Go to homepage
Find educational resourcesKnowledge & expertiseCommunities
NL|EN
Privacy policyParticipating institutions
Creative CommonsCreative Commons AttributionSURFFunded by the European Union

Filter

Search results (21)

HBO/WO

MBO

August 3, 2023

INPRO Process Guide for Lecturers in Higher Education Institutions

This is a guide for lecturers in higher education who train students and/or professionals in continuing education. Health and social care professionals are targeted and the ICF framework is referred to as a common language. This process guide aims to support you when designing interprofessional, person-centred education. This guide can serve you if you are looking for inspiration. Also, if you already have a plan in mind, but want to learn more.

Document

Ursula Hemetek, Anita Kidritsch, Ingrid Aerts, Sandra Jorna-Lakke, Alexandra Kolm, Jaana Ritsilä, Christian Freisleben-Teutscher

April 23, 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.

UniversityWebsite

-

May 14, 2023

ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide

Advies van Unesco over inzet van AI in onderwijs.

University, UASDocument

Unesco

January 1, 2025

START Handbook

This open online textbook is one of the results of the Erasmus+ project START (https://supportingstart.eu/), which aims to support teachers who help students transition from high school to higher education. The goal of the handbook is to provide those who teach first-year undergraduate students with strategies and resources to facilitate their students’ transition to higher education. The handbook contains ideas and concrete activities for academics to see how they can help first-year students engage, persist and succeed in higher education. Each chapter represents one of 17 identified challenges teachers experience when working with first-year undergraduate students. The handbook contributors, representing 6 partner institutions, looked into what has worked for them and other academics in relation to the challenges and identified a wide range of resources and pedagogical strategies that could be of help to teachers. Three types of content are proposed: in-depth content, easy-to-use resources and global pedagogical strategy. The handbook can be used primarily by academics who teach first-year students. However, it can also help those facilitating professional development at higher education institutions, since research-based ideas will be contextualised for different disciplines and expressed in language clear to those not trained as educators.

Open (Access) Text Book

Tracy Poelzer, Melina Solari Landa, Ro Aitken, Jelle Blijleven, Eileen Bowman, Julia Costa Lopez, Rachel Farrell, Marigel Garcia Lozano, Tatjana Hodnik, Ana Jiménez-Rivero, Taja Klemen, Marco Maicas, Alexandra Míguez-Souto, Jake Noel-Storr, Iciar Pablo-Lerchundi, Jakob Saje, Dirk van der Geest

August 16, 2023

Blackboard Course ICF Interprofessional

This document is created to help interns in an interprofessional setting help use the ICF in practice. We see that interns have troubles making the change from the theoretical understanding of the ICF to use the ICF with a real person in an interprofessional team. We developed a 5-week course on Blackboard in Dutch which are shown with screenshots. The English translation is in text which you can make your own online course in your own platform. The course is given by a professional and a lecturer. This document should be read by professionals and lecturers who work in an interprofessional setting who work with interns.

Document

E. van Lingen, J. Vloet, L. Leurink

2023

An Immersive Approach to Teaching Open Science Principles and Practices to Research Students [april 2023]

Open science refers to making all aspects of research more accessible to society at all levels. As a movement, it often has different implications to researchers across different fields. What has been a standard practice in some fields for decades could now be considered as a significant shift in practice for others. The need to be aware of open science principles and practices has become apparent for many reasons, such as seminal findings not replicating, researchers not sharing data, and cases of academic fraud. Implications of these issues can be significant at individual and institutional levels. As such, there is a growing need for universities to integrate open science education into research education, with this occurring at programme and individual levels for research students. This presentation focuses on the pragmatics of open science education, with specific emphasis on how researchers and academics can introduce open science principles and practices to research students. It will relate to integrating open science learning outcomes into modules, courses and programmes, and to how research supervisors can plan to introduce open science to their own individual research students. Concerns relating to open science of research students will also be presented. A specific immersive case study will be described as an exemplar and potential adaptations will be discussed. Questions addressed: How and where can open science principles and practices be incorporated into a research project? “Open science” is a broad term, are some parts more or less important for students to learn about? Who can/should teach research students about open science? When is a good time for research students to be introduced to open science? Where is a good place to begin when introducing open science to research students? Can there be any negative implications for students to learn about open science? Can there be any negative implications for students to practice open science? How I can support research students in learning about open science principles and practices? Is there a “best practice” approach to teaching research students about open science? How can I support my students in learning about open science if I am not confident with this myself? Open science is often discussed in the context of quantitative research. How does open science relate to “qualitative researchers”?

Presentation

Jeff Buckley

November 1, 2023

INPRO Student-Run Interprofessional Learning Ward (SR-IPLW)

The guidelines and business case of the Student-Run Interprofessional Learning Ward (SR-IPLW) are published and available free of charge by the INPRO consortium. In case a healthcare organization in collaboration with a Higher Education Institute is planning to implement an SR-IPLW, the following roadmap can be used. The action plan starts with a Preparation Phase followed by an Operation Phase.

Document

J.J.S. Hurkmans, Katrien Colman, E. van Lingen, P. Tammeling, Line Atsma

June 30, 2023

ICF training to all rehabilitation professionals

This ICF introduction manual was developed because Coronaria has a need for ICF training material that works for all different rehabilitation professionals. The ICF training will be built on an electronic academic platform. This material gives an idea of how to build a practical way to adopt the ICF language as a part of everyday life. It gives an idea of a narrative approach in which customer stories are intertwined with different components. It also gives ideas on how to include practical and short assignments under different areas to help rehabilitation professionals to deepen their biopsychosocial thinking. Coronaria has an idea to build ICF training into different stages as an ongoing process. The first stage includes an introduction to what ICF is and what kind of ICF-based tools can be used in the assessment stage of rehabilitation. Hopefully, Higher Education Institutes (HEIs) will also get an idea of what kind of ICF training material is being developed in working life.

Document

A. Kivini, M. Mannisenmäki

November 4, 2021

How to find and publish open educational materials on information literacy?

Often wonder if there isn't an easier way to create teaching materials on information literacy? On the platform 'Edusources', a national higher education search portal, you can find collections of open educational resources on different subjects, which you can reuse in your educational courses. As a first step, the SHB/UKB Working Group on Information Literacy has already made more than 400 materials available from higher education institutions in the Netherlands. Would you like to add your own materials to this collection? In this video, you can see how the publishing process works.

Video

SHB UKB Werkgroep Information Literacy

2023

Supporting Students’ Scientific Open Inquiries in Labs (SssOIL) collection

Supporting Students’ Scientific Open Inquiries in Labs (aka SssOIL) is a group devoted to using and sharing open inquiry teaching methods in higher education science lab courses. The group members are: Lesley de Putter: Eindhoven School of Education (Eindhoven University of Technology) Paul Logman: Physics & ICLON (Leiden University) Morten Strømme: Institute for Interdisciplinary Studies (University of Amsterdam) Simone Mesman: Swammerdam Life Sciences (University of Amsterdam) Martijs Jonker: Swammerdam Life Sciences (University of Amsterdam) Forrest Bradbury: Amsterdam University College This page contains links to the group's playbook for open inquiry (both English and Dutch) and the sub-pages below link to individual collections of course materials from several open inquiry lab courses, as well as the team's article on "How to design open inquiry labs". Any questions about this entire collection can be addressed to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Paul Logman, Simone Mesman, Morten Stromme