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HBO/WO

MBO

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

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

13 augustus 2026

Process – Quality checks in the digital educational resources cycle

This document describes the quality assurance process for digital educational resources at HAN and the elements required to make that process reliable, repeatable, and practical. It includes 1. The procedure for quality assurance of digital educational resources; 2. The HAN quality model for digital educational resources; 3. Guidelines and a template for (peer) review of digital educational resources; 4. An explanation of how to apply the quality model and (peer) review within the educational resources cycle.

Document

Marijn Post, Marja Versantvoort

1 juni 2026

Quality Model for Open Teaching Materials for Open Science Education

An Open Educational Resources Quality Model used for designing open teaching materials for open science education. The Quality Model is available in two versions. One general version cu and a version tailored to Utrecht University's context and the platform EduSources. The Quality Model can be used to develop high quality OER or to evaluate the quality of existing OER.

Website

Annelies Pieterman-Bos, Marie-Louise Goudeau, Ruud Dielen

2 februari 2026

De Reflector – Beyond Elemental Loss | Radboud Reflects Lecture by philosopher Marjolein Oele

How can the classical elements—fire, water, air, and earth—help us grapple with loss in an era of climate change? In her latest book Beyond Elemental Loss, philosopher Marjolein Oele observes how shifting elements, such as unusual weather, polluted air and sudden wildfires, can leave us feeling disoriented. Drawing on indigenous knowledge, as well as great thinkers such as Elinor Ostrom and Michael Serres, she makes a case for trust-building as a path forward. Yet, in an age of historically low trust in politics, how can trust offer a solution? Listen to this conversation between philosopher Cees Leijenhorst and environmental philosopher Marjolein Oele about her latest book, covering how we can view loss during a climate crisis through the elements, the importance of communities, and whether she is optimistic about the future. About the speaker Marjolein Oele is professor of Philosophy of the Humanities at Radboud University. She is the author of Beyond Elemental Loss: Shifting Constellations of Water, Fire, Air and Earth and E-Co-Affectivity: Exploring Pathos at Life's Material Interfaces. Her most recent research project focuses on ‘affects’ in the Anthropocene. Did you find this interesting? Subscribe to the channel on which you listened to De Reflector. For example, you will not miss any audio recording of the in-depth lectures of Radboud Reflects. The Reflector This is The Reflector. The podcast of Radboud Reflects with an in-depth interview about the latest book by a scientist. What are the big questions this book answers? What is its value to society? Sit back, listen, learn, reflect and enjoy. You can find us in your favorite podcast app, Soundcloud, Spotify or Apple podcasts and on the Radboud Reflects site.

Audio

Marjolein Oele

16 december 2025

Flexibel begeleiden van talentgerichte CoL's

Wat als de sleutel tot talentontwikkeling van leraren niet ligt in individuele prestaties, maar in samen leren? Dit artikel laat zien hoe Communities of Learners (CoL’s) een krachtige omgeving kunnen bieden voor diepgaand leren en pedagogisch redeneren – niet als solistisch proces, maar als gemeenschappelijke groei. Met autonomie als drijfveer, structuur als kompas en flexibele begeleiding als steun toont dit artikel hoe CoL’s van (aspirant-)leraren begeleid kunnen worden, waarin kritisch gereflecteerd wordt, van elkaar geleerd wordt om hun vaardigheden in de onderwijspraktijk continu te verfijnen. Aan de hand van praktijkvoorbeelden en fasen van ontwikkeling van een CoL, bieden we inzicht in de rollen die begeleiders kunnen aannemen. Op basis van tien jaren van praktijkervaringen en onderbouwde inzichten uit de educatieve Hanze master Talentontwikkeling & Diversiteit professionalisering voor vakbekwame leraren- delen we niet een vast stappenplan, maar een kijkwijzer op basis van onze inzichten en praktijkervaring, vol concrete aanknopingspunten om CoL’s op maat vorm te geven. Want talent bloeit waar ruimte is voor eigen regie, verbinding en gerichte ondersteuning.

Document

Marielle van den Hul-Kuijten

21 oktober 2025

Adaptive Expertise Assessment

Adaptive expertise verwijst naar het vermogen van individuen om hun kennis op innovatieve wijze te hercombineren om onbekende problemen op te lossen. Deze vaardigheid is essentieel voor interdisciplinair werken, en het effectief aanpakken van grote maatschappelijke uitdagingen. Wat Op deze pagina zijn te vinden: • Adaptive Expertise scenario’s. Deze kunnen ingezet worden om de adaptive expertise van studenten te meten. • Een link naar een voorbeeldassessment waarin de Adaptive Expertise scenario’s worden gebruikt. Binnenkort verschijnt op deze pagina een link naar een boekhoofdstuk waarin de theoretische achtergrond en toepassing van de Adaptive Expertise scenario’s worden toegelicht. Voor wie De materialen zijn bedoeld voor onderwijskundig adviseurs, beleidsmakers, curriculumontwikkelaars, docenten en onderzoekers in het hoger onderwijs, met name binnen interprofessionele en praktijkgerichte opleidingen. Waarom Het stimuleren van adaptive expertise draagt bij aan de ontwikkeling van veerkrachtige, reflectieve en lerende studenten en professionals. Door adaptive expertise te meten kunnen docenten beter inspelen op hoe studenten zich ontwikkelen als oplossers van maatschappelijke problemen buiten hun eigen kennisdomain.

Document

Yvette Baggen, Frank van Rijnsoever, Luc de Jongh

30 september 2025

VR environment for the course "Lieux de Mémoire"

This is a 3D model of Troy, produced for the course "Lieux de Mémoire. Space, Story and the Construction of Memory". 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 Gert Jan van Wijngaarden. This model contains three scenes based on excavations in Troy, each with a new added phase of reconstruction: the first being the archaeological area, the second the architectural reconstruction and the third being the addition of myths and stories to these finds. A fictional central area forms the fourth scene, with the purpose of giving entry to the other scenes. 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

Gert Jan van Wijngaarden, Tijm Lanjouw, Jitte Waagen, Markus Stoffer

30 september 2025

VR environment for the course "In search of the Masses in Antiquity"

This is a 3D model of a part of Rome, produced for the course "In Search of the Masses in Antiquity". Includes some crowds and a procession, to enable a crowd perspective and reflect on specific hypotheses and reconstructions. 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 Danielle Slootjes. The emulated situation is the triumph of the Bellum Judaicum. For this situation, compare the account of Flavius Josephus and other historical and iconographic accounts of this event with actual space. Bringing this into 3D space allows students to have more input available than through the historical texts and imagery: the line of sights, spatiality and awareness of being in a crowd, watching a triumph. A fictional central area gives entry to the two scenes. 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

Daniëlle Slootjes, Tijm Lanjouw, Mikko Kriek, Jitte Waagen, Markus Stoffer