 2026

Chapter 4 The role of domain specific communities

After reading this chapter, you will be able to: Explain the value of domain-specific communities for advancing OER in higher education. Recognise different forms of collaboration that support the creation, sharing, reuse, and sustainable development of OER. Identify the roles that librarians and other support professionals can play in establishing and sustaining domain-specific communities. Apply practical steps for establishing, organising, and nurturing a domain-specific OER community. Analyse examples of domain-specific communities and identify factors that contribute to their success, sustainability, and long-term impact.

Open (Access) Tekst Boek

Harrie van der Meer, Sylvia Moes

21 oktober 2026

Conclusion

The conclusion highlights the value of reuse and adaptation as approaches to rethinking existing resources and creating new possibilities. It emphasises the importance of understanding the potential of what already exists and exploring how it can be transformed, reinterpreted and applied in new contexts. Reuse and adaptation provide opportunities to connect past and present, preserve existing value and encourage creative and sustainable approaches to change.

Open (Access) Tekst Boek

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

2 oktober 2026

Clinical Tools: A DIY catalogue for the creative

Instead of encouraging the purchasing of new technologies for medical training, this textbook, in the form of a catalogue, focuses on sharing examples of creative tools that already exist. This issue also offers a practical guide for how to make these tools, encouraging using local resources. Ever considered where your learning tools come from as you study or teach medicine? So many teaching materials in medicine are mass-produced, environmentally unfriendly, and reproduce the same kind of bodies. We need a drastic rethinking of our teaching tools. But rather than new inventions, what if the innovations we need are already out there? Our first issue of Clinical Tools: A DIY Catalogue for the Creative celebrates the abundance of ideas for teaching materials that already exist in medical education. Inside you will find gorgeous illustrations, clear instructions for how to make tools and insightful essays exploring the ideas behind DIY in medical education. Get your making supplies ready! This open textbook is designed for nursing, medical and other healthcare students and teachers across bachelor’s, undergraduate and postgraduate, master’s level, especially those enrolled in courses on clinical training. It is also relevant to other practitioners and learners working in healthcare contexts who continue to engage in educational activities. The textbook is intended to help students learn about and create their own teaching tools, whether they are working in obstetrics, surgery, or general medicine. The book supports learning by doing: students and teachers can read and adapt the instructions, use the included suggestions, and connect to what is available and relevant in their own healthcare contexts. It is also suitable for instructors seeking accessible, reusable teaching material that can be integrated into classroom teaching, assignments, and research-led education across healthcare education settings. In plaats van het aanschaffen van nieuwe technologieën voor medisch onderwijs aan te moedigen, richt dit studieboek, in de vorm van een catalogus, zich op het delen van voorbeelden van creatieve hulpmiddelen die al bestaan. Deze uitgave biedt daarnaast een praktische handleiding voor het maken van deze hulpmiddelen en stimuleert het gebruik van lokale middelen en materialen. Heb je je tijdens het leren of onderwijzen van geneeskunde ooit afgevraagd waar je leermiddelen vandaan komen? Veel onderwijsmaterialen in de geneeskunde worden op grote schaal geproduceerd, zijn belastend voor het milieu en tonen steeds weer dezelfde soorten lichamen. We moeten onze manier van denken over onderwijsmiddelen drastisch herzien. Maar in plaats van nieuwe uitvindingen te ontwikkelen: wat als de innovaties die we nodig hebben al bestaan? Ons eerste deel van Clinical Tools: A DIY Catalogue for the Creative viert de overvloed aan ideeën voor onderwijsmaterialen die al binnen het medisch onderwijs bestaan. In deze uitgave vind je prachtige illustraties, duidelijke instructies voor het maken van hulpmiddelen en inzichtelijke essays waarin de ideeën achter doe-het-zelf (DIY) in het medisch onderwijs worden verkend. Maak je materialen maar alvast klaar! Dit open studieboek is bedoeld voor studenten en docenten in de verpleegkunde, geneeskunde en andere zorgopleidingen, op bachelor-, undergraduate-, postgraduate- en masterniveau, en in het bijzonder voor degenen die onderwijs volgen of geven binnen opleidingen en cursussen gericht op klinische training. Het boek is ook relevant voor andere professionals en lerenden die werkzaam zijn in de zorg en zich blijven bezighouden met onderwijsactiviteiten. Het studieboek is bedoeld om studenten te helpen bij het leren over én het zelf ontwikkelen van onderwijshulpmiddelen, of zij nu werkzaam zijn binnen de verloskunde, chirurgie of algemene geneeskunde. Het boek ondersteunt leren door te doen: studenten en docenten kunnen de instructies lezen en aanpassen, gebruikmaken van de opgenomen suggesties en aansluiten bij wat beschikbaar en relevant is binnen hun eigen zorgcontext. Het is ook geschikt voor docenten die op zoek zijn naar toegankelijk en herbruikbaar onderwijsmateriaal dat kan worden geïntegreerd in klassikaal onderwijs, opdrachten en onderwijs dat gebaseerd is op onderzoek binnen verschillende zorgopleidingen en -contexten.

Open (Access) Tekst Boek

Anna Harris

2 oktober 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) Tekst Boek

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

22 september 2026

Guest Journey Profiel niveau 3 - modulaire leermaterialen voor Hospitality

Verdieping op Guest Journey Basis. Module 1 (Commercial Guest Journey) gaat over klantfeedback, klachten en verbetervoorstellen. Module 2 (Experience Design) laat de student een belevingsactiviteit ontwerpen, organiseren en uitvoeren. Het onderwijs is ontworpen rond leeruitkomsten. Elke module heeft één leeruitkomst met succescriteria; de student werkt aan eigen bewijsstukken en bouwt zo een portfolio op. Modules zijn formatief (behaald of nog niet behaald); de summatieve afsluiting volgt op het niveau van het opleidingsonderdeel. Samenwerkend leren in wisselende samenstelling zit ingebouwd, met feedback volgens twee tops en één tip. Het pakket bevat per module een moduleboek (Word) en een lessenpresentatie (PowerPoint), aangevuld met een planning en een docentenhandleiding. Belangrijk: dit zijn sjablonen om te verrijken. De structuur, de KD-koppeling en de bewijsstukken liggen vast (strak op WAT). Volgorde, tempo, eigen praktijkvoorbeelden en accenten vult de docent zelf in (ruim op HOE). Op enkele plekken verwijst het materiaal naar de digitale leeromgeving en de periodenummering van Zadkine; pas die aan naar je eigen context. Onderdeel van de open set 'Modulair Hospitality-onderwijs KD 2025' van Zadkine Hospitality College. Bekijk de opleidingsroutes voor niveau 2, 3 en 4 om te zien waar dit onderdeel in de opleiding valt.

Document

Robbert Nijenhuis