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Zoekresultaten (19)

HBO/WO

MBO

2023

Development and implementation of a skills learning trajectory tool

The goal of the tool is to help other teachers to develop and implement a learning trajectory related to a (WUR bachelor) skill. In this tool you will find an example of the development and implementation of a learning trajectory for intercultural competence within the bachelor program of environmental sciences. Clear steps to take and examples of how to develop a learning trajectory are given. Collaboration - Attainment level: 1,2,3 Diversity and Inclusivity - Attainment level: 1, 2, 3 Social Embeddedness - Attainment level: 1, 2, 3

Document

Marijke Veugen

2022

Student-Stakeholder samenwerking II (Dutch)

This document is a teacher manual for a workshop (duration 2.5 hrs) that aims to support students in their collaboration with stakeholders (part II of two). The context for which the workshop has been designed is ‘regioleren’ which means that students work on real life complex issues aiming at sustainable regional development. Contributing to the issue at hand, requires the collaboration between students and stakeholders from (semi) governmental bodies, NGOs, businesses, etc. The document provides background information on boundary crossing and an elaborate description of the workshop (goals, program, practical details, tips for teachers). The workshop consists of three rounds: 1. Taking stock of the collaboration with stakeholders thus far; 2. Role play on facilitating a (difficult) stakeholder meeting; 3. Organising a (transformative) stakeholder event.

Document

Judith Gulikers, Carla Oonk, Renate Wesselink

2022

Workshop Student-Stakeholder samenwerking I (Dutch)

This document is a teacher manual for a workshop (duration 2.5 hrs) that aims to support students in their collaboration with stakeholders. The context for which the workshop has been designed is ‘regioleren’ which means that students work on real life complex issues aiming at sustainable regional development. Contributing to the issue at hand, requires the collaboration between students and stakeholders from (semi) governmental bodies, NGOs, businesses, etc. The document provides background information on boundary crossing and an elaborate description of the workshop (goals, program, practical details, tips for teachers). The workshop consists of four rounds: 1. Identification of own expertise; 2. Stakeholder identification; 3. Networking role play; 4. Action plan stakeholder collaboration.

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Judith Gulikers, Carla Oonk, Renate Wesselink

2019

Doing a consumer interview

This document includes guidelines for students (Bachelor Food Technology) to do a consumer interview and find out the consumer perspective on a certain food product. During the course in which the interview is a learning activity, students develop an innovative food product in which they have to take the consumer perspective into account. This document contains four sections: (1) Instructions for the first interview (on raw / existing food material); (2) Instructions for the second interview (on innovated / studentdeveloped food material); (3) Tips for performing the interviews; and (4) Instructions for what to write about the interviews in the final report.

Document

Julia Diederen

1 december 2018

Explicating boundaries and boundary crossing learning activities within courses

Use this document if you want to make boundary crossing a more explicit element of (several of) your courses. This document provides you with a format for identifying boundaries and options for boundary crossing in the courses within your educational program. It is best to use this document in a team meeting. With the tables below you go through all the courses in your program to identify several types of boundaries that are present, think about if and how these boundaries are explicitly known to teachers and students and how you want to make adjustments to make boundary crossing a more explicit element of this course.

Document

Judith Gulikers, Carla Oonk, Cassandra Tho

1 januari 2022

Questions to ask to trigger reflection on BC learning

This document contains a set of questions that can be posed to learners in a BC setting to trigger reflection on their BC learning. The questions are categorised by (sub)learning mechanism and aligned with the BC Rubric (Gulikers, J., & Oonk, C. (2019). Towards a rubric for stimulating and evaluating sustainable learning. Sustainability, 11(4), 969.). The list of questions are illustrative, certainly not exhaustive.

Document

Carla Oonk, Judith Gulikers

1 juni 2023

Stimulating Boundary Crossing Learning through the Learning Mechanisms

This document contains a visualization and aim of each of the boundary crossing learning mechanisms, and questions that can be asked to stimulate learning through each of the learning mechanisms. This document is useful for both educators and learners that want to develop their boundary crossing competence when working with multiple people/stakeholders from different backgrounds, experiences, expertise and/or practices.

Document

Judith Gulikers, Carla Oonk

1 mei 2022

Stakeholder Identification Activity

This document is an example of a small exercise that asks students to carry out a stakeholder analysis. Based on information given to them on the stakeholders, students have to place the stakeholders in a power-interest or influence-importance matrix and to motivate their placement choices. Students will then share their matrix with peers and at the end, reflect on the exercise.

Document

Karen Fortuin, Judith Gulikers, Carla Oonk

1 mei 2022

Personal Identification & Reflection Exercise

This document is an example of a small exercise to be done in two parts. The first requires students to think about their own expertise and place themselves on a spectrum at the start of the course. The second part is a reflection activity that will be carried out at the end of the course. Students will reflect on their own domains as well as their own development after going through the course, while also looking back at what they have written down for the first part.

Document

Gerlo Borghuis

1 mei 2022

Examples of assessments for boundary crossing

This document contains examples of assessments of boundary crossing, all hypothetical and for inspiration. They focus on how to make student learning visible. That is, how to explicate/visualise what students have learned and developed regarding boundary crossing and/or their boundary crossing skills.

Document

Judith Gulikers