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HBO/WO

MBO

2021

Action Verbs for Boundary Crossing Learning Outcomes

This document provides you with action verbs that can be used in the formulation of your learning outcomes to make them BC-inclusive. The action verbs are organized as per the boundary crossing learning mechanisms. In case your students formulate their own learning outcomes for your course, this document might also be helpful for students as well.

Document

Carla Oonk, Judith Gulikers

1 februari 2025

Learning outcomes Module 3

Learning outcomes Module 3

Document

Claar Wierink, Luis Luis

13 juni 2022

Learning outcomes for case-based exercises in ethics education for engineers

One of the ways teachers have indicated they would like to search the collection of Case-Based Exercises is by the learning outcomes or competencies they aim to foster. A teacher may, for instance, be looking for CBEs that stimulate moral creativity. To enable this, a standardized set of learning outcomes for labeling CBEs was derived from the learning outcomes found in the first batch of raw learning materials collected within 4TU.ethics.

Document

V.A.J. Borghuis, Lavinia Marin

1 februari 2025

Learning outcomes Module 2

Learning outcomes Module 2

Document

Henrique Luis, Nicolas Giraudeau

1 februari 2025

Learning outcomes Module 1

Learning outcomes Module 1

Document

Henrique Luis

2022

After Successful Completion of the Course...: Examples of Boundary Crossing Learning Outcomes for Courses

This document includes examples of Boundary Crossing learning outcomes for Bachelor or Master courses. These learning outcomes have been developed as part of the Comenius project ‘Boundary Crossing as the Modus Operandi of Wageningen University’ in various pilot programmes and courses. The learning outcomes are not meant to be directly applicable in all kinds of contexts but should be used as a source of inspiration for your own course(s).

Document

Judith Gulikers, Carla Oonk

1 september 2023

INPRO Competency Framework (chart)

This is the chart overview of the INPRO domains and his competencies and learning outcomes/behaviors.

Document

Claudia de Weerdt, Katrien Colman, Sandra Jorna-Lakke, Jan-Jaap Reinders, E. van Lingen, Andrea Werkman, Line Atsma, J.J.S. Hurkmans, Christian Freisleben-Teutscher, Ursula Hemetek, Anita Kidritsch, Claudia Zimmel, Christine Haumer, Anu Myllyharju-Puikkonen, Jaana Paltamaa, Jaana Ritsilä, L. Mutanen, Ingrid Aerts

1 september 2023

INPRO Competency Framework: Competency Book

This is the complete overview of the INPRO competency framework with all the domains and his competencies and learning outcomes/behaviors.

Document

Claudia de Weerdt, Katrien Colman, Sandra Jorna-Lakke, Jan-Jaap Reinders, E. van Lingen, Andrea Werkman, Line Atsma, J.J.S. Hurkmans, Christian Freisleben-Teutscher, Ursula Hemetek, Anita Kidritsch, Claudia Zimmel, Christine Haumer, Anu Myllyharju-Puikkonen, Jaana Paltamaa, Jaana Ritsilä, L. Mutanen, Ingrid Aerts

21 mei 2025

Open Pedagogy: a driving force for meaningful learning

Report on how Open Pedagogy can support meaningful learning.

Wo, HboWebsite

Marijn Post, Ria Jacobi, Michiel de Jong, Marjon Baas

7 maart 2021

About the Collections

This document provides an overview of the 7 Urban Resilience Community Platform collections and related learning outcomes. these collections are: RESILIENCE ENGINEERING CORE CONCEPTS DESIGN PRINCIPLES FOR CRITICAL SERVICES AND INFRASTRUCTURES MEASURING AND MONITORING OF RESILIENT UNDER UNCERTAINTY GOVERNANCE AND INSTITUTIONAL ARRANGEMENTS OF COMPLEX STE SYSTEMS ETHICS OF RESILIENCE DUTCH AND INTERNATIONAL CASE STUDIES URBAN RESILIENCE GAMES

Document

Carissa Champlin