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Zoekresultaten (7)

HBO/WO

MBO

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

21 juli 2025

Classroom commands

This is a list of basic classroom commands related to ending the lesson.

HboDocument

Auteur onbekend

19 oktober 2021

Introduction to the International Classroom “Drainage system design”

This video is an introduction of the online International Classroom "Drainage of Agricultural Lands" in which students as part of a design team develop an integrated drainage design for improved agricultural water management practices in a case study of their own choice.

Video

edumedia@wur.nl

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

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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14 april 2023

Learning by Doing

In a one-year Master, the thesis trajectory is a challenge to manage for both students and teachers. It is a process with many incremental steps, both of classroom instruction and through supervisor mentorship, but also a process that needs to be tailored to individual needs of a student within a diverse group. While in-class learning activities are essential to developing necessary research skills to successfully complete a thesis, an online space for students to interact with peers, tutors and supervisors about their research skill milestones could unite the many steps and collaborators in the thesis trajectory in a central, remotely accessible location. In Learning by Doing, we aimed to design an online thesis trajectory environment, focused on 1) helping students track their own milestones in their thesis trajectory throughout the year, while 2) enabling supervisors and tutors to collaboratively guide students in research design and execution, and 3) interjecting online teaching-learning activities at appropriate moments, even when students are away from the classroom. While we made progress towards these objectives, we found some blockages and complications – both technological and bureaucratic – made the single unifying online space impossible. The Handbooks available here – about a Model Design for a thesis trajectory and Lessons Learned in the process – are intended to advise other programmes with similar goals about potential challenges and priorities for this process.

Document

Lauren Wagner

15 juni 2026

DALE Toolbox Designing Accessible Learning Environments

This is the VU toolbox belonging to the course Designing Accessible Learning Environments

WoDocument

Hilde Remmers, Gabriel Peralta Alvarez