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Zoekresultaten (24)

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

12 augustus 2025

Rollenspel

In dit 30-60 minuten durende rollenspel activiteiten stappen studenten in de rol van een relevante bestuurder, coach, interviewer of gesprekspartner. Ze bereiden zich voor op een vooraf gekozen casus en het perspectief van de door hen gekozen rol daarop. De activiteit kan met maximaal 60 studenten op de campus worden gedaan, maar is ook geschikt als online of blended-learning activiteit. Deze activiteit komt uit de 'Activerende werkvormen' gids van het Onderwijscentrum van het UMC Utrecht.

Document

Ellen Torfs, Geertje Wismans

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

7 november 2024

Open Education general workshop (2024)

The latest version of our Open Educational Resources workshop, presented by the University of Groningen Library and Education Support and Innovation Department. This workshops lasts roughly 2,5 hours, and tackles the five basic OER compentencies as outlined by the UNESCO (Familiarity, Finding, Using, Creating, Sharing OER). The workshop is primarily meant for teachers looking to broadly familiarize themselves with the topic of Open Education and Open Educational Resources. The slides include a number of group discussion questions and assignments for participants to follow. For the quiz assignment, a link to the Google Form with the quiz is present. Making a private copy of the form is needed to ensure others do not change it. For the assignment on the benefits of Open Education, the playing cards for the OE game created by the European Network for Open Education Librarians (ENOEL) are needed. The powerpoint with these paying cards is also included.

Presentatie

Mira Buist-Zhuk, Frederiek van Rij, Martijn Blikmans-Middel, Angelos Konstantinidis

23 augustus 2023

Interactive session: Psychological Aspects when working with AI - stress, anxiety, depression

Recognize and articulate the psychological problems that may arise when working with AI technologies, understanding the unique stressors and pressures associated with the field. Analyze the fear of skill obsolescence in the fast-paced AI domain and gain insight into the emotional impact of job insecurity. Discuss the importance of addressing algorithmic bias and promoting fairness in AI systems, discussing the potential psychological implications of biased technologies. Examine the psychological phenomenon of emotional attachment to AI systems, evaluating its implications for human-AI interaction. Identify burnout risk factors in AI work and explore strategies to prevent and address burnout to maintain mental well-being. Recognize the psychological challenge of imposter syndrome in the AI field and discuss ways to build self-confidence and combat feelings of inadequacy. Examine the risk for social isolation. Understand the phenomenon of decision fatigue in AI development and explore strategies for effective decision-making and managing cognitive load.

Website

HCAIM Consortium

3 augustus 2023

INPRO Process Guide for Lecturers in Higher Education Institutions

This is a guide for lecturers in higher education who train students and/or professionals in continuing education. Health and social care professionals are targeted and the ICF framework is referred to as a common language. This process guide aims to support you when designing interprofessional, person-centred education. This guide can serve you if you are looking for inspiration. Also, if you already have a plan in mind, but want to learn more.

Document

Ursula Hemetek, Anita Kidritsch, Ingrid Aerts, Sandra Jorna-Lakke, Alexandra Kolm, Jaana Ritsilä, Christian Freisleben-Teutscher

2023

Recognizing LHL [Roleplay]

Roleplay: recognizing the signs of limited health literacy. The student: recognizes and demonstrates the (non-)verbal behavior of clients with and without LHL shows how to adequately react to these signs by using e.g., plain language and normalizing statements

Document

Janneke Luiken, Angelique Hagen

2023

Teacher's manual for guiding a roleplay

Roleplay aims to simulate clinical tasks in an educational setting. This approach have been shown to improve students' knowledge and confidence to communicate effectively when providing health information to patients with limited health literacy. The purpose of this manual is getting familiar with the essentials of roleplay based on the specific methodology of briefing, simulation of the clinical task and debriefing. In roleplays mostly students are fulfilling the role of the patient and of the intern physiotherapist. Of course, students appreciate practicing with an unknown simulation patient or an actor because that makes the assignment more realistic. It is important to follow certain guidelines on how to instruct the people who are involved in the roleplay. There are also guidelines on how to instruct the students and the role-player/simulation patient/actor who will give feedback after the roleplay and for the teacher as well who will add feedback after the students and simulation patient did.

Document

Janneke Luiken, Angelique Hagen

2023

Shared decision making [Roleplay]

Communication skills lesson: role-play and observation. Roleplay: shared decision making with a client who has to decide about options on how to deal with diabetes / COPD / arthritis. Training in communication skills: ● create a shame-free environment ● verbal and non-verbal ● active listening ● engaging patients in shared decision making ● encouraging patients to ask questions ● encouraging patients to tell what they understand and to ask questions

Document

Janneke Luiken, Angelique Hagen

2023

Teach back [Roleplay]

The student: shows effective communication techniques a) makes contact and creates a shame-free environment b) identifies the level of HL c) shows how to use teach-back

Document

Janneke Luiken, Angelique Hagen