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Zoekresultaten (98)

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HBO/WO

MBO

20 december 2023

ICF education continuum: from basic knowledge to practical ICF implementation material.

It is recognized by the WHO that the use of the International Classification of Functioning, Disability and Health (ICF) requires knowledge of the ICF framework, its philosophy and principles, and practical tools. This report provides an overview of the iterative development processes of the "INPRO ICF Basic Course" materials and the "ICF in person-centered rehabilitation" advanced learning materials to support the interprofessional implementation of ICF. The added value of the INPRO ICF Basic course is the additional material developed to support the WHO ICF eLearning Tool, e.g., introduction and motivational lecture, slides and videos, and reflection seminar, where the participants discuss the most important aspects of ICF in small groups and the discussions is shared together in a big group. The developed ICF education continuum offers a learner-friendly, understandable basic knowledge of the ICF framework and additional ICF material for person-centered, interprofessional implementation. Even though the material follows the rehabilitation model, it can be used by any professional who uses the ICF.

Document

Jaana Paltamaa, Anu Myllyharju-Puikkonen

16 november 2023

Gent - Lecturers - 3D Anatomy viewer Open Anatomy Explorer (OPANEX)

Dive deeper into the human body with the Open Anatomy Explorer. What does the OPANEX entail? - Custom 3D Anatomy Models: Effortlessly upload your in-house-created 3D anatomy models and explore the human body in an unprecedentedly detailed manner. - Easy Labeling: Highlight and label specific anatomical structures to foster a profound understanding and make complex features more accessible for students. - Share with Students: Share anatomical models directly with your students, promoting interactive learning and enhancing understanding of anatomy. - Global Collaboration: Easily export your labeled models for sharing with other institutions, contributing to global knowledge sharing. The open-source code for OPANEX is available on GitHub: https://github.com/biocat-ugent/Open-Anatomy-Explorer. By implementing the OPANEX platform at your institution, you gain the ability to upload, personalize, and distribute your 3D models to students. Furthermore, you can easily export your internally labeled models for sharing with other universities, enhancing collaborative 3D model exchange. An example of the OPANEX installed at Ghent University can be found here: https://opanex.discover.ilabt.imec.be/. One can sign in with a Google account. The OPANEX is licensed under Apache license 2.0.

Website

Vicky Vandenbossche, Prof. dr. Emmanuel Audenaert, Michiel Van Kenhove, Prof. Filip De Turck, Prof. Bruno Volckaert

1 oktober 2025

Sustainable EU Economy: an interactive Textbook for Business Students

Dear Reader, Welcome to Sustainable EU Economy. This book is more than a textbook—it is an invitation to explore how the European Union shapes business, society, and sustainability in today’s interconnected world. My hope is that it will inspire you to think critically, engage actively, and see how Europe’s vision for a climate‑neutral and inclusive future connects directly to your own journey as a student and professional. This book was created to guide you through one of the most dynamic and influential regions in the world—the European Union. With its single market of over 450 million consumers and policies that shape global standards, the EU is not only a trading bloc but also a laboratory for resilience, sustainability, and innovation. This book will help you see the EU not just as an institution, but as a living system that directly impacts business, society, and the environment. You will explore how Europe is responding to challenges such as climate change, digital transformation, and shifting geopolitics, and how these responses create opportunities for businesses and professionals like you. This textbook is not a static resource but an interactive digital reference, designed to evolve alongside the changing study of European integration and sustainability. By combining case studies, discussion prompts, and applied exercises with live seminar content and guest lectures, it adapts to new research, policy debates, and global challenges. In this way, you may explore the EU not only as a historical and political project, but also as a dynamic economic system that continually reshapes business strategy, trade, and innovation. About the Jean Monnet Chair in Sustainable EU Economy: Awarded by the European Commission to Dr. Beata Kviatek and hosted by Hanze University of Applied Sciences, the Jean Monnet Chair in Sustainable EU Economy represents the first such Chair at a Dutch university of applied sciences. Co‑financed by the Erasmus+ Programme and Hanze University, the Chair advances knowledge of the EU’s transition toward a climate‑neutral, resource‑efficient, and socially inclusive economy. It promotes excellence in teaching and research, integrates sustainability priorities into business education, and fosters dialogue among academia, policymakers, businesses, and society. By producing impactful studies on green finance, energy transition, and corporate responsibility, and by linking local initiatives with EU goals, the Chair provides a vibrant platform for debate and engagement on Europe’s sustainable future.

Open (Access) Tekst Boek

Beata Kviatek

6 mei 2026

WindowMappr©

The WindowMappr© was developed to make spatial challenges connected to landscape and land use tangible, visible and easier to discuss in a low‑threshold way that stimulates interaction, reflection and co‑creation, both in educational settings and in practice, where digital participatory mapping tools are often too technical or distant for quick, collaborative use. Its simple and consistent setup makes it broadly applicable across contexts, supporting spatial thinking in education and facilitating the exchange of knowledge, experiences and perspectives in participatory processes without requiring technical expertise. This document provides a practical guide for constructing the WindowMappr© and outlines its basic principles of use.

Document

Franziska Komossa

2022

INPRO CF “INPRO Pilot IPE Intervention”

Interprofessional collaboration is becoming increasingly important for health professionals to improve the quality of health care. To prepare future health professionals for interprofessional collaboration, interprofessional education is needed. At the UAS St. Pölten, interprofessional education in health professions was first implemented in 2019 as a project with 24 students from 4 professions and has been continuously expanded since then. Within the international INPRO project, interprofessional education was implemented in an online setting and with the use of ICF in two interventions in order to give students and lecturers the opportunity to (additionally) exchange about international differences and similarities.

Document

Ursula Hemetek, Anita Kidritsch, Anu Myllyharju-Puikkonen, Ingrid Aerts, Claudia de Weerdt, Sandra Jorna-Lakke

23 augustus 2023

Lecture: Theory of Federated Learning (Profiling and Personalization)

Provide the motivations for doing Federated Learning Provide an initial understanding of the basic techniques for Federated Learning Discuss the main limitations and the challenges connected to them

Website

HCAIM Consortium

8 januari 2018

3. Business Model Metrics and Advanced Tools: VIP Framework

In this block, we will look at operating models beyond individual firms. We will look into how networked enterprises deal with value exchange, information and knowledge sharing and operational processes based on the VIP framework and alternative approaches, like the activity diagram, E3 value model, ARIS model and the deadly waste approach.

Website

Harry Bouwman, Timber Haaker, Mark de Reuver

2023

Making History: Reflections of a History Student in the Archive

I invite you to learn what it takes to produce historic knowledge. My writing aims at anyone interested in history as a discipline and its inner workings. Other history students might profit from reading about my ex¬periences and encounters with historic research in particular. And some might just be interested how history ‘is made’. Finally, I hope that a few will enjoy following my personal development and appreciate the extra knowledge offered. By recording my archival research in this way, my booklet wants to contribute to accessible and public academia.

Document

Jakob Jung

1 september 2023

Course description Minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor at the University of Amsterdam, coded 5142DPB30Y, semester-long, 30 ECTS course offered in English from September to January. Targeted at third-year science bachelor students, the program explores biomimicry—a scientific method that draws inspiration from nature to solve modern technological challenges. The curriculum consists of a blend of lectures, workshops, and hands-on project work in the UvA Makerspace, where students apply their learning to develop real-life prototypes. The program culminates in the creation of a bio-inspired robot, resulting in the integration of acquired theoretical knowledge and practical skills.

Document

Morten Stromme

30 april 2025

PFAS – Persistent Micropollutants in the Water Cycle

This report presents the final course material that was developed for the online learning module on persistent micropollutants – PFAS. The document can be used as a stand-alone manual to fully individually follow the entire course, from week to week. It includes the links to the video materials that were developed for the course within the project, fully integrated within the reading material. The course forms a bridge between scientists and professionals working in the water cycle. So far, the information on PFAS has been available in a scattered manner, making it difficult for non-experts to get a complete introductory overview. This course was designed to compile information on PFAS through the water cycle, from production to use and final treatment. The course is built up in an intuitive way: it starts with a general introduction on the origin, chemistry and nomenclature of PFAS; national standards and reported concentrations in the urban water cycle are presented; analytics are explained; the course concludes with technologies for separation and final destruction of PFAS. Each chapter (or week) contains written textbook material, videos and additional reading material. Development of the course has been a co-production between PROMISCES and TU Delft, as TU Delft has an extensive educational support system including a professional recording studio and an expert learning assessment system for engineering education. All materials including videos are freely available for the general public. If the learner wants the full experience of having virtual classmates, get access to all exercises and receive a certificate and credit points after successful completion of the course, one can register at online-learning.tudelft.nl. The course was developed by two environmental engineers with a professional educational background (Mariska Ronteltap and Kim Lompe). The educational videos include knowledge clips (recorded lectures in a studio), videos in laboratories, interviews with PROMISCES project partners and videos on location. To be able to follow the course a basic understanding of chemistry is required; other than that, the course is fully understandable for non-experts. Collaboration between TU Delft, Delfland Water Authority, and the EU Project PROMISCES.

Document

Kim Maren Lompe, Mariska Ronteltap