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HBO/WO

MBO

September 27, 2017

Living Labs

In sustainable urban transitions, innovation is often as much of a key concept as co-creation. The combination of these two concepts results in a huge potential for developing effective, trans- and interdisciplinary sustainable solutions that count on the support of the public given its involvement in the co-creation process. Living labs are niches in which this combination takes place: multiple actors and users collaborate to develop experimental innovations in a real-life setting. In the following video, Kris Gyselle Steen, researcher from Urban Living Labs, will explain how living labs function, with a special focus on the variety of roles that actors can adopt during the co-creation process. LEARNING OBJECTIVES: Design policies; governance arrangements and coordination structures for resilience planning and response addressing policy-making; public private partnerships and civic engagement. DURATION: 1 short video (~5 min long)

Website

Kris Gyselle Steen

August 30, 2021

Green Public Spaces in Amsterdam

This set contains 3 videos related to green public spaces in Amsterdam. i. Living Labs (~5 min-long video) ii. Competition for Green Urban Spaces in Amsterdam (~7 min-long video) iii. R-link: Deciding on the Use of Public Space (~5 min-long video)

Various Experts

April 29, 2020

Moral Imagination and the Future of Cities at Night (Student handout)

Nighttime lighting is foundational to the design and use of cities at night, and new innovations to how we light cities can have far-reaching effects on social and environmental values. Given the confluence of rising concerns about the negative effects of artificial light at night (known as light pollution), combined with the introduction of new lighting technologies (e.g., smart systems, LEDs) as well as the development of other disruptive technologies (e.g., autonomous vehicles), we have a rare opportunity to envision and enact new lighting strategies. But how can these new technologies be adopted and utilized in a creative and responsible way? What values (environmental, social, aesthetic) should inform and drive technological innovation, design and policy choices, and use patterns? In this exercise, students are asked to confront complex and open-ended moral questions related to a critical (if often taken-for-granted) urban infrastructure, exploring how normative theories and value-sensitive design can – and should – inform the future of nighttime lighting.

Document

Taylor W. Stone

April 29, 2020

Moral Imagination and the Future of Cities at Night (Teacher version)

Nighttime lighting is foundational to the design and use of cities at night, and new innovations to how we light cities can have far-reaching effects on social and environmental values. Given the confluence of rising concerns about the negative effects of artificial light at night (known as light pollution), combined with the introduction of new lighting technologies (e.g., smart systems, LEDs) as well as the development of other disruptive technologies (e.g., autonomous vehicles), we have a rare opportunity to envision and enact new lighting strategies. But how can these new technologies be adopted and utilized in a creative and responsible way? What values (environmental, social, aesthetic) should inform and drive technological innovation, design and policy choices, and use patterns? In this exercise, students are asked to confront complex and open-ended moral questions related to a critical (if often taken-for-granted) urban infrastructure, exploring how normative theories and value-sensitive design can – and should – inform the future of nighttime lighting.

Document

Taylor W. Stone

May 21, 2025

Open Pedagogy: aanjager van betekenisvol leren

Rapport over hoe Open Pedagogy kan bijdragen aan betekenisvol leren. Inclusief praktische voorbeelden.

University, UASWebsite

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

May 21, 2025

Open Pedagogy: a driving force for meaningful learning

Report on how Open Pedagogy can support meaningful learning.

University, UASWebsite

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

January 4, 2021

Sharing information on genetic makeup for big data analysis

Imagine working at a lab that runs diagnostics on the genetic makeup of individual persons in combination with other individual information, e.g., personal habits and living conditions etc. The amount of data you collect on individuals over time is extensive, and it can be used for general big data analyses as well as for individual risk assessments. How should access to this data and to respective analyses be handled?

Document

Michael Kühler, Lavinia Marin

2023

Maker Lab Open Inquiry: Presentation grading forms

Each of the Maker Lab's two Open Inquiry projects requires two graded presentations: a midway presentation by one of the two team members, and a final presentation by the other team member. These are submitted as pre-recorded videos. The midway videos are played during class, each followed by 10 minute live-Q&A sessions with peers and instructor(s). The final videos, on the other hand, are not played during class. Instead the presenter gives an abbreviated live version during class, followed by a 5-10 minute live-Q&A session with peers and instructor(s). Students are instructed to pitch the level of the talk at their peers (who have not done nor closely followed their inquiry). Students are further given these grading forms in advance to see on which assessment criteria their talk will be judged. Note: Simple "grading forms" are used instead of rubrics, with the difference being that performance levels are not individually described. I use grading forms instead of rubrics for several reasons: 1. I am the only grader for the course, thus inter-rater reliability is not an issue. 2. I include 10-12 specific assessment criteria which themselves help to communicate expectations, 3. The diverse student projects make it difficult to create meaningful level descriptors, and 4. I often leave explanatory remarks under the individual assessment criteria to explain my marks.

Document

Forrest Bradbury