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Zoekresultaten (177)

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HBO/WO

MBO

2023

Project-based learning in health literacy: a guide for implementation

Project-based Learning (PjBL) is a student-centered teaching model that organizes learning around curriculum- relevant projects. Despite the diversity of definitions and the lack of a universally accepted theory in PjBL (Du & Han, 2016), some common criteria have been identified in the literature: 1) projects and problematics are realistic and central to the curriculum/discipline; 2) projects involve students in a constructive research process; 3) projects are led and conducted by students; 4) projects are extended over a certain period of time (several days, weeks, or months); 5) PjBL involves students’ understanding of a topic, their collaboration in a working team, their responsibilities in the design, implementation and delivering the final product; and their reflection on the project process and project outcomes. Importantly, PjBL provides students the opportunity to overtake a leadership role and requires them to collaborate and consult with a wide range of stakeholders (Forbes & Martin, 2020).

Document

Janneke Luiken, Angelique Hagen

2023

Community based learning in health literacy

Community-Based Learning (CBL) is an educational approach that emphasizes the integration of meaningful community service with academic instruction, promoting civic engagement, and social responsibility. Because of the methodology of teaching and learning that provides context for building academic and work-readiness skills is community-based learning, also called service learning. Despite the diversity of definitions and theories related to CBL, some common criteria have been identified in the literature (Flecky, 2011): Service/community based projects are grounded in real and relevant community needs and challenges. Projects involve students in a constructive research process that addresses community issues. Students lead and carry out projects with guidance and support from educators and community partners. Projects take place over an extended period, typically weeks or months, allowing for meaningful engagement with community stakeholders. CBL promotes students' understanding of community issues, collaboration in working teams, responsibility in project design, implementation, and final product delivery, and reflection on project process and outcomes.

Document

Janneke Luiken, Angelique Hagen

19 maart 2026

ShareXR : Challenge-Based Learning with XR (BMS Lab, University of Twente)

ShareXR introduces a challenge-based learning (CBL) approach for integrating research, design, and development in engineering education through extended reality (XR). Developed at the University of Twente’s BMS Lab, the model addresses the increasing need for multidisciplinary collaboration by teaching students to speak a shared language across research, design, and technical development. Even for those without an engineering, scientific or STEM background. This course offers a hands-on, multidisciplinary learning experience where students take real research ideas and transform them into innovation projects within a complete and validated open learning XR ecosystem. With reusable multimedia course content, the course enables students to understand interdisciplinary collaboration, while each module focuses on one of the four pillars: Research, Design, Development, and Project Management — guided by principles of balance, iteration, and collaboration. By working with different tools like one-page project canvases, students will learn how to translate research ideas into structured user stories, requirements, and project management tasks, while exploring how XR tools can act as a human-centered medium for prototyping, testing, and validating ideas without requiring coding skills.

App

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin, Luca Frösler, Peter Slijkhuis, Mirjam Galetzka, Benno Pals, Jan-Willem van 't Klooster

2022

Overview learning activities innovation Space bachelor end project (ISBEP)

This document contains an overview of the learning activities that took place during the Innovation Space bachelor end project (Semester 1, 2022-2023)

Document

P.A.M. Ruijten-Dodoiu, Lenny Apon, Marcello Sala

1 juli 2025

Object Based Teaching and Learning

Library collections don't just consist of (online) articles and books. At the University Library of the Vrije Universiteit Amsterdam, we possess a wealth of special collections, from academic heritage to maps and globes. The objects from these collections are used in teaching and research. Through technology, such as 3D scanning and printing, we can present these objects even more vividly to education. For example, students will be able to pass replicas of ancient clay tablets through their hands. In addition, at the VU, numerous other models have been 3D printed and used in educational contexts in recent years. This publication encompasses a selection of the clay tablets of the VU special collections that were digitized as part of the project Digital Impressions, as well as other 3D printed objects, and a collection of educational resources for teaching with objects. Click on one of the two publications in this set to access the resources that you are looking for. Moreover, the link underneath presents you with more information on the Digital Impressions project on the VU website.

Website

Linde Voorend, Kim Dibbets

2022

innovation Space Bachelor end project (ISBEP)

During this course students work in interdisciplinary teams of 3-6 in the realization of an open-ended, challenge-based project. Projects are delivered by TU/e start-ups, researchers, and industry through regular meetings with challenge owners, process coaches and academic supervisors. This course takes place in two quartiles either in Q1 and Q2, or Q3 and Q4. Innovation Space bachelor end project (ISBEP) has two different types of Intended Learning Outcomes (ILOs). There are ILOs which ensure that the content related learning goals as defined by the faculty are met and there are ILOs which relate to CBL competences such as reflection and self-directed learning. Students take ownership of the project and work in a highly independent way.

Website

P.A.M. Ruijten-Dodoiu, Lenny Apon, Marcello Sala, Chiara Treglia

2022

1ZM150 innovation Space project: Innovation and entrepreneurship processes

This course takes spans over the duration of two quartiles. Students work in interdisciplinary teams of 3-5 in the realization of an open-ended, challenge-based project to further develop their engineering design skills and key competencies. Students take ownership of the project and work in a highly independent way. Support is offered by means of individual and team coaching, feedback sessions, some additional workshops and field trips for building relationships within teams and problem-solving.

Website

Nathalie M.J.M Kerstens, Gert Guri, Ákos Wetters, Lenny Apon, Isabelle Reymen

18 februari 2026

XR Prototype: Learning tools to create a research Prototype

Welcome to the course! Main Concepts The four pillars of innovation projects: research, design, development and project management Challenge-Based Learning: a student-centered approach to learning in which students choose a specific real-world problem to tackle using expertise from multiple disciplines Prototype: a first functional version of a device or program Unity: a wide-used development engine that can be used for 3D environment design Course Learning Goals Deliver a functional prototype aligned with your own research question Apply strategies to help you manage time, priorities, and collaboration effectively Understand how to balance your project scope, resources, and expectations Validate both the technical build and the research logic of your project.

Video

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin

2022

1ZM250 innovation Space project: innovation through art and design

This course takes place in two quartiles: Q1 and Q2, or Q3 and Q4. Students work in interdisciplinary teams of 3-5 in the realization of an open-ended, challenge-based project. Students take ownership of the project and work in a highly independent way. Support is offered by means of individual and team coaching, feedback sessions, additional workshops, lectures and field trips.

Document

Chiara Treglia, Isolde Hallensleben, Hélène Aarts, Isabelle Reymen, Lenny Apon, Gert Guri

2022

Kick-off lecture of innovation Space bachelor end project (ISBEP): Lecture slides

This document contains an overview of the learning activities that took place during the Innovation Space bachelor end project (Semester 1, 2022-2023)

Presentatie

P.A.M. Ruijten-Dodoiu, Lenny Apon, Marcello Sala