Ga naar de startpagina
Zoek leermateriaalKennis & expertiseCommunities
NL|EN
Privacy policyDeelnemende instellingen
Creative CommonsCreative Commons AttributionSURFFunded by the European Union

Filteren

Zoekresultaten (15)

HBO/WO

MBO

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

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

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

16 juni 2026

Open Education menu

We created a ready-to-use menu with 17 different Open Education practices to be implemented in your education. With each practice turned into its own dish and recipe, you can easily see how the practice can be implemented, with its difficulty level and examples. The goal is to provide you with ideas and examples on how to implement Open Science practices into your education. Or use the menu as a starting point for conversations about open educational practices with colleagues! Already an expert? The menu can also be used for a 1-hour workshop on Open Educational practices for others interested in Open Science. Let the participants select a dish from the menu they are interested in, and help them to adapt the dish so they can turn their own ideas into real practices.

Presentatie

Jeroen Bosman, Ilcan Çiftcibaşi, Anneke van der Dussen, Ruud Dielen, Marie-Louise Goudeau, Pim Huijnen, Susanne Kirchhoff, Marc van Mil, Hanne Oberman, Annelies Pieterman-Bos

15 april 2026

3D Printed Glass Fabrication and Applications

In this video, Michael Stern, artist, engineer, scientist, designer, and co-inventor of molten glass 3D printing, traces glass fabrication from traditional blowing to additive manufacturing. He shares how he first encountered glass, what drew him to 3D printing, and how his parallel passions for mechanical engineering and glassblowing eventually converged into the invention of a new process. The 3D printing process involves a printer that works by heating a crucible of molten glass, which flows through a nozzle while a build plate moves layer by layer. The object is typically built over the course of 20 minutes to two hours, depending on its size. Rather than forcing the material, Stern emphasizes that working with glass requires listening to it, as it is a "loud material" with its own opinions. He advises those learning and working with glass to break challenges into small, unremarkable steps, given that innovation is simply the result of adding those steps together over time. The video was produced by the Open GLASSroom project. Special thanks to Michael Stern for contributing to the Open GLASSroom OER collection. The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2022-1-DE01-KA220-HED-000089750. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

Video

Michael Stern

15 september 2025

FiReGlass - Glass beams with defined fire resistance

In this recorded presentation from glasstec 2024, Maximilian Möckel, from TU Dresden, discusses fire resistent glass beams. In the construction industry, the application of load-bearing laminated safety glass (LSG), such as glass beams or glass columns, is of particular importance in terms of preventive structural fire protection. LSG with a transformation temperature of individual components of up to 550 °C conse-quently loses its load-bearing capacity. In co-operation between Hero Fire GmbH, Taupitz GmbH & Co. KG and the Institute of Building Construction of the TUD Dresden University of Technology, LSG-beams were developed for use as load-bearing elements with defined fire resistance. The newly developed FiReGlass beam compris-es a load-bearing LSG core, which is protected from the fire exposure by two protection systems. The glass surfaces and lower glass edges are protected by an all-round protection system compris-ing fire protection gel and sacrificial panes. This system is integrated into the support structure. These new developments enable the realization of comprehensive fire protection and defined fire resistance. For further details, please refer to the linked publication. Special thanks to Messe Düsseldorf GmbH for providing the footage, and to Maximilian Möckel for contributing to the Open GLASSroom OER collection. The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2022-1-DE01-KA220-HED-000089750. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

Video

Maximilian Möckel

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

6 maart 2025

PowerPoint Panel Discussion at Wageningen University & Research Open Education Week March 2025

Shared are the PowerPoint slides that were used for a panel discussion event during Open Education Week at Wageningen University & Research in March 2025. The slides contain general information on Open Education at WUR (sometimes internal links were used) as well as some statements/questions for the panel and audience to engage in a lively discussion on the topic. The slides have a CC-BY-NC license, so can be adapted and re-used as long as credit is given.

Document

Merel Middelman, Nicolien Schmaal, Serge Stalpers, Lara Zeper, Ben Excell

7 november 2024

Open Education general workshop (2024)

The latest version of our Open Educational Resources workshop, presented by the University of Groningen Library and Education Support and Innovation Department. This workshops lasts roughly 2,5 hours, and tackles the five basic OER compentencies as outlined by the UNESCO (Familiarity, Finding, Using, Creating, Sharing OER). The workshop is primarily meant for teachers looking to broadly familiarize themselves with the topic of Open Education and Open Educational Resources. The slides include a number of group discussion questions and assignments for participants to follow. For the quiz assignment, a link to the Google Form with the quiz is present. Making a private copy of the form is needed to ensure others do not change it. For the assignment on the benefits of Open Education, the playing cards for the OE game created by the European Network for Open Education Librarians (ENOEL) are needed. The powerpoint with these paying cards is also included.

Presentatie

Mira Buist-Zhuk, Frederiek van Rij, Martijn Blikmans-Middel, Angelos Konstantinidis

4 september 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