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Zoekresultaten (18)

HBO/WO

MBO

20 juni 2022

Tinkering with healthcare technologies. Interactive redesign of bio-medical artefacts from a crip techno-science perspective

In this exercise, students will engage with ethical issues in the design and innovation of healthcare technologies through a hands-on interactive tinkering workshop. Using a wide variety of scrap materials, students collaborating in small groups will alter existing healthcare technical artefacts in an effort to promote the values of inclusivity, accessibility, and social justice, and to question ableist assumptions surrounding medical artefacts. The interactive hands-on workshop is deepened through an engagement with stakeholder testimonials as well as crip techno-science and Warm Technology theories.

Document

Janna van Grunsven, Samantha Marie Copeland, Trijsje Franssen, Lavinia Marin, Cristina Richie

2023

Development and implementation of a skills learning trajectory tool

The goal of the tool is to help other teachers to develop and implement a learning trajectory related to a (WUR bachelor) skill. In this tool you will find an example of the development and implementation of a learning trajectory for intercultural competence within the bachelor program of environmental sciences. Clear steps to take and examples of how to develop a learning trajectory are given. Collaboration - Attainment level: 1,2,3 Diversity and Inclusivity - Attainment level: 1, 2, 3 Social Embeddedness - Attainment level: 1, 2, 3

Document

Marijke Veugen

15 maart 2023

Decolonising science with Indigenous Knowledge

Western science has a long history of discrediting traditional knowledge of Indigenous communities as non-scientific. Science has even been used to justify the violence committed against them, and the exploitation of their land and resources that continues until today. Now, Indigenous peoples are slowly being recognized as indispensable allies in fighting biodiversity loss and climate change. Still, science has a long way to go in taking Indigenous Knowledge seriously. What can we do to restore the power balance between Western scientists and Indigenous communities? How can we make science more inclusive? And what can we learn from Indigenous communities about sustainability? With ecological philosopher Dr Carolina Sanchez and Chautuileo Tranamil. In samenwerking met de faculteiten Sociale Wetenschappen, Bètawetenschappen en Geesteswetenschappen (UU).

Video

Carolina Sánchez, Chautuileo Tranamil, Studium Generale UU

21 maart 2024

What do we need for a just food transition?

An astonishing number of 828 million people globally are affected by hunger, and this number is rising. How do we make sure everyone has enough to eat? Our current global food system is insufficient. It’s not only destroying the planet, but it’s also highly vulnerable to climate change. Furthermore, it is deeply unfair. Food is not distributed evenly around the world, and in many places, food accessibility is limited. According to ecological economist Dr Julia Tschersich (UU), it’s time for change. How do we make sure the transition to a more sustainable food transition is just and inclusive? In collaboration with the Copernicus Institute of Sustainable Development & Future Food Utrecht (UU).

Video

Julia Tschersich, Studium Generale UU

21 oktober 2026

Chapter 2 Building the support ecosystem for Open Education

After reading this chapter, you will be able to: Identify the key support structures, funding, infrastructure, and expertise your library and wider institution require to develop and sustain Open Education. Analyse your own knowledge and skills gaps in Open Education and identify areas for further professional development. Select appropriate resources and professional development opportunities to strengthen your Open Education knowledge and skills. Assess the quality, accessibility, and inclusivity of OER, applying principles of Universal Design for Learning (UDL). Identify and apply strategies to raise awareness of Open Education and promote its adoption among teaching staff and other relevant stakeholders within your institution.

Open (Access) Tekst Boek

Marta Bustillo, Sylvia Moes

31 oktober 2022

REBELAH project results collections

This is a collection of all the results of the REBELAH project. 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. These results include two handbooks (a book with activities useful during inclusiveness and heritage workshops, and a train the trainer handbook), six videos showing how heritage items and sites can be used to foster inclusivity in workshops settings, and a Google maps infosheet with 24 Prezi presentations on specific heritage items used during the project. The handbooks are licensed under CC BY-NC-ND, and the other materials are licensed under CC By-NC-SA.

Website

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, Lune Culmann, Klára Gulyás, Diego Prunera

12 november 2024

Open Education Down UndOER: Australasian Case Studies

Open Education Down UndOER: Australasian Case Studies is a curated, peer-reviewed, openly-licensed anthology comprising scholarly contributions from esteemed professionals including librarians, researchers, learning and teaching teams, and engaged open education practitioners across Australia. Future editions will seek to extend this coverage to Aotearoa New Zealand, and the broader Asia-Pacific region. The primary aim of this initiative is to illuminate the pivotal role of open educational practices (OEP) in the advancement of learning and teaching methodologies in the region. By showcasing diverse case studies, our goal is to foster greater awareness and appreciation for open practices, champion inclusivity and equity within educational spheres, and provide practical examples of open educational practices which can be adapted by readers for use in their own contexts. Table of Contents Advocacy Adoption Adaptation Creation Authentic Assessment Collaboration

Open (Access) Tekst Boek

Ash Barber, Mais Fatayer, Rani McLennan, Alice Luetchford, Sarah McQuillen, Angie Williamson

21 oktober 2026

The Art of Reuse and Adaptation

This open textbook is a practical guide to Open Educational Resources (OER) and Open Educational Practices (OEP) in higher education. Developed collaboratively by librarians, educators, researchers, and Open Education practitioners across the European Network of Open Education Librarians (ENOEL), it brings together policy analysis, practical guidance, and reusable tools into a single, adaptable resource. The book is built around three themes: policy, support, and practice. It looks at how policy shapes Open Education, what infrastructure and support make it sustainable, and how to build trust and create inclusive resources together with students and colleagues. Throughout, a Universal Design for Learning lens invites readers to critically reflect on the accessibility and inclusivity of open resources themselves. True to the values it explores, the textbook is designed for more than reading: it invites active reuse. Readers can explore its chapters, follow its curated toolkits and case studies, adapt its frameworks to local contexts, or reuse its editable templates directly. It’s aligned with UNESCO’s international recommendations on open education, openly licensed, free to adapt, and ready to grow through the contributions of others. EDITORS Mira Buist-Zhuk; Paola Corti; and Claudia Hackl-Mayerhofer REVIEWERS Michelle Breen; Marion Brunetti; Maura Flynn; David Stoellger; Lilianna Nalewajska; Celine Peignen; Emily Herron; and Peter Vedal Utnes

Open (Access) Tekst Boek

Marta Bustillo, Paola Corti, Harrie van der Meer, Claudia Hackl- Mayerhofer, Sylvia Moes

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.

Document

Judith Gulikers, Carla Oonk, Cassandra Tho

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