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Zoekresultaten (15)

HBO/WO

MBO

10 april 2026

Positionality Statement: Reflective assignment on the role of a researcher

In this learning activity, students reflect on their position within the research process. They explore how their identity, experiences, and disciplinary background shape their perspective and translate this into a short positionality statement. The activity centers around the question 'Who Am I?'. The assignment fosters critical thinking, self-awareness, and interdisciplinary awareness.

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Anastasia Hacopian

2023

Maker Lab Assignment: Semi-structured_Experiments

Before the Maker Lab students begin the open inquiry phases, they first learn and practice some important skills, supported by small assignments. This assignment is a "structured", or "guided" inquiry, where students know ahead of time the result they should find, but have agency in their experimental design, within some prescribed limits. By assigning all teams different methods for addressing a single research question (currently: estimating the acceleration due to gravity), they are encouraged to reflect upon how experimental design and equipment limits the certainty of empirical findings. This assignment requires teams of four students (organized into two pairs, each performing the experiment separately, but analyzing data and reporting on conclusions together). In two weeks (wherein students' course workload is 10 hours per week), the teams must set up experiments, controlling sensors with self-programmed Arduinos, collect and analyze experimental data, and create a pre-recorded video presentation to be viewed in class and aimed at their peers, followed by a Q&A. Note: If you do not (yet) have Jupyter Notebook, you cannot fully utilize the .ipynb file. But the attached PDF will give an idea of its content and functionality. Note also: In order to interact with and fully utilize the Jupyter Notebook documents (including their hyperlinks and pointers to data and image files), it is helpful to save the entire collection locally in a way that preserves the original directory structure. This is easiest to accomplish by downloading all files at once via the JupyterPython-materials zip file and unpacking it (extracting the files) to your preferred local directory. This zip file of all Jupyter Notebook materials is located here: https://search.edusources.nl/materialen/d144774e-9705-489a-b3cd-28e3618f7324 Contents: partial experimental instructions (for students) in Jupyter Notebook: Semi-structured_Experiments.ipynb (and .pdf ) grading form for pre-recorded video presentation (both .docx and .pdf )

Document

Forrest Bradbury

1 juni 2021

Unit 2: Taking a critical stance, using sources and avoiding plagiarism [LIBRARY TUTORIAL; assignment koppelen]

Videos: Video 3: The role of sources Video 4: Why we cite & Plagiarism Homework task(s): Complete Assignment 1: Library Tutorial (Ask your own library, or see this example: https://search.edusources.nl/materialen/fb8124eb-52bc-42ef-95fc-0db6bce4bfba) Complete a draft of Assignment 2: Critical Reflection (See Teacher’s Handbook for the Academic Reading and Writing module) Suggested tasks for the tutorial: Discussion questions to detect bias (positive or negative) in [introductory text] • Is the author a known expert in the field or topic, with a background and credentials that can be easily verified? • Does the author use strong or emotional language, present opinion as fact, or employ the use of stereotypes in order to express his or her attitudes? • Does the author present information gathered from source materials both accurately and within the proper context? • Are there any flaws in the selection of source materials, the performance of analysis, or the design of methodology, which might suggest a deliberate attempt to satisfy or support a predetermined argument, outcome, or opinion? (Source: HSU Resource Database) Discussion questions on using sources and avoiding plagiarism • Why do we use sources? • What is citation and why do we do it? • What is plagiarism? What can you do to avoid it? Class quiz to explore plagiarism For each scenario below, decide whether it is a case of plagiarism [answers in brackets]: • Copying some of the work of one of your classmates [YES] • Copying and pasting from a source, citing the source, but not using quotation marks [YES] • Translating a part of a non-English article (e.g. in Chinese or French) and not giving a citation [YES] • Using information that constitutes general knowledge, and not giving a citation [NO]

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

29 juli 2021

Future News

This exercise offers an innovative working method to do in class or online. Students will do a small bit of research and use their findings to write a fictive news article from the future to consider consequences of applications of [the technology at stake]. The fictive writing-assignments offer an opportunity for students to reflects on an ethical issue by means of narrative. Articles can be shared among the group when finished.W

Document

Roel Veraart, Zoë Robaey

2026

Development Portfolio Boundary Crossing & Personal Leadership

This development portfolio is used in a BSc Marine Sciences 3ECTS course on "Boundary Crossing and Personal Leadership" (BSc Year 1 course). It serves as a logbook with daily prompts for students to reflect on the activities they have undertaken while in class. This document is used alongside another document titled 'Assessment Portfolio Boundary Crossing & Personal Leadership'. Students can use this Development Portfolio (formative) for their Assessment Portfolio (summative).

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Judith Gulikers, Camilla Ramezzano

1 juni 2021

Unit 1: Introduction: reading well

Videos: Video 1: Introduction Video 2: Reading well Homework task(s): Read the introductory text. Make notes on the following three questions: • What does the author want to argue? • How does the author underpin their argument? • Does the argumentation convince you? Why or why not? Suggested tasks for the tutorial: Tutor introduces Assignment 1: Library Assignment and Assignment 2: Critical Reflection Discussion questions on [introductory text] • What is the main point the author wishes to make? • What are the arguments the author puts forward? • What evidence does the author use to support their arguments? • What kind of language does the author use when expressing their point of view? • Does the author argue, or do they just express their opinion? How do you know? Exercise on language use in [introductory text] In [introductory text], how does the author use language to communicate with the reader? Find and annotate examples of language use for the following (try to find two or three examples for each): • Expressing caution 'might', 'may', çould'etc. • Expressing certainty: 'definitely', ít is clear that'etc. • Expressing the author's attitude: 'únfortunately, Í agree', 'suprisingly' etc. • Adressing/involving the reader: 'consider', 'note that', ýou can see that'etc. • Self-mentions; Í', 'we', 'my', 'our'etc.

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

24 maart 2022

Transport Resilience

This 90-minute lecture reflects on long-term transport infrastructure and innovation investments from a resilience perspective. Three adaptation approaches are compared in terms of their strengths and pitfalls. Mobility as a Service is assessed in terms of its resilience characteristics but also the vulnerabilities due to greater dependency on the security and reliability of digital and energy platforms. Assignment included- Leylilijn rail line case

Presentatie

Carissa Champlin

12 september 2023

Sensory Maps

This is a learning tool assignment that gets students thinking about their surroundings and activates their senses. The students sit in a busy area of town and map sensory data. They need to identify sensory stimuli, create their own sense-code and transcribe it on a map. They are then asked to reflect on the data and how it can be used in their research. For examples visit the link attached.

Website

Emilie Sitzia

1 september 2020

1.1.2 Doing research with the research cycle

When finding an answer requires more than "just Googling" and clicking on the top answer, you will have to conduct an investigation to arrive at a correct answer. In this building block you will learn what conducting research actually is (not just for scientists!), You will be introduced to the research cycle, use it to determine an approach for your research (at question level) and to reflect critically. This is a HBO-ICT building block for Research in Education.

HboDocument

Esther Hageraats, Danny Plass - Oude Bos, Floor Weijman, John van de Pas, Jenny Oude Bos

1 juni 2021

Unit 3: Introducing the case studies, citation using CMS, paragraph structure

Videos: Video 5: what needs to be cited Video 6: How to cite sources Video 7: Using paragraphs Homework task(s): Write a draft of Assignment 2: Critical Reflection Suggested tasks for the tutorial: Tutor introduces the case studies and asks students to choose their case study Exercise on what (not) to cite Using the list below, discuss which examples would need to be cited and which constitute general knowledge: • The Democratic Republic of the Congo is a country located in central Africa formerly known as Zaire. • The Congo was once under Belgian rule. The Belgian Congo achieved independence on 30 June 1960. • Army Chief of Staff Joseph-Désiré Mobutu officially came to power on 25th November 1965, by means of coup d'état. Scholars often refer to Mobutu's rise to power as an example of a Cold War cult of personality. • A coup d’état is the sudden, violent overthrow of an existing government by a small group. Discussion questions on paragraphs • What is a paragraph? • How many topics should you cover in one paragraph? • What structure should a paragraph have? Exercise to practise CMS citation (Notes & Bibliography style): • Work with a partner to create CMS citation(s) for [introductory text] in CMS Notes and Bibliography style. • Create a note, a shortened note and a reference list entry. • Implement these citations in your critical reflection draft. Peer review of Critical Reflection (Assignment 2) drafts Swap drafts with a partner. Read your partner's draft and make notes on the following points: a. Has your partner provided a summary and a critical assessment of the text? b. Is the draft structured in paragraphs? Does each paragraph represent one topic? c. How does your partner bring in the source text (quotes, paraphrases)? Write feedback for your partner.

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker