28 juli 2021

Literature Snippets & Gallery Walk (Educational Format)

This exercise is meant to help students methodically read and dissect a complex text. The [article for today] will be split in three parts. The students will all be assigned one such ‘Snippet’ per group. This allows them to (re-)read the literature closely and to discuss aspects of the text with their peers. Besides close-reading the text, students can also make an assignment. The instructor can assign specific assignments to each group. Afterwards, when the reading is done and students have made documents with answers, the Gallery Walk can be done. In this exercise, students form ‘stations’ at their tables, where they can present their findings to visiting classmates. They will then interact with each other’s documents and designs to form a lively discussion on the ethics of [today’s topic] and will start to grasp the major challenges at stake.

1 juni 2021

2. ATC - Reading well

Why is reading important for writing? How can we read well?

1 juni 2021

Unit 1: Introduction: reading well

Videos: Video 1: Introduction Video 2: Reading well Homework task(s): Read the introductory text. Make notes on the following three questions: • What does the author want to argue? • How does the author underpin their argument? • Does the argumentation convince you? Why or why not? Suggested tasks for the tutorial: Tutor introduces Assignment 1: Library Assignment and Assignment 2: Critical Reflection Discussion questions on [introductory text] • What is the main point the author wishes to make? • What are the arguments the author puts forward? • What evidence does the author use to support their arguments? • What kind of language does the author use when expressing their point of view? • Does the author argue, or do they just express their opinion? How do you know? Exercise on language use in [introductory text] In [introductory text], how does the author use language to communicate with the reader? Find and annotate examples of language use for the following (try to find two or three examples for each): • Expressing caution 'might', 'may', çould'etc. • Expressing certainty: 'definitely', ít is clear that'etc. • Expressing the author's attitude: 'únfortunately, Í agree', 'suprisingly' etc. • Adressing/involving the reader: 'consider', 'note that', ýou can see that'etc. • Self-mentions; Í', 'we', 'my', 'our'etc.

27 juni 2024

Byzantium & Friends | 120. Dioskouros of Alexandria, Or the making of a Church villain, with Volker Menze Thursday Jun 27, 2024

A conversation with Volker Menze (Central European University) about the fifth-century patriarch Dioskouros of Alexandria, what we really know about him, and why he was demonized in the western traditions. A close reading of the Council Acts suggests a different picture: a bishop who thought he was doing right by the established creed and following the directives of the emperor suddenly found himself in the hot seat. The conversation is based on Volker's book Patriarch Dioscorus of Alexandria: The Last Pharaoh and Ecclesiastical Politics in the Later Roman Empire (Oxford University Press 2023).

20 oktober 2025

Smart studying with AI (General, BA)

An e-learning course that teaches bachelor students how to use AI critically in their studies.

25 september 2025

home page

This page will have all of the links to the themes

1 september 2025

Self-assessment B1 of CEFR

This is a checklist for self-assessment for B1 of the CEFR, based on the Companion Volume of the CEFR (2020)

1 augustus 2016

The Biobased Economy (introductory modules of societal aspects)

16 juni 2023

Best Practices for Using AI When Writing Scientific Manuscripts

Hoe kun je Chat GPT inzetten bij het schrijven van een wetenschappelijk artikel?

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.