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Zoekresultaten (14)

HBO/WO

MBO

16 juni 2026

Open Education menu

We created a ready-to-use menu with 17 different Open Education practices to be implemented in your education. With each practice turned into its own dish and recipe, you can easily see how the practice can be implemented, with its difficulty level and examples. The goal is to provide you with ideas and examples on how to implement Open Science practices into your education. Or use the menu as a starting point for conversations about open educational practices with colleagues! Already an expert? The menu can also be used for a 1-hour workshop on Open Educational practices for others interested in Open Science. Let the participants select a dish from the menu they are interested in, and help them to adapt the dish so they can turn their own ideas into real practices.

Presentatie

Jeroen Bosman, Ilcan Çiftcibaşi, Anneke van der Dussen, Ruud Dielen, Marie-Louise Goudeau, Pim Huijnen, Susanne Kirchhoff, Marc van Mil, Hanne Oberman, Annelies Pieterman-Bos

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

4 september 2024

Didactical Design Tool Interdisciplinary Education

As a teacher, you face some major challenges in designing, teaching and evaluating interdisciplinary education. So we have developed a design instrument to support you in your role as a teacher in choosing specific learning objectives, activities and assessment formats, which together design the students’ interdisciplinary learning process. This instrument utilises the constructive alignment design concept for interdisciplinary education.

Document

Programma Interdisciplinair Onderwijs

2024

How to design open inquiry labs

In this article we show how student “open inquiries” in undergraduate labs can be powerful teaching and assessment methods. In such open inquiries it is the students who define the question they want to answer, formulate the hypothesis, search for information, design and carry out experiments to reach their goal, and share their ideas, needs, and results with others. This student agency afforded by open inquiry trains critical thinking, teaches students to learn from failure, and requires effective science communication in authentic contexts. Adapting open inquiry methods for the first time can be especially daunting for instructors who have no examples to draw upon. To address this challenge we explain the findings of a diverse group of five lab instructors and an educational researcher who have compared open inquiry practices in different contexts. As a group, we formed a Community of Practice dedicated to “Supporting students’ scientific Open Inquiries in Labs” (aka SssOIL). The commonalities across our diverse project team suggest some defining features and best practices. By sharing our findings and example course designs and materials, we hope to aid instructors in adapting more open inquiry teaching methods in their own lab courses. Any questions about this article can be addressed to Forrest via: forrestbradbury@gmail.com or to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Simone Mesman, Morten Stromme, Paul Logman

30 november 2023

Beyond the Spirit of Bandung: Philosophies of National Unity: Secular or Religious?

To order a paper copy of this book, please follow this link: https://www.boekenbestellen.nl/boek/beyond-the-spirit-of-bandung The 1955 Bandung Conference was an Asia-Africa forum, organized by Indonesia, Burma, India, the then Ceylon (Sri Lanka) and Pakistan. Representatives of 29 independent Asian and African countries met in Bandung, Indonesia, to discuss matters ranging from national unity, cooperation, decolonization, peace, economic development and their role to play in international policy. The ten points’ declaration of the conference, the so-called ‘Spirit of Bandung’, included the principles of nationhood for the future of the newly independent nations and their interrelations. After the conference most ‘non-aligned’ Asian and African countries opted for philosophies of national unity to guarantee peace and stability. Much is required of a philosophy of national unity. It should connect and inspire citizens via shared ideals, provide a basis for equal citizenship, construct a national history and national identity, being the foundation for laws and institutions etc.. Nowadays, changed international relations have created a diversity of views on secular or religious philosophies of national unity. This development has only made the question of the role of religion in this post-secular era more pressing. In the context of the resurgence of religions, the Bandung conference marks the increasing relevance of the choice at the time for a secular or religious approach. In the African case of Tanzania, the Ujamaa philosophy was secular although Tanzania had a ‘civic religion’. In the Asian case of Indonesia, the philosophy of Pancasila was ‘religious pluralistic’ by recognizing six ‘official’ religions. In both this and other countries, the philosophies of national unity are now contested. Therefore, 68 years after the Bandung Conference, experts from Africa, Asia and Europe do critically answer the questions: What philosophy, secular or religious, succeeds or succeeded in promoting peace and stability? Are there comparable philosophies of national unity from other countries?

Open (Access) Tekst Boek

Frans Dokman, Antoinette Kankindi

20 oktober 2023

The dual challenge from AI and cognitive science

This lecture offers a theoretical framework for analysing the ways in which insights about human and artificial cognition challenge existing legal (reasoning) practices. It briefly touches on possible pathways to address these challenges as well. The lecture is part of project RECOGNISE. RECOGNISE aims at developing an interdisciplinary training curriculum on legal reasoning and cognitive science, filling a gap in legal higher education. It is a strategic partnership of six European universities for higher education sponsored by the ERASMUS+ Programme. The project will provide the interested learners (legal researchers, law students, legal practitioners, and beyond) with introductory and advanced materials on topics including heuristics and biases in adjudication, cognitive structure of legal concepts, and defeasible reasoning in law. Materials will be provided in the form of an online handbook, video lectures, summer schools, and other online and on-campus activities.

Website

Antonia Waltermann

23 augustus 2023

Lecture: Risk & Risk mitigation

Learner understands the competing concepts of risk Learner understands how risk is perceived by a the modern society Learner understands approaches to risk evaluation Learner understand approaches to risk mitigation

Website

HCAIM Consortium

23 augustus 2023

Interactive session: Risk & Risk mitigation

Recognize, analyze and discuss the necessity and the role of security testing in AI. Employ documents, such as the AI Act, to classify use cases into risk categories. Discuss in-depth and with common European vocabulary on AI risk and how can AI be designed safely and benevolently, in ways that will not expose humans to unacceptable risks of harm, even when risky behaviour may advance a system goal. Classify the obligations of providers and users in relation to AI risk management. Discuss the requirements for high-risk AI systems as per the AI Act. Elaborate and recognize specific risks and risk taxonomies, relevant throughout the different stages of the AI lifecycle.

Website

HCAIM Consortium

23 augustus 2023

Lecture: Generalizability and Artificial General Intelligence (AGI)

Limitations of currrent AI approaches Definition of Artificial General Intelligence (AGI) Capabilities & core requirements of AGI How can we test for AGI? How far away is AGI and what are the benefits and risks? Update test

Website

HCAIM Consortium

2023

Critical Thinking in Legal Education (article & toolkit) - by Bart van Klink

Critical thinking is generally considered to be one of the central goals – if not the ultimate goal – of education. Critical thinking, as part of liberal learning, is done primarily for its own sake, for the sheer pleasure of thinking against the grain, exploring new ideas and thereby contributing to the development of scientific knowledge. The liberal conception of critical thinking is under threat, since education is nowadays turned into some form of social engagement. Increasingly, academic education is conceived in instrumental terms as a means to achieve some non-academic end: to create responsible ‘academic citizens’, who are committed to the values of diversity and inclusion and who are engaged in solving contemporary social problems. Against this tendency, this article defends a liberal conception of critical thinking in academic legal education and addresses three questions: (i) what is critical thinking? (ii) why do we need critical thinking? and (iii) how can we, as teachers, promote critical thinking in our students? Finally, it raises the question of whether a liberal conception of critical thinking rules out any kind of social engagement as pursued by universities in the present day.

Document

B.M.J. van Klink