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HBO/WO

MBO

21 september 2026

Guide – Guide for Management Supervisors Approach to Digital Educational Resources

Want a quick overview of what the Digital Learning Materials Approach is all about, what it means for an academy, and what role you play as a manager in this approach? You can find the answers in the ADL management guide.

Document

Thamar Elissen, Jet Bosdijk, Marja Versantvoort

12 mei 2026

[ENG] Pressure cooker Transdisciplinarity – A practical approach

What – This pressure cooker is a practical approach to the how of transdisciplinary education. You’ll learn how you can embed transdisciplinary education. For whom – The format can be used (and adjusted) for a class of students (all levels; any group size) as well as a team of educational developers or teachers. Why – Guided training in, for instance, transdisciplinary education improves the actual working with, or teaching of, it. How long – In-class activities take two hours. Preparation at home takes up to 40 minutes. Please go to the pressure cooker about the theoretical approach (the why & what) if you first want to know more about the theory.

Presentatie

Yvette Baggen, Anke Swanenberg

12 mei 2026

[ENG] Pressure cooker Transdisciplinarity – A theoretical approach

What – This pressure cooker is an introduction to the theory of the why and what transdisciplinary education. You’ll learn why transdisciplinary education can be useful and what it means. For whom – The format can be used (and adjusted) for a class of students (all levels; any group size) as well as a team of educational developers or teachers. Why – Guided training in, for instance, transdisciplinary education improves the actual working with, or teaching of, it. How long – In-class activities take under one hour. Preparation at home takes up to 40 minutes. Our practical approach (the how), which you can take after this pressure cookers takes op two hours.

Presentatie

Anke Swanenberg, Yvette Baggen, Programma Interdisciplinair Onderwijs

19 maart 2026

ShareXR : Challenge-Based Learning with XR (BMS Lab, University of Twente)

ShareXR introduces a challenge-based learning (CBL) approach for integrating research, design, and development in engineering education through extended reality (XR). Developed at the University of Twente’s BMS Lab, the model addresses the increasing need for multidisciplinary collaboration by teaching students to speak a shared language across research, design, and technical development. Even for those without an engineering, scientific or STEM background. This course offers a hands-on, multidisciplinary learning experience where students take real research ideas and transform them into innovation projects within a complete and validated open learning XR ecosystem. With reusable multimedia course content, the course enables students to understand interdisciplinary collaboration, while each module focuses on one of the four pillars: Research, Design, Development, and Project Management — guided by principles of balance, iteration, and collaboration. By working with different tools like one-page project canvases, students will learn how to translate research ideas into structured user stories, requirements, and project management tasks, while exploring how XR tools can act as a human-centered medium for prototyping, testing, and validating ideas without requiring coding skills.

App

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin, Luca Frösler, Peter Slijkhuis, Mirjam Galetzka, Benno Pals, Jan-Willem van 't Klooster

3 maart 2026

Course Canvas - Course Analysis WUR

A practical Course Canvas template to analyse and (re)design (university) courses. Guides course coordinators through intentions and relevance, learning outcomes, alignment of assessment and teaching activities, student needs, programme embeddedness, and feasibility for both staff and students. Editable DOCX (plus PDF). CC BY-NC 4.0.

Document

Roos Köhler

30 september 2025

VR environment for the course "Historical Archaeology"

This is a 3D reconstruction of the Jordaan in the 19th century, produced for the course "Historical Archaeology". The model was created by the 4D Research Lab of the University of Amsterdam for the project 'Virtual Past Places' in collaboration with course teacher Vladimir Stissi. This model contains a few houses by which photos from the 'beeldarchief' can be compared by students, to understand the spatiality and layout of the neighbourhood and houses. This model is accessible as a VR room using Hubs Cloud software (virtualplaces-uva.eu). For reproducability and reuse, consult the manual at https://doi.org/10.21942/uva.30490373 and follow the instructions to set up your own Hubs Cloud instance. For the relevant dataset, please use the link to the Zenodo deposition. Funding and context Virtual Past Places has been made possible by a grant, the 'Stimuleringsregeling Online Onderwijs' from the Ministry of Education, Culture and Science (Onderwijs, Cultuur en Wetenschap, OCW), coordinated by SURF, the cooperative association of Dutch educational and research institutions. Virtual Past Places includes open access publication of all developed teaching materials as Open Educational Resources, the development of training materials, and the organisation of inspiration and counselling sessions for peers. In case you're interested in the results of this research project, and/or participate in it, please contact J.Waagen@uva.nl.

Virtual Reality

Mattia Lucca, Vladimir Stissi, Tijm Lanjouw, Jitte Waagen, Markus Stoffer

1 juni 2025

Week 1: An Introduction to Case Solving and Case Competitions

Around 4 captivating videos, a lesson has been built with specific learning objectives, activities, and supporting materials for students. The core principles of case solving are being introduced—a hands-on, engaging approach to addressing real business challenges. Students learn how to think like consultants, working in diverse teams to analyze complex problems and develop practical solutions. The case-solving process follows a structured cycle: understanding the case, analyzing root causes, generating solutions, planning implementation, and presenting recommendations. Alumni reflect on how these experiences strengthened their confidence, teamwork, and decision-making skills—benefits that continue to serve them in their careers. By the end of this introduction, students will grasp what business cases are, how to approach them strategically, and how to collaborate effectively in teams.

Document

Hans van Oudheusden, Britta Stoelinga

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

1 januari 2025

Skills for Changemakers

Lessons learnt from 4 years implementing skills learning trajectories in BSc Programmes at the WUR

Document

Julia Postulka