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HBO/WO

MBO

2 november 2026

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

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

19 maart 2026

ShareXR : Challenge-Based Learning with XR (BMS Lab, University of Twente)

ShareXR introduces a challenge-based learning (CBL) approach for integrating research, design, and development in engineering education through extended reality (XR). Developed at the University of Twente’s BMS Lab, the model addresses the increasing need for multidisciplinary collaboration by teaching students to speak a shared language across research, design, and technical development. Even for those without an engineering, scientific or STEM background. This course offers a hands-on, multidisciplinary learning experience where students take real research ideas and transform them into innovation projects within a complete and validated open learning XR ecosystem. With reusable multimedia course content, the course enables students to understand interdisciplinary collaboration, while each module focuses on one of the four pillars: Research, Design, Development, and Project Management — guided by principles of balance, iteration, and collaboration. By working with different tools like one-page project canvases, students will learn how to translate research ideas into structured user stories, requirements, and project management tasks, while exploring how XR tools can act as a human-centered medium for prototyping, testing, and validating ideas without requiring coding skills.

App

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin, Luca Frösler, Peter Slijkhuis, Mirjam Galetzka, Benno Pals, Jan-Willem van 't Klooster

2023

Guideline: Effective use of information within DBE for lecturers University of applied sciences

Within Design Based Education (DBE), students work on real-life issues as often as possible. Through an iterative design and research process, students explore the question, delve into possible solutions and elaborate on them. This guideline provides lecturers with tools and questions to help shape information literacy skills in a DBE atelier/workshop within a course, semester, or module.

Document

Nynke Janna Borsje, Olga van Dijk, Sonja de Haan, Alie Mud, Hester van Randen

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

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

23 april 2024

Navigating the Landscape of Blended Higher Education

In recent years, blended teaching formats have become increasingly important in higher education. Designing effective blended education is challenging and requires a profound knowledge of digital tools and technologies, as well as the didactical proficiency to deploy them effectively and efficiently within the learning environment. However, little is known about didactical design principles to support teachers in creating an effective blended design. This chapter reports on the combined results of two independently conducted extensive literature reviews that investigated (a) didactical strategies, methods, and techniques concerning online education in the existing empirical research on higher education, and (b) the effects of different blended teaching formats, compared to face-to-face education, on learning outcomes and/or psychosocial outcomes in higher education students. It was found that blended education can enhance student achievement and psychosocial well-being, yet that the instructional approach plays a crucial role. Combining the insights of both studies has subsequently led to a series of evidence-informed recommendations to design effective blended education with a view to the broad development of students. Readers will be provided with practical guidance on how to implement these design principles in educational practice.

WoWebsite

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5 september 2023

Senses-Based Learning

'SENSES-BASED LEARNING’ aims to re-balance and reassert the importance of sensory skills in tertiary education and in professional practice. It does so through interventions in the existing curriculum across Faculties. The interventions can take the shape of specifically designed learning units (courses, electives or part of courses), learning resources (physical or digital presented in the Sensory Learning Lab), activities, specifically designed internships, etc.

Website

Elene Kadagidze, Emilie Sitzia

19 juni 2023

Structured Electronics Design: A Conceptual Approach to Amplifier Design, 3rd ed.

Many people consider analog electronic circuit design complex. This is because designers can achieve the desired performance of a circuit in many ways. Together, theoretical concepts, circuit topologies, electronic devices, their operating conditions, and the system's physical construction constitute an enormous design space in which it is easy to get lost. For this reason, analog electronics often is regarded as an art rather than a solid discipline. Structured Electronics Design: Defines a step-by-step hierarchically organized design process. Is based on solid principles from systems engineering, physics, signal processing, control theory, and network theory. Provides a solid foundation for circuit design education and automation. Has been developed at the TU Delft since the 1980s.

Open (Access) Tekst Boek

Anton Montagne

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