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HBO/WO

MBO

June 19, 2022

Design for critical reflection on Social Media Platforms

This exercise uses a value-sensitive design approach towards redesigning social media platforms for a different purpose: from being predominantly spaces of entertainment, social media platforms can become spaces of epistemic engagement with information in a fruitful manner by fostering the user’s critical reflection in engaging with information found on social media. The exercise challenges students to redesign user interactions on social media platforms in such a way that explicitly fosters reflective thinking for users about the information that they find online. Note: this exercise can be used in a suite of exercises on social media platform design, together with the Fake news exercise and the Design for information quality exercise.

Document

Lavinia Marin

January 1, 2025

Job Design game - Tool for dialogue and reflection

The role of governance professionals, such as internal controllers, carries significant expectations within organizations. They are assigned the responsibility for the organization's moral compass, ensuring that all individuals, including managers, adhere to rules, regulations, organizational and purpose. This game helps to define roles and specifications, ensuring alignment between the expectations of individual professionals and management. It explicates what the organization expects from governance professionals and vice versa but can also be used for any other job design. Suitable for questions on Initiating dialogue between groups with different interests and perspectives. Visualizing differences and similarities. Organizational design, job description, collaboration. Comparing expectations about a job or an employee. Structuring discussions.

Document

Marion Smit

June 5, 2022

Design for informational quality on social media platforms - Teacher version

This exercise uses a value-sensitive design approach towards redesigning social media platforms from spaces of entertainment to spaces of epistemic engagement with information in fruitful manner. The exercise introduces students to the idea of informational quality, elaborates on the parameters to look for in the design of existing platforms and then stimulates the reflection and imagination by asking students to redesign some features of these platforms in view of making the platforms truth-conducive and knowledge-building.

Document

Lavinia Marin

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

August 29, 2022

#dariahTeach Platform

Since its launch in 2016, more than 70 scholars and practitioners have developed content for #dariahTeach. From developing new courses and translating existing ones to writing up case studies, and contributing videos. Many other academics have used #dariahTeach in the classroom. The #dariahTeach platform offers many opportunities: lifting the barriers of knowledge access and the boundaries of time and distance. Resources can be adapted, reused, and be made part of new practices. Some ways to make use of the resources: • Based on the principle of the "reversed or flipped classroom", have students study units of the online course before the meeting with teachers for hands-on sessions where they put the knowledge into practice and get feedback. • Integrate the resources into your regular teaching, at graduate and post-graduate level; e.g., by assigning to students units, videos, and quizzes. • Provide learners the opportunity to go through the material at their own pace, combined with a moment of reflection by incorporating quizzes and exercises that deal with both the methodological and the theoretical dimension of the subjects covered, e.g., in the case of a course on 3D visualisation that is available on the platform. • Have students learn about Design thinking and maker culture and at the same time put the topic of user-centred design into practice by inviting them to create learning materials: a student-led group project and a series of interlinked blog posts on the same topic. Student feedback indicates that they learned as they were designing and making, and that the non-linear and multimodal structure of the course facilitated such self-directed and iterative learning processes. Note: the teaching modules are not prescriptive. They are modular structure with different units providing resources and inspiration, opening up rather than limiting potential use and applications of content.

Website

Costas Papadopoulos, Susan Schreibman

April 19, 2024

Research presentation Empty Farm to Fill.

This is the handout of a research presentation 'Empty Farm to Fill', presented at the International Social Work Research Conference in Vilnius (Lithuanian). The presentation is about a design based research, carried out in co-creation with youngsters and youthworkers in Tilburg (Netherlands). What are the design principles for youth-participatory pedagogical 'vrijplaatsen' that contribute to the resilient identity development of young people? Content: Context: Raising in a liquid society, the age of Industry 4.0. What does it mean for young people? Casus: Empty Farm to Fill, a pedagogic innovation. Research question, methods and first findings Reflection: the value of pedagogical ‘vrijplaatsen’ in the age of industry 4.0.

Presentation

Maike Kooijmans

June 5, 2022

Ethical matrixes and how to design them - Educational format

This exercise is about the ethical matrix as a tool for reflection and evaluation in ethics. Students will learn what such a matrix entails and will design matrixes themselves. They will specify the cells or their matrixes and discuss the usefulness of this conceptual tool. Ethical matrixes can help to analyse the different duties and responsibilities of moral actors involved in a specific ethical situation. In principle, an ethical matrix can be used to make a morally neutral analysis. The matrixes require a specific topic to be filled in. They can also help to make a rational political decision-process easier by formulating the issues at stake in a transparent and generally understandable and acceptable manner. They can be used for individual considerations as well. As ethical matrixes help to explore the moral positions of all involved stakeholders, they offer a just/fair assessment. Finally, ethical matrixes can aid in tracing weaker principles and possible compromises.

Document

Bart Gremmen

2023

[Asset-H] Methodological toolkit: Identify and integrate communication on Humanities students' unique skills in your course design

This methodological toolkit has been developed as part of the Asset-H project to help teachers articulate humanities skills in their course design. You can help your students gain a better understanding of the skills they acquire in your courses and provide them with the vocabulary to describe these skills. By including information about competencies in your course, you will give your students a head start in the job market, where they will often be asked to describe their skills in job interviews and cover letters. The Asset-H project aims to improve the transition of humanities students into working life. It has three main target groups and beneficiaries: humanities students, their teachers and counsellors, and their future employers. Through careful research and close collaboration, the project provides concrete tools to improve the understanding of humanities skills. Project outputs are: (1) ASSET-H skills profile for the employability of humanities graduates; (2) H-Highlight: workshop on articulating humanities skills in your course design for teachers; (3) H-You: your humanities skills explorer for students and alumni.

Website

Jiske Angenent

August 30, 2024

Personalised Disciplinary Grounding for Teachers and their Education

This Disciplinary Grounding workshop aims at professional and personal development through the exploration of personal disciplinary experience and identity in relation to teaching and course design. It activates identity-work (Handley, 2006) in the service of interdisciplinary reflection and situating educational content.

Document

Florian Verbeek, Chiara Robbiano

June 12, 2024

Cards Against Pedagogy

This card game is designed as a fun and interactive way of getting teaching staff to know each other while reflecting on different elements of their teaching. It is based upon the popular game, Cards Against Humanity, but this particular version can be used as an effective professional development activity because at the end of each round of the game, participants must discuss their answers to a reflection question. The reflection questions focus, for example, on their educational philosophy, their challenges, their growth as an educator or their achievements so far. This is a print and play version of this game, ideal for groups of 3 to 6 people with additional blank cards provided for you to make your own, should you wish.

Document

Donna Carroll, Damian Chmielewski