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13 september 2023

Interdisciplinary collaboration (animation)

Animation 1: interdisciplinary collaboration In this animation This animation aims to make students who are going to work together interdisciplinarily aware of how this is different from collaboration within a single discipline. It involves different characteristics and challenges. We discuss the four most important ones: Complexity Diversity Dependence Creativity Use in class This animation can be used to start the thinking process on how the student teams in the relevant subject can best deal with this. As a teacher, you can ask questions that can help teams get off to a good start: How can we tackle the above challenges? What agreements are needed for this? The animation can also be used (again) at the end of a collaboration process to initiate reflection on the collaboration. Which characteristics emerged clearly in the teams and which challenges did they face? How did they tackle/resolve them? Animation 2: team dynamics: emergent states In this animation This animation is about a special element of collaboration, namely emergent states - what emerges between team members in a collaborative process. Probably every student has already experienced emergent states, but does not know that it is an actual concept. Making this explicit can help students think about this and discuss it with each other. Use in class As a teacher, you can encourage students to explore what is needed for them to get into a positive emergent state. Then the different needs of the team members can be discussed and agreements can be made on how the team wants to work together. Hopefully, this will increase collaborative enjoyment and success. This animation fits well with the animation on interdisciplinary collaboration because the characteristics and challenges discussed there can influence emergent states. As a teacher, you can have students reflect on this interaction. You can also make a link between the experiences of interdisciplinary collaboration and how collaboration might take place in the future workplace. Are the characteristics and challenges of interdisciplinary collaboration also present there, and what effects do emergent states have there? These videos are based on Roosmarijn van Woerden’s PhD research into interdisciplinary collaboration. It was made by Koen de Graaf and commissioned by the Interdisciplinary Education Programme.

Video

Programma Interdisciplinair Onderwijs

27 februari 2024

Pressure Cooker Interdisciplinary Research Process (IRP)

What – This pressure cooker is an introduction to the Interdisciplinary Research Process (IRP) by Repko & Szostak (2021). This pressure cooker can be used to quickly familiarize a group of people with interdisciplinary research and have them experience the integration process themselves. For whom – The format can be used (and adjusted) for a team of teachers that are not yet familiar with the IRP, as well as a group of students (all levels; any group size) . Why – Guided training in integration of disciplinary insights. How long – Approximately 3 hours.

Presentatie

Programma Interdisciplinair Onderwijs

29 juli 2025

Book – Key Texts on Interdisciplinary Higher Education

Edited by Iris van der Tuin, Dean for Interdisciplinary Education at Utrecht University. In addition to being an important resource for those who teach or design interdisciplinary courses and curricula, the book also serves as a baseline measurement of educational research into interdisciplinarity. Where do we stand in that research? Topics in practice-driven educational research on interdisciplinarity include: student learning, teacher learning, collaboration and communication, the role of disciplinary and personal diversity, and support for learning through analog and digital tools. The book contains an introduction that focuses on the UU definition of interdisciplinarity: disciplined interdisciplinarity, with attention to disciplines and specializations, careful design of the integration process, and reflection on knowledge, science, and the university.

Website

Iris van der Tuin

13 september 2023

Team dynamics: Emergent States

Team dynamics: emergent states In this animation This animation is about a special element of collaboration, namely emergent states - what emerges between team members in a collaborative process. Probably every student has already experienced emergent states, but does not know that it is an actual concept. Making this explicit can help students think about this and discuss it with each other. Use in class As a teacher, you can encourage students to explore what is needed for them to get into a positive emergent state. Then the different needs of the team members can be discussed and agreements can be made on how the team wants to work together. Hopefully, this will increase collaborative enjoyment and success. This animation fits well with the animation on interdisciplinary collaboration because the characteristics and challenges discussed there can influence emergent states. As a teacher, you can have students reflect on this interaction. You can also make a link between the experiences of interdisciplinary collaboration and how collaboration might take place in the future workplace. Are the characteristics and challenges of interdisciplinary collaboration also present there, and what effects do emergent states have there? This video is based on Roosmarijn van Woerden’s PhD research into interdisciplinary collaboration. It was made by Koen de Graaf and commissioned by the Interdisciplinary Education Programme.

Video

Programma Interdisciplinair Onderwijs

19 februari 2023

Disciplinary self-reflection

As interdisciplinary learning draws on disciplines, it is important to be aware of the defining elements of one's own discipline. Disciplinary grounding involves the understanding and appreciation of one's own discipline and the discipline of the other(s). In this learning activity, students will reflect on the foundations of their own discipline.

Document

Programma Interdisciplinair Onderwijs

19 februari 2023

Disciplinaire zelfreflectie

Omdat de basis van interdisciplinair leren ligt bij de disciplines, is het belangrijk om bewust te zijn van de kernelementen van de eigen discipline. Disciplinary grounding omvat het begrijpen en waarderen van de eigen discipline en de discipline van ander(en). In deze leeractiviteit zullen studenten nadenken over de kernelementen van hun eigen discipline.

Document

Programma Interdisciplinair Onderwijs

13 september 2023

Teamdynamieken: Emergent States

Teamdynamieken: emergent states In deze animatie Deze animatie gaat over een speciaal element van samenwerking, namelijk emergent states - wat er ontstaat tussen teamleden in een samenwerkingsproces. Waarschijnlijk heeft iedere student al wel ervaring met emergent states, maar weten ze niet dat het een daadwerkelijk begrip is. Dit expliciet maken kan studenten helpen hierover na te denken en dit onderling bespreekbaar te maken. Gebruik in college Als docent kun je de studenten aansporen te onderzoeken wat voor hen nodig is om in een positieve emergent state te komen. Daarna kunnen de verschillende behoeften van de teamleden besproken worden en kunnen er afspraken gemaakt worden over hoe het team wil gaan samenwerken. Hopelijk vergroot dit het samenwerkingsplezier en -succes. Deze animatie past goed bij de animatie over interdisciplinair samenwerken omdat de kenmerken en uitdagingen die daar besproken worden invloed kunnen hebben om de emergent states. Je kunt als docent de studenten laten reflecteren op deze wisselwerking. Ook kun je een koppeling maken tussen de ervaringen van interdisciplinaire samenwerking en hoe er eventueel later op de werkvloer wordt samengewerkt. Zijn de kenmerken en uitdagingen van interdisciplinair samenwerken daar ook aanwezig, en welke effecten hebben emergent states daar? Deze video is gebaseerd op promotieonderzoek van Roosmarijn van Woerden naar interdisciplinaire samenwerking en gemaakt in opdracht van het Programma Interdisciplinair Onderwijs door Koen de Graaf.

Video

Programma Interdisciplinair Onderwijs

1 april 2020

Collaboration in Designing a Pedagogical Approach in Information Literacy

This Open Access book combines expertise in information literacy with expertise in education and teaching to share tips and tricks for the development of good information literacy teaching and training in universities and libraries. It draws on research, knowledge and pedagogical practice from academia, to teach students how to sift through information to be able to distinguish the important and correct from the unusable. It discusses basic concepts and models of information literacy, as well as strategies for accessing, locating and retrieving information and methods suitable for the assessment and management of information. The book explains many concepts connected to information literacy and discusses pedagogical issues with a view to supporting the practitioner. Each chapter examines one aspect of information literacy, discusses the pedagogical challenges involved and provides suggestions for best practice.

Open (Access) Tekst Boek

Ane Landøy,, Daniela Popa, Angela Repanovici

1 november 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

2022

Workshop Student-Stakeholder samenwerking I (Dutch)

This document is a teacher manual for a workshop (duration 2.5 hrs) that aims to support students in their collaboration with stakeholders. The context for which the workshop has been designed is ‘regioleren’ which means that students work on real life complex issues aiming at sustainable regional development. Contributing to the issue at hand, requires the collaboration between students and stakeholders from (semi) governmental bodies, NGOs, businesses, etc. The document provides background information on boundary crossing and an elaborate description of the workshop (goals, program, practical details, tips for teachers). The workshop consists of four rounds: 1. Identification of own expertise; 2. Stakeholder identification; 3. Networking role play; 4. Action plan stakeholder collaboration.

Document

Judith Gulikers, Carla Oonk, Renate Wesselink