Ga naar de startpagina
Zoek leermateriaalKennis & expertiseCommunities
NL|EN
Privacy policy
Creative CommonsCreative Commons AttributionSURFFunded by the European Union

Filteren

Zoekresultaten (124)

…

HBO/WO

MBO

12 mei 2026

[ENG] Pressure cooker Transdisciplinarity – A practical approach

What – This pressure cooker is a practical approach to the how of transdisciplinary education. You’ll learn how you can embed transdisciplinary education. For whom – The format can be used (and adjusted) for a class of students (all levels; any group size) as well as a team of educational developers or teachers. Why – Guided training in, for instance, transdisciplinary education improves the actual working with, or teaching of, it. How long – In-class activities take two hours. Preparation at home takes up to 40 minutes. Please go to the pressure cooker about the theoretical approach (the why & what) if you first want to know more about the theory.

Presentatie

Yvette Baggen, Anke Swanenberg

15 september 2025

FiReGlass - Glass beams with defined fire resistance

In this recorded presentation from glasstec 2024, Maximilian Möckel, from TU Dresden, discusses fire resistent glass beams. In the construction industry, the application of load-bearing laminated safety glass (LSG), such as glass beams or glass columns, is of particular importance in terms of preventive structural fire protection. LSG with a transformation temperature of individual components of up to 550 °C conse-quently loses its load-bearing capacity. In co-operation between Hero Fire GmbH, Taupitz GmbH & Co. KG and the Institute of Building Construction of the TUD Dresden University of Technology, LSG-beams were developed for use as load-bearing elements with defined fire resistance. The newly developed FiReGlass beam compris-es a load-bearing LSG core, which is protected from the fire exposure by two protection systems. The glass surfaces and lower glass edges are protected by an all-round protection system compris-ing fire protection gel and sacrificial panes. This system is integrated into the support structure. These new developments enable the realization of comprehensive fire protection and defined fire resistance. For further details, please refer to the linked publication. Special thanks to Messe Düsseldorf GmbH for providing the footage, and to Maximilian Möckel for contributing to the Open GLASSroom OER collection. The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2022-1-DE01-KA220-HED-000089750. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

Video

Maximilian Möckel

31 juli 2025

Introduction to Research Data Management

Introduction to Research Data Management Audience: Students Level: introduction

WoDocument

Lucy O Shea, Sam Larson, Agustin Medina, Jessica Hrudey

1 juli 2025

Transitioning towards a circular (healthcare) economy - BOOK

This book offers a comprehensive roadmap toward a circular and sustainable healthcare system, structured into three distinct parts. Part I describes circular principles and policy tactics. Chapter 1 outlines the essentials of sustainable healthcare and designates the paradox in daily practice of sustainability and the circular economy. In Chapter 2 the impact of leadership on policy together with best practices is discussed. The legislation and infrastructural web, in which many stakeholders and circular economy initiatives are strangled, is described. Despite the fact that politicians and policymakers are motivated to encourage sustainability, the infrastructure is designed to discourage circular economy projects. This chapter shows examples of setting-up intrinsic motivated teams of hospital staff, green teams, industry leaders and scientific motivated research teams. Swimming against the current is about the legislation paradox. In chapter 3 described as how legislation should be redesigned to accomplish the goals as set out in the green deal and the climate law. Part II serves as a practical guide to implementing circular strategies. In chapter 4 the reader is guided through the fundamentals of circular strategies by visualizing the circular economy. Chapter 5 reveals successful design strategies for products and processes which contribute to a zero-waste society. Using recycled materials by using waste as input for new products is described in chapter 6. In chapter 6 we will explore (surgical) waste as input for new products. Recycled should and could be used more. This is a fundamental concept within circular design principles but hardly used until this moment. Part III explores circular economy design principles on basis of successful examples. This part dives into real-world applications and measurable outcomes. It showcases successful circular design concepts and business models that have reshaped the market. Chapter 7: Is about leading by design. Success stories of circular concepts which have effectively changed the market with circular products and services are designated. Also entrepreneurial success stories of circular economy business models are presented. Chapter 8 investigates how to measuring effectiveness and impact of circular economy products and processes. In particular how reliable some facts are which are used by many to sell products or introduce new policies or legislation. How trustworthy is data from life cycle assessments (LCA’s)? What are the pitfalls? Is it possible to manipulate these data? Why should we characterize one-sided data from an LCA as greenwashing? Circular Economy principles, sustainability and, in broader sense, the climate discussion seem to trigger emotions. Using fundamental and reliable data is essential in order to be able to judge whether a product or process indeed reduces CO2 emissions is essential in decision-making. Chapter 9 focusses on how universities can contribute to sustainable solutions by presenting different cases which resulted in actual results which were implemented or are ready for upscaling. The role of universities as innovation hubs is highlighted through case studies with proven impact. The final chapter offers a reflective and forward-looking analysis on how circular strategies in healthcare can shape future societal developments. The authors reflect on the content in chapter 10. A final part in which a critical analysis is presented and the impact it could have on future developments and the society.

Open (Access) Tekst Boek

Bart van Straten, Bruno Bruins, Tim Horeman

30 april 2025

PFAS – Persistent Micropollutants in the Water Cycle

This report presents the final course material that was developed for the online learning module on persistent micropollutants – PFAS. The document can be used as a stand-alone manual to fully individually follow the entire course, from week to week. It includes the links to the video materials that were developed for the course within the project, fully integrated within the reading material. The course forms a bridge between scientists and professionals working in the water cycle. So far, the information on PFAS has been available in a scattered manner, making it difficult for non-experts to get a complete introductory overview. This course was designed to compile information on PFAS through the water cycle, from production to use and final treatment. The course is built up in an intuitive way: it starts with a general introduction on the origin, chemistry and nomenclature of PFAS; national standards and reported concentrations in the urban water cycle are presented; analytics are explained; the course concludes with technologies for separation and final destruction of PFAS. Each chapter (or week) contains written textbook material, videos and additional reading material. Development of the course has been a co-production between PROMISCES and TU Delft, as TU Delft has an extensive educational support system including a professional recording studio and an expert learning assessment system for engineering education. All materials including videos are freely available for the general public. If the learner wants the full experience of having virtual classmates, get access to all exercises and receive a certificate and credit points after successful completion of the course, one can register at online-learning.tudelft.nl. The course was developed by two environmental engineers with a professional educational background (Mariska Ronteltap and Kim Lompe). The educational videos include knowledge clips (recorded lectures in a studio), videos in laboratories, interviews with PROMISCES project partners and videos on location. To be able to follow the course a basic understanding of chemistry is required; other than that, the course is fully understandable for non-experts. Collaboration between TU Delft, Delfland Water Authority, and the EU Project PROMISCES.

Document

Kim Maren Lompe, Mariska Ronteltap

10 maart 2025

EPIFFANI Project Results

These are the combined results for the EPIFFANI Project by Prof. Nicolas Mangin. This project was funded buy SURF's Stimuleringsregeling open en online onderwijs. The aim of the project was to build and test a set of four open source applications for R/integration into the LMS, which allowed teachers to easily automate formative testing through IT solutions. With these applications, teachers can easily and quickly create automate the processing of making tests with personalized feedback for students. The results have three elements: A full project report, which provides context for the creation and creation process A link to Youtube video demonstration of the tools, made for the University of Groningen's education festival 2022 A link to the Github page of project lead Nicolas Mangin. On this page, all the packages can be downloaded, and documentation and instruction are available All tools are licensed under a GPL-3 license, but as this license is not available, it has been noted as CC BY-SA here.

Document

Nicolas Mangin

17 februari 2025

Libguide Artificial Intelligence

AI (Artificial Intelligence) is technology that enables computers and machines to simulate human intelligence. As a result, AI can execute certain tasks that are usually done by people. Based on data, algorithms and statistical models, computers and machines can recognise patterns and make predictions. This kind of AI is called predictive AI. This libguide focuses on the use of AI by students. The libguides covers four topics: What is AI?; Responsible Use; AI-Tools and Prompting.

Website

Universiteitsbibliotheek Utrecht

28 januari 2025

Maintaining Classroom Management

In this report, the design of a blueprint for learning classroom management is presented. This program will be designed for pre-service lower secondary school teachers in the Netherlands (age group 11 to 16-year-old students; 2e graads in Dutch). These teachers are completing a bachelor’s degree in a specific subject area and take a six-month minor in which they receive pedagogical and didactical training to be prepared for teaching in secondary schools. This minor is accompanied by an internship in which the pre-service teachers put their skills into practice.Although the minor allots extensive attention to classroom management, teachers often struggle to manage both class and content. This is understandable as, although classroom management can be learned with the right amount of practice and support, mastery of classroom management skills takes around four years on average takes. To guide pre-service teachers well on their way towards mastering classroom management, a rigorous and evidence-based approach to teaching classroom management to pre-service teachers is needed. An evidence-based approach should allow for a productive and enjoyable learning process for pre-service teachers. One well-studied approach is found in the Four Component Instructional Design (4C/ID) model which offers an evidence-based approach to teaching complex skills. This paper adapts the 4C/ID model and applies it to the skill of classroom management for pre-service teachers in the Netherlands.

Document

Athanasios Stoidis, Milan Gomes, Sofia Souloglou, Fatemeh Zarei, V.E. Morssink-Santing, Jolien Mouw

1 november 2024

Systematic review as a research method

A systematic review is a research method used to answer a very specific research question. Scoping reviews ask broader questions such as “What is already known about certain practices/theories etc.?” In this workshop you will learn more about: • Different types of reviews • Phases and stages of a review • Tools for your review process. Who can attend? • (External) PhD candidates or researchers at the Nijmegen School of Management who are planning to conduct a literature review. How can you prepare for the workshop? • Search for systematic reviews on your own research topic. Select at least one systematic review and one other type of review. • Read the method section of the articles you have found. Use the PRISMA checklist to evaluate on the authors' method. What items of the method are according to PRISMA, and which items are you missing? You're also invited to take a look at the workshop "Efficient and complete literature searches for researchers" It'll give you a great foundation before moving on to the workshop about systematic review as a research method. NOTE This comprehensive workshop was given at the Radboud University, School of Management in October and November 2024. It is shared here as inspiration and guidance for PhD candidates who are struggling to set up a good systematic review in order to find relevant literature.

Presentatie

Norma Fötsch

1 september 2024

Critical AI Literacy e-learning course

Update May 12, 2025: The Critical AI module has been faithfully remade in Wikiwijs to be openly available to those who cannot access the University of Groningen's Brightspace. The form is identical to the Brightspace version, and as such can be used as an example for those looking to remake the module in their own online learning environment/LMS. The Wikiwijs module can be found by following the link. This is a collection of relevant files for the first version of the University of Groningen's Critical Ai Literacy e-learning course. This e-learning course was implemented in the university's LMS Brightspace, and is aimed at both students and teachers who want learn more about the fundamentals of Text-based Generative AI models such as ChatGPT. The course tackles five topics: What is AI? How do you Generative AI models work? What are the limitations of Generative AI models? What ethical implications are associated with Generative AI models? What are some applications and considerations for using Generative AI models. Each section tries to explain its content in relatively simple terms, so that anyone regardless of educational background can gain a working understanding of Generative AI Models. Consequently, some of the information may be heavily simplified or does not fully extent to the finer details of AI technologies. As a simple introduction to Generative AI models, this e-learning can be followed on its own, or it can be implemented in other courses focusing on topics such as Academic Skills or Information Literacy. There are three kinds of files available: Word documents that have all the texts and images for each section (5 sections, each tackling one of the topics, an introduction section, and a references and future readings section), video files for introductory videos as well as supplemental animations (the word documents refer to these videos), and powerpoints that are the basis for the animations. For reuse, we recommend using these files to build the e-learning in your institution's own e-learning platform or LMS.

Document

Lilian Tabois, Alicia Streppel, Rob Nijenkamp, Martijn Blikmans-Middel, Yvonne de Jong