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MBO

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

2022

innovation Space Bachelor end project (ISBEP)

During this course students work in interdisciplinary teams of 3-6 in the realization of an open-ended, challenge-based project. Projects are delivered by TU/e start-ups, researchers, and industry through regular meetings with challenge owners, process coaches and academic supervisors. This course takes place in two quartiles either in Q1 and Q2, or Q3 and Q4. Innovation Space bachelor end project (ISBEP) has two different types of Intended Learning Outcomes (ILOs). There are ILOs which ensure that the content related learning goals as defined by the faculty are met and there are ILOs which relate to CBL competences such as reflection and self-directed learning. Students take ownership of the project and work in a highly independent way.

Website

P.A.M. Ruijten-Dodoiu, Lenny Apon, Marcello Sala, Chiara Treglia

18 februari 2026

XR Prototype: Learning tools to create a research Prototype

Welcome to the course! Main Concepts The four pillars of innovation projects: research, design, development and project management Challenge-Based Learning: a student-centered approach to learning in which students choose a specific real-world problem to tackle using expertise from multiple disciplines Prototype: a first functional version of a device or program Unity: a wide-used development engine that can be used for 3D environment design Course Learning Goals Deliver a functional prototype aligned with your own research question Apply strategies to help you manage time, priorities, and collaboration effectively Understand how to balance your project scope, resources, and expectations Validate both the technical build and the research logic of your project.

Video

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin

23 september 2026

Werken met generatieve AI

Het Xerte-lespakket Werken met generatieve AI hoort bij keuzedeel 1499 en bestaat uit negen lessen en een examen. Studenten leren generatieve AI kritisch, bewust, veilig en professioneel toe te passen in hun toekomstige beroep. De overzichtspagina bevat e-learnings, zelftesten, korte video’s, presentaties, challenges, downloads, een lesoverzicht, een docentenhandleiding en informatie over de examinering. De lessen zijn gebaseerd op Challenge-Based Learning en Design Thinking. Studenten werken aan beroepsgerichte producten, testen deze en verbeteren ze met peerfeedback.

MboWebsite

Project Werken met generatieve AI, House of Digital en Team Content Creation

1 september 2024

Learning objectives minor Science, Technology & Innovation: Biomimicry

The learning objectives of the Biomimicry minor blend theoretical understanding with practical skills. Students engage with a broad spectrum of scientific disciplines including chemistry, biology, physics, and engineering, gaining a comprehensive grasp of biomimicry principles. Practical objectives emphasize hands-on experiences, where students apply these principles through advanced prototyping techniques such as CAD, 3D printing, and microcontroller programming. The course aims to enhance students’ abilities to think critically and solve problems creatively, preparing them to design and execute bio-inspired projects. Additionally, the program nurtures team collaboration and communication skills, essential for articulating project insights to diverse audiences, and managing long-term, complex projects effectively.

Document

Morten Stromme

1 september 2023

Full course materials minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor at the University of Amsterdam is a full-time, semester-long program (30 EC), guiding students through biomimicry's principles. This minor employs a hands-on approach where participants design bio-inspired prototypes, from ideation to execution. Utilizing UvA's Makerspace, students make use of advanced tools to create viable technological applications that mimic nature’s solutions. The curriculum integrates theory with prototyping workshops, including 3D-printing and programming, adding up to a multidisciplinary learning environment. Directory of Resources: •⁠ ⁠The full course description •⁠ ⁠Detailed learning goals and assessments •⁠ ⁠Assessment rubrics- rubrics

Website

Morten Stromme

1 september 2023

Course description Minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor at the University of Amsterdam, coded 5142DPB30Y, semester-long, 30 ECTS course offered in English from September to January. Targeted at third-year science bachelor students, the program explores biomimicry—a scientific method that draws inspiration from nature to solve modern technological challenges. The curriculum consists of a blend of lectures, workshops, and hands-on project work in the UvA Makerspace, where students apply their learning to develop real-life prototypes. The program culminates in the creation of a bio-inspired robot, resulting in the integration of acquired theoretical knowledge and practical skills.

Document

Morten Stromme

2023

Supporting Students’ Scientific Open Inquiries in Labs (SssOIL) collection

Supporting Students’ Scientific Open Inquiries in Labs (aka SssOIL) is a group devoted to using and sharing open inquiry teaching methods in higher education science lab courses. The group members are: Lesley de Putter: Eindhoven School of Education (Eindhoven University of Technology) Paul Logman: Physics & ICLON (Leiden University) Morten Strømme: Institute for Interdisciplinary Studies (University of Amsterdam) Simone Mesman: Swammerdam Life Sciences (University of Amsterdam) Martijs Jonker: Swammerdam Life Sciences (University of Amsterdam) Forrest Bradbury: Amsterdam University College This page contains links to the group's playbook for open inquiry (both English and Dutch) and the sub-pages below link to individual collections of course materials from several open inquiry lab courses, as well as the team's article on "How to design open inquiry labs". Any questions about this entire collection can be addressed to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Paul Logman, Simone Mesman, Morten Stromme

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

24 maart 2026

Introduction to working with Unity

Main Concepts Unity Editor interface and its key windows: Scene, Game, Project, Hierarchy, Inspector, and Console Basic navigation and object manipulation tools: Hand, Translate, Rotate, and Scale Managing assets and scenes within the Project window Understanding the Hierarchy window as a representation of scene objects Using the Inspector window to view and edit object properties Identifying and handling errors and warnings in the Console window Learning Goals Identify and describe the function of each main Unity Editor window Navigate and manipulate objects within the Scene view using basic tools Locate and manage assets, scripts, and scenes in the Project window Understand the relationship between the Hierarchy and Scene windows Use the Inspector window to configure objects and preview assets Recognize and communicate error messages effectively using the Console window Key Takeaways The Scene and Game tabs serve different purposes: editing vs. playing your scene The toolbar tools are essential for positioning, rotating, and scaling objects Assets in the Project window can be dragged directly into the scene or hierarchy Duplicating scenes allows for creating multiple levels or versions of your game The Inspector window provides detailed control over object properties and asset previews Clear communication about errors, supported by screenshots, helps developers resolve issues faster Further Exploration Search for “Unity Editor interface overview” Search for “Unity scene navigation and manipulation tools” Search for “Managing assets and scenes in Unity” Search for “Using the Unity Inspector window” Search for “Unity Console errors and debugging”

Video

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin