April 10, 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.

June 19, 2022

Design for critical reflection on Social Media Platforms

This exercise uses a value-sensitive design approach towards redesigning social media platforms for a different purpose: from being predominantly spaces of entertainment, social media platforms can become spaces of epistemic engagement with information in a fruitful manner by fostering the user’s critical reflection in engaging with information found on social media. The exercise challenges students to redesign user interactions on social media platforms in such a way that explicitly fosters reflective thinking for users about the information that they find online. Note: this exercise can be used in a suite of exercises on social media platform design, together with the Fake news exercise and the Design for information quality exercise.

September 1, 2023

Design Thinking Workshops

In consecutive workshops, participants worked out the needs and competencies of students, teachers, and practitioners, and how this could be reflected in the training of health professionals.

July 17, 2020

Reflecteren in de zorg - onderzoekend vermogen (Hanze_HHS)

Lesverantwoordingsformulier 'reflecteren in de zorg'. Passend bij lijn onderzoekend vermogen. Onderwerpen: geschiedenis van reflectie, reflecteren in de zorg, onderzoekend vermogen. Lesdoelen De student kan aan het einde van de les uitleggen wat reflecteren is (K) De student herkent aan het einde van een les wanneer een reflectie inhoud heeft en wanneer niet (I) De student ziet aan het einde van een les een verband tussen reflectie en onderzoekend vermogen (I) De student heeft aan het einde van de les een beeld van de geschiedenis van reflecteren (K) De student kan aan het einde van de les benoemen waarom reflectie belangrijk is voor verpleegkundigen (I) De student kan aan het einde van de les ook daadwerkelijk reflecteren? (prikkelend) (T) (is vervolg doel)

October 22, 2020

Presentatie Klinisch Redeneren met OPT-model

August 29, 2022

#dariahTeach Platform

Since its launch in 2016, more than 70 scholars and practitioners have developed content for #dariahTeach. From developing new courses and translating existing ones to writing up case studies, and contributing videos. Many other academics have used #dariahTeach in the classroom. The #dariahTeach platform offers many opportunities: lifting the barriers of knowledge access and the boundaries of time and distance. Resources can be adapted, reused, and be made part of new practices. Some ways to make use of the resources: • Based on the principle of the "reversed or flipped classroom", have students study units of the online course before the meeting with teachers for hands-on sessions where they put the knowledge into practice and get feedback. • Integrate the resources into your regular teaching, at graduate and post-graduate level; e.g., by assigning to students units, videos, and quizzes. • Provide learners the opportunity to go through the material at their own pace, combined with a moment of reflection by incorporating quizzes and exercises that deal with both the methodological and the theoretical dimension of the subjects covered, e.g., in the case of a course on 3D visualisation that is available on the platform. • Have students learn about Design thinking and maker culture and at the same time put the topic of user-centred design into practice by inviting them to create learning materials: a student-led group project and a series of interlinked blog posts on the same topic. Student feedback indicates that they learned as they were designing and making, and that the non-linear and multimodal structure of the course facilitated such self-directed and iterative learning processes. Note: the teaching modules are not prescriptive. They are modular structure with different units providing resources and inspiration, opening up rather than limiting potential use and applications of content.

2020

Dissidence in Leadership: “What Would Bert Röling Do?”

This is a syllabus for the Leadership Masterclasses designed for the Honours Master Programme, University of Groningen. The main aim of the Masterclass is to challenge students to test their own ideas on the relationship between leadership and innovative thinking and dissidence. By the end of the Masterclass, students will be able to: ▪ Understand and explain the role of innovative thinking and dissidence in producing and progressing different fields of research; ▪ Analyse and assess the role of inter-cultural understanding in making leadership decisions; ▪ Value interdisciplinary approaches in tacking global challenges; ▪ Critically reflect on how to apply these insights to their own future professions. The Masterclass has a concrete compass: the students study, by way of example, the work of Judge and Professor at the University of Groningen Bert Röling who introduced new ways to look at international law and created news fields of interdisciplinary research.

April 19, 2024

Research presentation Empty Farm to Fill.

This is the handout of a research presentation 'Empty Farm to Fill', presented at the International Social Work Research Conference in Vilnius (Lithuanian). The presentation is about a design based research, carried out in co-creation with youngsters and youthworkers in Tilburg (Netherlands). What are the design principles for youth-participatory pedagogical 'vrijplaatsen' that contribute to the resilient identity development of young people? Content: Context: Raising in a liquid society, the age of Industry 4.0. What does it mean for young people? Casus: Empty Farm to Fill, a pedagogic innovation. Research question, methods and first findings Reflection: the value of pedagogical ‘vrijplaatsen’ in the age of industry 4.0.

September 12, 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.

August 17, 2023

Interdisciplinary Explorations of Neuroscience

This interactive online textbook is accessible to anyone interested in the brain. It is specifically targeted to students and instructors of undergraduate neuroscience or biopsychology courses. It encourages an active exploration of the intersection of neuroscience with other disciplines through a large number of activities, demonstrations, reflection prompts, and critical thinking questions. The book complements material presented in more conventional neuroscience or biopsychology textbooks, portions of which are linked to throughout this text.