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Zoekresultaten (39)

HBO/WO

MBO

1 juni 2021

Exemplary Questions for a Boundary Crossing Assessment Interview

This document includes a number of questions that can be used in assessment interviews or coach interviews with students to explicate how a student used and developed his/her boundary crossing competencies. It also includes more future-oriented questions relating to how students think they can and want to use boundary crossing in their future (education/career).

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Boundary Crossing

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

2022

Boundary Crossing assessment in Master Biobased Sciences

In the Master programme Biobased Sciences of WUR, boundary crossing is operationalised as a parallel course (i.e., ‘lintvak’) that runs throughout the whole programme, parallel to other courses. Using assignments and reflections developed in several courses, students reflect on the boundary crossing skills and development. These reflections are collected in a portfolio and finalised with an assessment interview afterwards. Rubrics to assess the BC reflection reports as well as the BC assessment interview are included.

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Judith Gulikers, Sonja Isken

2022

Boundary Crossing Rubric (English Version)

This paper describes scientific embedding, background, the development and possible usages of the Boundary Crossing Rubric for assessing and coaching Boundary Crossing Competence development. The BC rubric itself is included in the article. Reference to this article: Gulikers, J., & Oonk, C. (2019). Towards a Rubric for Stimulating and Evaluating Sustainable Learning. Sustainability, 11(4), 969. Retrieved from https://www.mdpi.com/2071-1050/11/4/969

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Judith Gulikers, Carla Oonk

2022

Boundary Crossing Rubric (NL version)

This professional paper, in Dutch, describes the background, development and possible usages of the Boundary Crossing Rubric for assessing and coaching Boundary Crossing Competence development. The BC rubric itself is included in the article. Reference to this article: Gulikers, J., & Oonk, C. (2016). Het waarderen van leren met partijen buiten de school. OnderwijsInnovatie, p17-24

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Judith Gulikers, Carla Oonk

4 februari 2020

Examples of boundary crossing learning activities

This document shows a variety of possible learning activities you can implement in your course. Every activity is described in how it could be used in a course, including several alternative options (though certainly not exhaustive!), the boundaries that are crossed, and the BC learning mechanisms that are typically addressed via this learning activity. The examples are meant to inspire you to make these activities your own or think of new kinds of boundary crossing learning activities yourself.

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Judith Gulikers

2022

After Successful Completion of the Course...: Examples of Boundary Crossing Learning Outcomes for Courses

This document includes examples of Boundary Crossing learning outcomes for Bachelor or Master courses. These learning outcomes have been developed as part of the Comenius project ‘Boundary Crossing as the Modus Operandi of Wageningen University’ in various pilot programmes and courses. The learning outcomes are not meant to be directly applicable in all kinds of contexts but should be used as a source of inspiration for your own course(s).

Document

Judith Gulikers, Carla Oonk

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.

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Judith Gulikers, Carla Oonk, Cassandra Tho

2021

Co-creation Workshop: A manual for facilitators

This document is a teacher/facilitator manual for a workshop on co-creation (duration 1.5h). The manual has been designed for a setting in which students support each other’s research proposal design. This set-up (content and schedule) and suggested tools for co-creation can also be used in various other co-creative settings. The applied methods for co-creation touch upon various learning mechanisms of boundary crossing: Identification to learn to know each other including other people’s backgrounds and interest; Reflection where it comes to walk in another’s shoes and support other participants’ learning; and Transformation because of the intention to co-create ‘1+1=3’ proposals, in the sense that students aim to co-create really innovative proposals, across the boundaries of what an individual student might come up with.

Document

Boundary Crossing

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