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HBO/WO

MBO

1 september 2025

A virtual research cruise to characterise the North Sea water system

In this assignment you will learn to set up your own virtual research cruise, during which you will ‘measure’ biophysical oceanographic properties and analyse them. The ocean is not an easy place to perform measurements. It covers a vast area, is not always easy to access (think about the deep ocean), and measuring comes with obstacles. We’re bound by shiptime (which is expensive), the types of instruments that are available (they may break), the weather (storms), sea-ice, seasickness… As research cruises are time consuming and costly, it is important to plan very well. One tool that can help scientists in planning their cruise is VirtualShip. In this assignment, you will use VirtualShip and design a measurement campaign in the North-West European Shelf region, aimed at measuring a cross-section from the open ocean, via the North Sea, towards the coast of Zeeland in the south-west of the Netherlands. Included is a rubric for grading the student reports.

Document

Emma Daniels, Aimee Slangen, Jamie Atkins, Jana Cox

10 juni 2025

Communicating Like Your Own Technician

Main Concepts Technician: The person who analyzes and troubleshoots technical problems by gathering details and asking clarifying questions. Documentation: Clear records of actions, errors, and evidence (e.g., screenshots, notes, steps) used to explain and solve problems. Diagnostic questions: Targeted questions that help identify what happened, what was expected, and what was tried before a problem occurred. Learning Goals Recognize how poor communication slows problem-solving. Learn practical strategies to explain technical problems clearly. Practice asking and answering diagnostic questions effectively. Understand how documentation supports collaboration. Key Takeaways Everyone can “be their own technician” by learning to describe what’s happening, not just that something is wrong. Emotions can block clarity—pause, observe, and explain the situation calmly. Good communication saves time for both researchers and developers. Asking the right questions turns confusion into cooperation. Further Exploration Search for “effective communication between developers and researchers” Search for “troubleshooting techniques for non-technical users” Search for “how to report a technical issue clearly” Search for “empathy in multidisciplinary project teams”

Website

Lucia M Rabago Mayer, Jordi Weldink, Luca Frösler, Amanda Poulin

1 juni 2025

e-learning module - Orientate on a topic

Short description: In this e-learning module, you'll learn where and how to gather information for orientation on a research topic and how to focus your topic for a systematic source. Expected time to complete: 30 to 60 minutes. Learning goals: After finishing this e-learning module, you'll be able to explain why it is important to orientate for your literature search; apply the orientation process for your own literature search: a. name the three steps of the orientation phase; b. gather and report on prior knowledge on any subject; c. identify and eliminate knowledge gaps; and name information sources and search systems suitable for the orientation phase. Use the link to get direct access to the e-learning module Orientate on a topic Download the Xerte deployment ZIP if you want to make modifications to the e-learning module for your own institution.

Open (Access) Tekst Boek

Wageningen University & Research Library

21 mei 2025

Open Pedagogy: a driving force for meaningful learning

Report on how Open Pedagogy can support meaningful learning.

Wo, HboWebsite

Marijn Post, Ria Jacobi, Michiel de Jong, Marjon Baas

30 april 2025

PFAS – Persistent Micropollutants in the Water Cycle

This report presents the final course material that was developed for the online learning module on persistent micropollutants – PFAS. The document can be used as a stand-alone manual to fully individually follow the entire course, from week to week. It includes the links to the video materials that were developed for the course within the project, fully integrated within the reading material. The course forms a bridge between scientists and professionals working in the water cycle. So far, the information on PFAS has been available in a scattered manner, making it difficult for non-experts to get a complete introductory overview. This course was designed to compile information on PFAS through the water cycle, from production to use and final treatment. The course is built up in an intuitive way: it starts with a general introduction on the origin, chemistry and nomenclature of PFAS; national standards and reported concentrations in the urban water cycle are presented; analytics are explained; the course concludes with technologies for separation and final destruction of PFAS. Each chapter (or week) contains written textbook material, videos and additional reading material. Development of the course has been a co-production between PROMISCES and TU Delft, as TU Delft has an extensive educational support system including a professional recording studio and an expert learning assessment system for engineering education. All materials including videos are freely available for the general public. If the learner wants the full experience of having virtual classmates, get access to all exercises and receive a certificate and credit points after successful completion of the course, one can register at online-learning.tudelft.nl. The course was developed by two environmental engineers with a professional educational background (Mariska Ronteltap and Kim Lompe). The educational videos include knowledge clips (recorded lectures in a studio), videos in laboratories, interviews with PROMISCES project partners and videos on location. To be able to follow the course a basic understanding of chemistry is required; other than that, the course is fully understandable for non-experts. Collaboration between TU Delft, Delfland Water Authority, and the EU Project PROMISCES.

Document

Kim Maren Lompe, Mariska Ronteltap

10 maart 2025

EPIFFANI Project Results

These are the combined results for the EPIFFANI Project by Prof. Nicolas Mangin. This project was funded buy SURF's Stimuleringsregeling open en online onderwijs. The aim of the project was to build and test a set of four open source applications for R/integration into the LMS, which allowed teachers to easily automate formative testing through IT solutions. With these applications, teachers can easily and quickly create automate the processing of making tests with personalized feedback for students. The results have three elements: A full project report, which provides context for the creation and creation process A link to Youtube video demonstration of the tools, made for the University of Groningen's education festival 2022 A link to the Github page of project lead Nicolas Mangin. On this page, all the packages can be downloaded, and documentation and instruction are available All tools are licensed under a GPL-3 license, but as this license is not available, it has been noted as CC BY-SA here.

Document

Nicolas Mangin

28 januari 2025

Maintaining Classroom Management

In this report, the design of a blueprint for learning classroom management is presented. This program will be designed for pre-service lower secondary school teachers in the Netherlands (age group 11 to 16-year-old students; 2e graads in Dutch). These teachers are completing a bachelor’s degree in a specific subject area and take a six-month minor in which they receive pedagogical and didactical training to be prepared for teaching in secondary schools. This minor is accompanied by an internship in which the pre-service teachers put their skills into practice.Although the minor allots extensive attention to classroom management, teachers often struggle to manage both class and content. This is understandable as, although classroom management can be learned with the right amount of practice and support, mastery of classroom management skills takes around four years on average takes. To guide pre-service teachers well on their way towards mastering classroom management, a rigorous and evidence-based approach to teaching classroom management to pre-service teachers is needed. An evidence-based approach should allow for a productive and enjoyable learning process for pre-service teachers. One well-studied approach is found in the Four Component Instructional Design (4C/ID) model which offers an evidence-based approach to teaching complex skills. This paper adapts the 4C/ID model and applies it to the skill of classroom management for pre-service teachers in the Netherlands.

Document

Athanasios Stoidis, Milan Gomes, Sofia Souloglou, Fatemeh Zarei, V.E. Morssink-Santing, Jolien Mouw

1 november 2024

Efficient and complete literature searches for researchers

A comprehensive workshop on effective search strategies for literature identification. During the workshop we will examine your search processes and the key components of a systematic search strategy. Particular attention will be paid to: • Academic databases • Developing a search strategy • Formulating and combining search terms • Academic and grey literature search approaches • Tools that may be useful for your literature search At the end of the workshop you will be able to use different search techniques and strategies. Who can attend? • (External) PhD candidates or researchers at the Nijmegen School of Management who are planning to conduct a literature review. How can you prepare for the workshop? • Try to find academic literature on your research topic. • Record your search activities, including search terms, search operators, filters and databases used, and publications found. • If you like, you can look at the checklist for reporting literature searches in systematic reviews. This will give you an idea of how to report a search. During the meeting we will discuss your experiences and relate them to effective search techniques and strategies. NOTE This comprehensive workshop was given at the Radboud University, School of Management in October and November 2024. It is shared here as inspiration and guidance for PhD candidates who are struggling to set up good search strategies in order to find relevant literature.

Presentatie

Norma Fötsch

16 juni 2024

Cyber (In-)Security with Güneş Acar | In a Nutshell

How can a website collect your password – even before you hit the sign-up button? Does a VPN help against being tracked online? And why is tracking users actually such an issue? In the eighteenth episode of In a Nutshell, we will take a deep dive into cyber security – and all the things that make the internet a not-so-safe space when it comes to data protection. Together with this week’s guest, Güneş Acar, we will figure out how users can attempt to stay safe when it comes to their data online, and why this can be so difficult. Güneş Acar is an assistant professor for Digital Security at the Faculty of Science and is associated with the iHub (Interdisciplinary Hub for Digitization and Society) at Radboud University. He researches security and privacy threats from, amongst other things, websites and mobile apps, and is a specialist on online tracking. Would you like to learn more about how to stay safe online? Then follow Güneş’ recommendations and have a look at the YouTube video on how dark patterns trick you online, the investigative report Twelve Million Phones, One Data Set, Zero Privacy by the New York Times, or a Wired article on Gunes’ own research how websites collect your information before you have even signed up to them. Edit: Jara Majerus Cover: Antonia Leise

Audio

Antonia Leise, Jara Majerus, Gunes Acar

20 december 2023

ICF education continuum: from basic knowledge to practical ICF implementation material.

It is recognized by the WHO that the use of the International Classification of Functioning, Disability and Health (ICF) requires knowledge of the ICF framework, its philosophy and principles, and practical tools. This report provides an overview of the iterative development processes of the "INPRO ICF Basic Course" materials and the "ICF in person-centered rehabilitation" advanced learning materials to support the interprofessional implementation of ICF. The added value of the INPRO ICF Basic course is the additional material developed to support the WHO ICF eLearning Tool, e.g., introduction and motivational lecture, slides and videos, and reflection seminar, where the participants discuss the most important aspects of ICF in small groups and the discussions is shared together in a big group. The developed ICF education continuum offers a learner-friendly, understandable basic knowledge of the ICF framework and additional ICF material for person-centered, interprofessional implementation. Even though the material follows the rehabilitation model, it can be used by any professional who uses the ICF.

Document

Jaana Paltamaa, Anu Myllyharju-Puikkonen