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HBO/WO

MBO

19 november 2025

The Stream-of-Consciousness (SoC) Dialogue Method

Using timed speaking turns, alternating roles (speaking and listening), and carefully crafted ‘prompts’ (sentence starters), this simple but potent method gradually moves pairs into deeper layers of exploration and sharing, while fostering reflection, attentive listening, and connection.

Document

Annick de Witt

14 juli 2025

Open Mind game

Open Mind is a digital 20-30 minute game that can be played on any smartphone or tablet. It offers a structured and engaging environment that challenges players’ assumptions and encourages them to reflect on their own experiences, question their assumptions, and explore diverse perspectives in a safe and interactive way. One can choose to have students play the game in class in class mode and include a plenary introduction and a post-play reflection, or one can have students play the game individually at home or at another location. When played on campus, the activity (game, introduction, and reflection) takes approximately 45 minutes in total. It could be used as a first introduction to perspective-taking and uncovering prejudices, priming students to be more open to participate in follow-up activities like perspective-taking exercises and dialogues. Open Mind was developed as part of the Utrecht University Comenius project Fostering an Open Mind and Open Attitude in Higher Education that strives to stimulate perspective-taking and dialogue in academic education with creative learning activities. Other learning activities that have been developed as part of this project are Playing perspectives (a game design toolkit) and The Square (Het Vlak; a creative dialogue methodology).

Document

Robin Bos, Remco Veltkamp, Open Minds UU

8 januari 2025

Interdisciplinaire Schrijfopdracht

Deze interdisciplinaire schrijfopdracht is een voorbeeld van hoe studenten vanuit verschillende perspectieven een complex probleem kunnen analyseren en beargumenteren. De opdracht is discipline-neutraal en kan worden aangepast naar verschillende vakgebieden en thema's. Er kan gekozen worden voor een individuele invulling of juist groepswerk. In dit document vind je ook een uitgewerkt voorbeeld rondom de disciplines rechtstheorie en taalkunde.

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Bald de Vries, Programma Interdisciplinair Onderwijs

8 januari 2025

Interdisciplinary Writing Assignment

This interdisciplinary writing assignment is an example of how students can analyse and argue a complex problem from different perspectives. The assignment is discipline- neutral and can be adapted to different subject areas and themes. It can be chosen to be completed individually or, on the contrary, as group work. In this document you will also find an elaborate example concerning the disciplines law and linguistics.

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Bald de Vries, Programma Interdisciplinair Onderwijs

1 oktober 2024

Object Orientation Pressure Cooker

What — This methodology fits research projects that use a concrete “surprising” object as the starting point of “more complex” inquiry. The methodology invites students: to make an inventory of different perspectives to study a central object, and understand what knowledge these perspectives will yield about particular elements of their research project topic; to understand the relations/connections between these various disciplinary perspectives and elements, and; to make an informed decision about which perspectives and elements to pursue and which ones to leave out For whom – The format can be used (and adjusted) for a seminar/working group of students (bachelor 3, honours and ma/rma students) as well as educational developers or teachers. Why – Guided training in object orientation supports the appreciation of multi-perspectivity (identity dimension and/or social-interactive dimension of interdisciplinary learning) which aids in grasping defining elements of various disciplines (cognitive dimension). How long—Depending on the context, it can be done as a quick starter or as a class-filling activity. In-class activities take up to two and a half hours. Preparation at home takes around two hours. Made by Gillina Bezemer and Koen Leurs On behalf of IDO

Presentatie

Programma Interdisciplinair Onderwijs

14 juli 2025

Playing Perspectives - a game design toolkit

Students collectively design a game on a polarizing topic and are stimulated to explore and gain a deeper understanding of various perspectives and presuppositions (including their own), recognize rhetorical narratives and frames, and devise strategies to overcome these. Students adopt active listening skills when conversing with one another. Playing Perspectives is based on game-based and transformative learning principles. Playing Perspectives consists of three phases. These can be conducted consecutively or separate from one another as stand alone activities, depending on the time available, your learning objectives and the desire to have a playable game as end product. The materials that are developed by students in each of these phases can be uploaded onto Edusources and used by other teachers if they only want to conduct one of the later phases as stand alone activity. Playing Perspectives was developed as part of the Utrecht University Comenius project Fostering an Open Mind and Open Attitude in Higher Education that strives to stimulate perspective taking and dialogue in academic education with creative learning activities. The other learning activities that have been developed as part of the Open Minds project are the Open Mind digital game and The Square (Het Vlak; a creative dialogue methodology). Please note: the photos required for phase 1 can be downloaded from the Teaching & Learning Collection of the UU (see links).

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Robin Bos, Jasper van Vught, Open Minds UU

1 mei 2020

Stakeholder Perspective Activity

This document is an example of a simple exercise that can be used to get students to take on a different perspective (reflection; perspective taking and making). The exercise requires students to put themselves in the shoes of (one or more) stakeholders involved in a case study and to formulate a solution that would be desirable in the eyes of the stakeholder they have taken on. Students will then also share and reflect together with peers on the perspectives and suggested solutions.

Document

Gerlo Borghuis

1 januari 2025

Civinc: digitale tool voor gelijkwaardige dialoog

Hoe betrek je de studenten die nóóit hun hand opsteken wél bij het gesprek? En hoe laat je studenten veilig oefenen met uiteenlopende meningen, zonder escalatie? Civinc is een nieuwe, gratis (voor HBO & WO) dialoogtool waarmee je in een handomdraai al jouw studenten in een college of werkgroep in gesprek brengt over prangende thema’s: van Duurzaamheid tot Diversiteit & Inclusie, en van A.I. Ethiek tot Politiek. In <30 minuten wisselen 20 tot wel honderden studenten anoniem van gedachten met iemand die een ander perspectief heeft, om veilig te oefenen met verschillende meningen. Jij bepaalt zelf het thema en de stellingen voor het gesprek. Civinc werkt net zo makkelijk als Mentimeter of Kahoot, maar dit is de crux: alle studenten beantwoorden individueel prikkelende stellingen over het thema, en worden meteen gekoppeld aan een partner met een ander perspectief. In anonieme 1-op-1 chats wisselen zo tientallen/honderden koppels tegelijkertijd van mening. Op de inhoud, zonder bias, groepsdruk, sociale wenselijkheid. Gebruik de data-inzichten om het sentiment te begrijpen en na afloop met de groep te verdiepen, en je hebt een unieke dialoog te pakken! Bekijk de website of video voor meer uitleg over hoe Civinc werkt, en maak een gratis (voor HBO/WO) account aan om het te testen en er direct zelf mee aan de slag te gaan.

Website

Civinc

1 januari 2025

E-learning Dialoog onder Druk

De e-learning Dialoog onder Druk van Stichting School & Veiligheid duurt totaal ongeveer 1,5 uur en is flexibel en kosteloos te volgen. De wetenschappelijk onderbouwde e-learning bestaat uit 6 korte, toegankelijke modules over de Belevingswereld van jongeren, Polarisatie, Verbinding, Begrenzen en uitnodigen, en Een veilige dialoog. Je krijgt gereedschap toegereikt om beter te kunnen reageren op bijvoorbeeld heftige uitspraken en spanning in de klas, en deze om te zetten in waardevolle gesprekken. Ook leer je een methode om lastige gesprekken te voeren, waarin alle meningen gehoord worden. Bij de e-learning hoort een reader, waarin alle informatie is terug te vinden, en aanvullende oefeningen worden aangeboden. Let op: deze e-learning is ontwikkeld voor VO en MBO onderwijsprofessionals, en de voorbeelden zijn dan ook op die context toegespitst. Desondanks kan de e-learning ook voor docenten in het HBO/WO leerzaam en inspirerend zijn.

Website

School & Veiligheid, Leon Meijs

2019

The Age of Human Rights

This is a syllabus for the course "The Age of Human Rights" designed for the University College Groningen (UCG), University of Groningen. The syllabus is designed by taking into consideration the UCG’s focus on project-based education and it is further inspired by the design thinking approach to education. This course aims to do two things. Firstly, to provide a good knowledge base on what international human rights are and what mechanisms exist to implement, supervise and enforce them. Secondly, to discuss in a critical manner how international human rights thinking has become inextricably linked to almost all areas of international cooperation. Students are asked to critically analyse specific human rights issues from a multi- or interdisciplinary perspective, thereby drawing upon information from the various disciplinary fields that they have covered in their programmes. The first part of the course (6 sessions) is used to create the relevant knowledge base through interactive lectures. In the second part of the course (12 sessions), students are asked to work in small subgroups on particular issue areas which will be chosen in consultation with the instructors. The course concludes with a half-day conference on human rights in which the participating students act as panel members (this may be subject to change).

Document

Mando Rachovitsa