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Zoekresultaten (19)

HBO/WO

MBO

19 november 2025

The Stream-of-Consciousness (SoC) Dialogue Method

Using timed speaking turns, alternating roles (speaking and listening), and carefully crafted ‘prompts’ (sentence starters), this simple but potent method gradually moves pairs into deeper layers of exploration and sharing, while fostering reflection, attentive listening, and connection.

Document

Annick de Witt

14 juli 2025

Playing Perspectives - a game design toolkit

Students collectively design a game on a polarizing topic and are stimulated to explore and gain a deeper understanding of various perspectives and presuppositions (including their own), recognize rhetorical narratives and frames, and devise strategies to overcome these. Students adopt active listening skills when conversing with one another. Playing Perspectives is based on game-based and transformative learning principles. Playing Perspectives consists of three phases. These can be conducted consecutively or separate from one another as stand alone activities, depending on the time available, your learning objectives and the desire to have a playable game as end product. The materials that are developed by students in each of these phases can be uploaded onto Edusources and used by other teachers if they only want to conduct one of the later phases as stand alone activity. Playing Perspectives was developed as part of the Utrecht University Comenius project Fostering an Open Mind and Open Attitude in Higher Education that strives to stimulate perspective taking and dialogue in academic education with creative learning activities. The other learning activities that have been developed as part of the Open Minds project are the Open Mind digital game and The Square (Het Vlak; a creative dialogue methodology). Please note: the photos required for phase 1 can be downloaded from the Teaching & Learning Collection of the UU (see links).

Document

Robin Bos, Jasper van Vught, Open Minds UU

1 juli 2025

Educational resources for Object Based Teaching and Learning

This collection consists of several educational resources pertaining to teaching with objects. These resources aim to support you in getting started with the numerous ways that objects can be implemented in education and to inspire you in creating your own version of these lesson plans. Every publication below includes documents with instructions and (a link to) the specific object that is used in the lesson plan. Some of the educational resources are linked to a digitized clay tablet. If this is the case, the publication of that resource will include a link to that digitized clay tablet. Moreover, the links & downloads underneath present you with a guide that presents several practical methods of Object Based Teaching and Learning (OBTL) linked to the learning objectives to which they cater. The guide includes numerous links to articles and case studies. In addition, you’ll find some information pages on OBTL as a didactical theory and its implementation at the VU.

Document

Linde Voorend, Kim Dibbets, Michèle Meijer, Aidan Houtkamp, Sofia Zampedri

4 februari 2025

Literatuurlijst bij de Scrum Toolkit

Lijst met literatuur over de scrummethode

Document

Paul Ketelaar

4 februari 2025

PDF Scrum Toolkit voor docenten

Leer je liever anders? In een PDF staat dezelfde informatie als in de interactive Layergraphic

Document

Paul Ketelaar

27 januari 2025

A value sensitive analysis of 13 cases in ICT ethics

The exercise proposes a step-by-step activity in which students will perform a value sensitive design analysis of 13 cases related to computer sciences/ ICT technologies. Students are asked to analyse a technology case in small groups. They are asked to identify the underlying value conflict that pertains to contrasting stakeholders’ views. Students do so through group work by selecting and working on one morally salient case study with an identifiable ethical problem (the exercise offers 13 such cases to pick from, but instructors are encouraged to add their own cases to this list). The students are encouraged to solve the value conflict by searching for already existing solutions proposed by different stakeholders (for example, designers, journalists, scholars, engineers, policy makers, etc.), and then analysing how a particular solution prioritizes certain values over others.

Document

Lavinia Marin, Samuela Marchiori, Joseph Emmanuel Sta. Maria, Dmitry Muravyov

1 oktober 2024

Maastricht University TutorKit

The UM TutorKit is a tool kit for tutors to use in collaborative learning settings and activities such as tutorials, group work or small seminars. It consists of several playful items for group dynamics development, feedback provision and evaluation purposes. For dissemination at Edusources, the digital version of the kit consists of 1) an icebreaker card deck with images and questions, 2) feedback dice with a focus on appreciation and conflict conversations, 3) evaluation sheets and 4) support cards with more tips and tricks regarding collaborative learning and group dynamics and information about educational design and delivery in a problem-based learning environment. Feel free to reach out to edlab-info@maastrichtuniversity.nl for more information or share your experience in using the TutorKit.

Document

Walter Jansen, Lena Gromotka, Eveline Persoon, Sueli Brodin

10 januari 2024

The Pierre Kemp Collection

One of the most fascinating loners in twentieth-century Dutch poetry is Maastricht-born Pierre Kemp (1886-1967). In 1956 he was awarded the Constantijn Huygens Prize, followed in 1958 by the P.C. Hooft Prize. Maastricht University Library manages a large part of his personal estate. The Pierre Kemp Collection contains various types of objects, such as books (his personal library), letters, manuscripts, radio fragments, graphic work, a Liber Amicorum (a handwritten book of friends including graphic work by well-known artists), vinyl records, a red egg decorated by him with a poem in gold ink, a desk, and a record cabinet. Part of this collection has been placed in the library by the Pierre Kemp Foundation (Pierre Kemp Stichting), which aims to bring Kemp’s literary and visual heritage to the attention of a wide audience. As part of the national Connected Digital Heritage programme, the University Library aims to present the Pierre Kemp Collection to the widest possible audience in the most linked, open and enriched way possible. The Pierre Kemp collection has been made available (CC-BY license) in multiple representations: as presentation for humans via the website; as Linked Open Data in machine-readable JSON-LD format or SPARQL endpoint; as data set registration in the NDE datasetregister.

Document

Odin Essers

12 september 2023

Sharpening Your Senses

What do doctors, biologists, business experts, museum and art specialists have in common? They are expert observers. Their work involves attuning and developing their skills of observation, sharpening their senses. This interdisciplinary elective attends to training this core skill, a skill that is central to these fields and yet which often gets taken for granted and not given specific attention. Training the senses means understanding sensory knowledge and its historical and cultural context more broadly. How have the senses been perceived historically in society? How do they impact on current socio-cultural codes and professional practices? What does it do to bring domains such as medicine, art, museum studies, globalization studies, marketing and law together, and examine the intersections and cross-overs at the borders? How can students improve their sensory abilities of noticing and apply it in their future practice? This cross-Faculty elective, a collaboration with Marres House for Contemporary Culture, is designed to precisely address these questions, by bringing medical students and arts students together. In this course students will be trained to become more aware of embodied knowledge’ and practice and train their sensory skills. They will also be introduced to the theories behind ‘senses-based learning’, the socio-historical context that drives our current use of the senses in various professional fields. For that, students are encouraged to step out into conscious observation and use different kinds of senses from different perspectives. Students will learn from each other, as well as the tutors and invited experts they listen to and observe. This elective aims to help students engage critically with how to train their senses to experience/ perceive more fully and collect information relevant to their fields, with how to describe and communicate this information clearly and precisely, and understand how to analyse it using various disciplinary protocols.

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Emilie Sitzia, Elene Kadagidze

1 september 2023

Measuring academic impact: An author-level metric: the H-index

An author-level metric: the h-index The H-index, proposed by physicist J.E. Hirsch (hence the H) in 2005, is a way to measure the individual academic output of a researcher. Which H-index? To create the list of publications and the number of citations received you can use different sources. Determining the H-index in Web of Science, Scopus and Google Scholar In these handouts you can find the steps to determine the H-index of a researcher in. Related. Support.

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Erasmus University Library