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Zoekresultaten (22)

HBO/WO

MBO

18 november 2025

What's in a Word

Blog Iedereen heeft talent — als je het op de juiste manier weet te benaderen. Nieuwsgierigheid, creativiteit, kritisch denken en probleemoplossend vermogen zijn daarbij sleutelvaardigheden. In onze blogs delen auteurs inzichten, werkvormen en praktijkvoorbeelden die lerarenopleiders, leerkrachten en docenten kunnen inspireren. Acht jaar onderzoek samengebracht in een duurzame bron van kennis en inspiratie.

Document

Evert Bisschop Boele

2 oktober 2025

Come to Your Senses

Seeing, tasting, smelling, hearing, feeling. After early education, sensory skills are rarely trained directly, but most professionals naturally develop them with practice. Come to Your Senses provides direct exercises that will help sharpen your and your students’ senses so that they can utilize them in their professional and personal lives. Senses-based learning is a pedagogical methodology that focuses on exploring and developing sensory awareness and skills, and critically reflecting on their importance in education, research and professional practice. Based on the research carried out at Maastricht University between 2021 and 2024, Emilie Sitzia, Elene Kadagidze and Tânia A. Cardoso show how to use your senses in a fun, visual manner. From Cookie Explosions and Visual Journalism to Sensory Mapping, with unique exercises different experts this guide demonstrates how to implement senses-based learning in your classes or everyday life. This open textbook functions as a manual on how to implement senses-based learning within and outside academia. Come to Your Senses re-balances and reasserts the importance of sensory skills in tertiary education and professional practice through interventions in the existing curriculum in the form of designed learning units, learning resources and activities.

Open (Access) Tekst Boek

Emilie Sitzia, Elene Kadagidze, Tânia A. Cardoso

1 oktober 2025

Sustainable EU Economy: an interactive Textbook for Business Students

Dear Reader, Welcome to Sustainable EU Economy. This book is more than a textbook—it is an invitation to explore how the European Union shapes business, society, and sustainability in today’s interconnected world. My hope is that it will inspire you to think critically, engage actively, and see how Europe’s vision for a climate‑neutral and inclusive future connects directly to your own journey as a student and professional. This book was created to guide you through one of the most dynamic and influential regions in the world—the European Union. With its single market of over 450 million consumers and policies that shape global standards, the EU is not only a trading bloc but also a laboratory for resilience, sustainability, and innovation. This book will help you see the EU not just as an institution, but as a living system that directly impacts business, society, and the environment. You will explore how Europe is responding to challenges such as climate change, digital transformation, and shifting geopolitics, and how these responses create opportunities for businesses and professionals like you. This textbook is not a static resource but an interactive digital reference, designed to evolve alongside the changing study of European integration and sustainability. By combining case studies, discussion prompts, and applied exercises with live seminar content and guest lectures, it adapts to new research, policy debates, and global challenges. In this way, you may explore the EU not only as a historical and political project, but also as a dynamic economic system that continually reshapes business strategy, trade, and innovation. About the Jean Monnet Chair in Sustainable EU Economy: Awarded by the European Commission to Dr. Beata Kviatek and hosted by Hanze University of Applied Sciences, the Jean Monnet Chair in Sustainable EU Economy represents the first such Chair at a Dutch university of applied sciences. Co‑financed by the Erasmus+ Programme and Hanze University, the Chair advances knowledge of the EU’s transition toward a climate‑neutral, resource‑efficient, and socially inclusive economy. It promotes excellence in teaching and research, integrates sustainability priorities into business education, and fosters dialogue among academia, policymakers, businesses, and society. By producing impactful studies on green finance, energy transition, and corporate responsibility, and by linking local initiatives with EU goals, the Chair provides a vibrant platform for debate and engagement on Europe’s sustainable future.

Open (Access) Tekst Boek

Beata Kviatek

24 september 2025

Amateur Craft as Method-in-the-Making:

This research output documents a pandemic-era experiment in which academic researchers used knitting to record and reflect on their digital screen time, exploring craft as a critical research method and a tool for data sensitisation, feminist activism, and embodied knowledge making. Project Overview: A group of academics and amateur knitters from Maastricht University and partner institutions met online during 2020–2021, using knitting to document their own screen time over a week of lockdown. Their creative outputs—a collection of individually knitted rectangles—were later assembled as a tactile "knitted book" to display in arts and crafts contexts, as well as academic contexts. The project linked technofeminist thinking, craftivism, and artistic research practices, aiming to make visible both quantitative and qualitative aspects of technology use during social isolation. Main Topics and Learning Objectives: • Explore how amateur craftwork (knitting) can act as a research method to sensitise and interpret personal data. • Engage with concepts from technofeminism and critical craft studies to understand the role of tactile, embodied methodologies. • Foster social connection, experimentation, and reflection on digital dependency during the COVID-19 lockdown. • Develop awareness of how materials, technique, and individual interpretation shape both method and outcome in collaborative research. Audience: This work suits students, educators, and researchers interested in qualitative and artistic research methods, feminist theory, science and technology studies (STS), and creative digital-literacy pedagogies. It models interdisciplinary practice and encourages engagement with data, methodology, and making as interconnected experiential processes. Authors and Licensing: Authors: Denise Petzold (first and corresponding author), Laura Barendregt, Ruth Benschop, Anna Harris, Laudy van den Heuvel, Bernike Pasveer, Veerle Spronck, Sally Wyatt, affiliated with Maastricht University, TU Delft, Zuyd University of Applied Sciences, and HKU University of Arts Utrecht. The text is suitable for publication in open educational repositories and supports open, collaborative engagement with academic craftwork. The pictures of the digitised version of the book were taken by Eric Bleize. Suggested Citation: “Amateur Craft as Method-in-the-Making: Experiments in Knitting Screen Time during a Pandemic” by Denise Petzold, Laura Barendregt, Ruth Benschop, Anna Harris, Laudy van den Heuvel, Bernike Pasveer, Veerle Spronck and Sally Wyatt (2025), Maastricht University, is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). This license permits reuse, distribution, and adaptation, provided appropriate credit is given.

Document

Denise Petzold, Laura Barendregt, Ruth Benschop, Anna Harris, Laudy van den Heuvel, Bernike Pasveer, Veerle Spronck, Sally Wyatt

1 september 2025

Responsible Anticipation and Visioneering

This exercise targets the development of students' capacities to critically analyze existing technological visions and enables them to create their own responsible socio-technical visions. Through group work and discussions, students examine technological promises embedded in anticipation discourses, uncover hidden values and assumptions, and develop alternative narratives that can guide engineering practice and policy decisions

Document

Martin Sand

21 augustus 2025

Collage-making for self-discovery in engineering ethics

This creative exercise enables students to discover, reflect and express their emotions in relation to engineering. In this way, the exercise enables self-understanding through an encounter with one’s own feelings and intuitions and serves as a starting point for better ethical deliberation and well-being. Learning goals: • Expanding moral sensibility (being aware of their own emotions, values and norms) • Stimulating moral creativity and imagination

Document

Aafke Fraaije

13 augustus 2025

Faces of Open Science workshop

Drawing on Utrecht University's Faces of Open Science project, we’ve developed a set of ready-to-use educational activities that invite participants to explore the rich diversity of perspectives within the open science movement. These engaging, interactive materials help learners reflect on their own views, values, and roles in shaping open science—making abstract principles tangible, personal, and actionable. The materials can be used in full as a 4-hour workshop or can be split up in separate activities that take between 30 and 60 minutes. Activities are all developed to promote interaction between participants, for example by storytelling, crafting, or debating.

Document

Marc van Mil

17 januari 2025

Over talentenkracht en idiocultuur in de kunsteducatie

In kunsteducatie is visievorming van belang. Een visie geeft antwoord op fundamentele vragen over kunsteducatie. Levert de Talentenkrachtaanpak een mogelijke bijdrage aan visievorming in de kunsteducatie? In het diverse Nederlandse veld van de kunsteducatie zijn verschillende visies geformuleerd. De visie die het dichtst bij de Talentenkrachtaanpak ligt is die van de idioculturele kunsteducatie. De Talentenkrachtaanpak sluit bij die visie aan op drie belangrijke punten: het denken in complexe dynamische systemen, een dynamische visie op leren en een dynamische en democratische visie op talent. Er zijn echter ook elementen in de Talentenkrachtaanpak die minder goed overeenkomen met de visie van idioculturele kunsteducatie. De herkomst van de Talentenkrachtaanpak uit het domein van de Wetenschap & Techniek verbindt die aanpak met kwalificatie-doelstellingen, terwijl idioculturele kunsteducatie in essentie subjectiveringsgericht is. Daarnaast zijn in het veld van de kunst en de kunsteducatie de connotaties van het woord ‘talent’ zo sterk en zo in tegenspraak met de Talentenkrachtaanpak, dat het niet gemakkelijk is idioculturele kunsteducatie op een lijn te stellen met talentkrachtige kunsteducatie. Staan blijft dat veel van de inhoudelijke uitgangspunten van de Talentenkrachtaanpak inspirerend zijn voor visievormig in de kunsteducatie.

Document

Evert Bisschop Boele

17 januari 2025

Kunsteducatie, creativiteit en de rol van autonomie

Het doel van dit artikel is om een brede visie te schetsen op creativiteit in de kunsteducatie en het belang van autonomie voor leerlingen daarin. Eerst bespreken we de verschillende definities van het begrip creativiteit in de literatuur. Vervolgens lichten we onze bredere en dynamische visie op creativiteitsontwikkeling toe. Hoewel creativiteit in de literatuur vaak geassocieerd wordt met creatief denken, bespreken we in dit artikel dat creativiteit niet alleen een zaak is van het hoofd maar ook van het lichaam en van de omgeving. In die leeromgeving spelen leerkrachten een cruciale rol. We gaan in op de wederkerige relatie tussen creativiteit en motivatie bij leerlingen en de autonomie-ondersteuning door leerkrachten om het creatieve denken en handelen van leerlingen in de kunsteducatie te stimuleren. We bespreken zowel de verbale als de non-verbale aspecten van het ondersteunen van de creatieve autonomie van leerlingen. Vervolgens maken we aan de hand van praktische voorbeelden de vertaling naar de onderwijspraktijk. Tot slot doen we aanbevelingen voor de beroepspraktijk en de lerarenopleidingen.

Document

Ineke Haakma, Linda Hendriks

1 oktober 2024

Object Orientation Pressure Cooker

What — This methodology fits research projects that use a concrete “surprising” object as the starting point of “more complex” inquiry. The methodology invites students: to make an inventory of different perspectives to study a central object, and understand what knowledge these perspectives will yield about particular elements of their research project topic; to understand the relations/connections between these various disciplinary perspectives and elements, and; to make an informed decision about which perspectives and elements to pursue and which ones to leave out For whom – The format can be used (and adjusted) for a seminar/working group of students (bachelor 3, honours and ma/rma students) as well as educational developers or teachers. Why – Guided training in object orientation supports the appreciation of multi-perspectivity (identity dimension and/or social-interactive dimension of interdisciplinary learning) which aids in grasping defining elements of various disciplines (cognitive dimension). How long—Depending on the context, it can be done as a quick starter or as a class-filling activity. In-class activities take up to two and a half hours. Preparation at home takes around two hours. Made by Gillina Bezemer and Koen Leurs On behalf of IDO

Presentatie

Programma Interdisciplinair Onderwijs