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Zoekresultaten (27)

HBO/WO

MBO

5 mei 2026

Collaboration and Personal Development

In this reader, a teaching programme (assignments, underlying models and theories) is described to develop collaborative skills in a transdisciplinary-oriented educational context in between science and society. The focus lies on creating awareness about mechamisms that promote pleasurability, effectiveness and responsibility in professional collaborative practices. The MSc course for which it was created, is called Academic Consultancy Training, taught at Wageningen University and Research

Document

Marjan Wink, Michel Kropman, Valentina Tassone

2023

Development and implementation of a skills learning trajectory tool

The goal of the tool is to help other teachers to develop and implement a learning trajectory related to a (WUR bachelor) skill. In this tool you will find an example of the development and implementation of a learning trajectory for intercultural competence within the bachelor program of environmental sciences. Clear steps to take and examples of how to develop a learning trajectory are given. Collaboration - Attainment level: 1,2,3 Diversity and Inclusivity - Attainment level: 1, 2, 3 Social Embeddedness - Attainment level: 1, 2, 3

Document

Marijke Veugen

2023

Interprofessional collaboration form

Interprofessional person-centred assessment and referral/discharge report.

Document

Janneke Luiken, Angelique Hagen

2023

[Asset-H] Methodological toolkit: Identify and integrate communication on Humanities students' unique skills in your course design

This methodological toolkit has been developed as part of the Asset-H project to help teachers articulate humanities skills in their course design. You can help your students gain a better understanding of the skills they acquire in your courses and provide them with the vocabulary to describe these skills. By including information about competencies in your course, you will give your students a head start in the job market, where they will often be asked to describe their skills in job interviews and cover letters. The Asset-H project aims to improve the transition of humanities students into working life. It has three main target groups and beneficiaries: humanities students, their teachers and counsellors, and their future employers. Through careful research and close collaboration, the project provides concrete tools to improve the understanding of humanities skills. Project outputs are: (1) ASSET-H skills profile for the employability of humanities graduates; (2) H-Highlight: workshop on articulating humanities skills in your course design for teachers; (3) H-You: your humanities skills explorer for students and alumni.

Website

Jiske Angenent

3 maart 2020

I've got the power in me - Module 21st century skills - Les 6 Totus non sed totaliter

Een keuzemodule gericht op het ontwikkelen van 21st century skills. In les 6 richt je, je op (professionele) afstand en nabijheid en het stellen van grenzen. Let wel op: deze module is vooral geschikt voor Studieloopbaan begeleiders/ Coachen.

HboDocument

Elma van Loon, Els Coolen

4 maart 2020

I've got the power in me - Module 21st century skills - Les 7 Samenwerken en Theory of Mind

Een keuzemodule gericht op het ontwikkelen van 21st century skills. In les 7 richt je, je op samenwerken en theory of mind. Hierbij komen ook de Belbin rollen en Marshmallow challenge aan bod. Let wel op: deze module is vooral geschikt voor Studieloopbaan begeleiders/ Coachen.

HboDocument

Elma van Loon, Els Coolen

2023

Collaboration in interprofessional rehabilitation team lecture material

Learning outcomes You are able to: -Develop your understanding of interprofessional teamwork related to health literacy. -Gather knowledge to understand the person-centred approach using the ICF framework with interprofessional rehabilitation team. -Shared decision making-Person-centred goal setting using SMART principles (GAS). -Identify and support clients in limited health literacy and self-care.

Document

Janneke Luiken, Angelique Hagen

1 september 2024

Learning objectives minor Science, Technology & Innovation: Biomimicry

The learning objectives of the Biomimicry minor blend theoretical understanding with practical skills. Students engage with a broad spectrum of scientific disciplines including chemistry, biology, physics, and engineering, gaining a comprehensive grasp of biomimicry principles. Practical objectives emphasize hands-on experiences, where students apply these principles through advanced prototyping techniques such as CAD, 3D printing, and microcontroller programming. The course aims to enhance students’ abilities to think critically and solve problems creatively, preparing them to design and execute bio-inspired projects. Additionally, the program nurtures team collaboration and communication skills, essential for articulating project insights to diverse audiences, and managing long-term, complex projects effectively.

Document

Morten Stromme

11 oktober 2020

Battle Skills

Docentenhandleiding bij een battle over ECG, PICC en reanimatie

HboDocument

Wiebe de Vries

2023

Community based learning in health literacy

Community-Based Learning (CBL) is an educational approach that emphasizes the integration of meaningful community service with academic instruction, promoting civic engagement, and social responsibility. Because of the methodology of teaching and learning that provides context for building academic and work-readiness skills is community-based learning, also called service learning. Despite the diversity of definitions and theories related to CBL, some common criteria have been identified in the literature (Flecky, 2011): Service/community based projects are grounded in real and relevant community needs and challenges. Projects involve students in a constructive research process that addresses community issues. Students lead and carry out projects with guidance and support from educators and community partners. Projects take place over an extended period, typically weeks or months, allowing for meaningful engagement with community stakeholders. CBL promotes students' understanding of community issues, collaboration in working teams, responsibility in project design, implementation, and final product delivery, and reflection on project process and outcomes.

Document

Janneke Luiken, Angelique Hagen