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HBO/WO

MBO

2023

Community based learning in health literacy

Community-Based Learning (CBL) is an educational approach that emphasizes the integration of meaningful community service with academic instruction, promoting civic engagement, and social responsibility. Because of the methodology of teaching and learning that provides context for building academic and work-readiness skills is community-based learning, also called service learning. Despite the diversity of definitions and theories related to CBL, some common criteria have been identified in the literature (Flecky, 2011): Service/community based projects are grounded in real and relevant community needs and challenges. Projects involve students in a constructive research process that addresses community issues. Students lead and carry out projects with guidance and support from educators and community partners. Projects take place over an extended period, typically weeks or months, allowing for meaningful engagement with community stakeholders. CBL promotes students' understanding of community issues, collaboration in working teams, responsibility in project design, implementation, and final product delivery, and reflection on project process and outcomes.

Document

Janneke Luiken, Angelique Hagen

February 10, 2022

Building Information - Representation and Management: Principles and Foundations for the Digital Era

The book presents a coherent theory of building information, focusing on its representation and management in the digital era. It addresses issues such as the information explosion and the structure of analogue building representations to propose a parsimonious approach to the deployment and utilization of symbolic digital technologies like BIM. It also considers the matching representation of AECO processes in terms of tasks, so as to connect to information processing and support both information management and decision taking.

Open (Access) Text Book

Alexander Koutamanis

September 25, 2021

Act to Adapt

A giant board game during which the 'community team' has to prioritise vulnerable community resources and take collective or individual actions to protect them from the 'hazard team'. Made by PLAN International, the Red Cross Red Crescent Climate Centre, the Engagement Lab at Emerson College, the Philippines Red Cross, and PLAN Philippines.

Document

Red Cross Red Crescent Societies

December 6, 2021

Building with Nature & Beyond: Principles for designing nature based engineering solutions

This book is based upon the edX MOOCs Engineering: Building with Nature and Beyond Engineering: Building with Nature. The Engineering: Building with Nature MOOC, explores the use of natural materials and ecological processes in achieving effective and sustainable hydraulic infrastructure designs, distilling Engineering and Ecological Design Principles. In the Beyond Engineering: Building with Nature course, the missing element of Social Design Principles is developed and taught.

Open (Access) Text Book

Jill H. Slinger

December 8, 2023

Cards as part of community card game

A set of cards that are part of the community card game. Blue cards representing the goals of a community. Orange cards are the cards with questions related to target group, how often to meet each other and how (online, face-to-face, etc). Purple cards are questions about organisation of the community. Green cards are for impact, measurements.

Document

Linda Le Grand, Sylvia Moes

December 8, 2023

Manuel for community card game

This manuel helps organisers of the workshop to play the community card game in a time slot of 3.5 hours. It gives a description of the elements of the card game, how to use them in a following order.

Document

Linda Le Grand, Sylvia Moes

October 31, 2022

Fostering inclusive learning environments through cultural heritage

This handbook is one of the results of the Erasmus+ project REBELAH. The REBELAH project was designed to help foster more inclusive learning environments in adult education. Studies have shown that members of minoritized religious and ethnic groups experience trouble in educational settings, as learners from the majoritized groups feel uncomfortable when they are in their group. The REBELAH project aimed to create tools and activities that can help trainers and learners foster more inclusive and safe learning environments. These tools and activities have a particular focus on (European) cultural heritage. This handbook provides a number of ice-breaking, team-building, and incultural empowerment activities that trainers in adult education can use to help foster a more inclusive environment in adult learning settings. It also provides more context for the notion of European cultural heritage in a super-diverse Europe, and reports on the pilot studies testing the activities and tools in multiple national contexts.

Open (Access) Text Book

Arjen Barel, Oumayma Bouamar, Adrián Crescini, Théo Dupont, Ana Fernández-Aballí, Tharik Hussain, Andrew Irving, Éva Káplár, Inge Koks, Meritxell Martínez, Dora Szűcs, Mathilde van Dijk, Vera Varhegyi, Todd Weir

June 1, 2025

Week 4: Creating an Implementation Plan

Around an engaging video, a lesson has been built with specific learning objectives, activities, and supporting materials for students. The focus is on a key phase in the case-solving cycle: turning strategy into action through effective implementation. The instructors introduce a six-step framework that guides students in building a clear, realistic plan to bring strategic solutions to life. From setting SMART goals and allocating resources (using the MMM framework) to creating timelines, assigning responsibilities, and assessing risks, this lesson shows how to structure implementation at different levels. Using a case example, students see how thoughtful planning ensures feasibility and alignment across business functions. By the end of the lesson, students are equipped to translate ideas into impact with a well-structured roadmap.

Document

Hans van Oudheusden, Britta Stoelinga

September 1, 2017

SURE! Simulation Urban Resilience Exercise

This game aims to support community groups to engage in focused conversations about planning and collaboration to better prepare for floods. It requires 6-20 players and takes about 30-45 minutes to play. Learning outcomes: This game aims to support community groups to engage in focused conversations about planning and collaboration to better prepare for floods. The game is published by PreventionWeb. This is a collaborative knowledge sharing platform on disaster risk reduction (DRR), managed by the UN Office for Disaster Risk Reduction (UNDRR). The site offers a range of knowledge products and services to facilitate the work of DRR professionals.

Document

British Red Cross EUROPEAID

March 12, 2018

1. Theoretical building blocks of Communication Ethics

In this section, we discuss several ethical theories and perspectives, such as Consequentialism and Utilitarianism. These theories serve as building blocks for the rest of the course: when you understand the most important aspects of each perspective, you are able to use the various perspectives to consider ethical dilemmas from different angles. Learning objectives: Review the relationship between these perspectives and the field of Communication Review the way of thinking in each of these ethical perspectives to an example related to communication

Website

Rutger de Graaf, Damian Trilling, Lotte Salome, Sandra Jacobs, Annemarie van Oosten