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Zoekresultaten (12)

HBO/WO

MBO

19 oktober 2021

Instructions internship 4 - Finalizing the internship: Self reflection and examination

Explanation on the self reflection and examination of an internship in MCB

Video

edumedia@wur.nl

19 februari 2023

Disciplinary self-reflection

As interdisciplinary learning draws on disciplines, it is important to be aware of the defining elements of one's own discipline. Disciplinary grounding involves the understanding and appreciation of one's own discipline and the discipline of the other(s). In this learning activity, students will reflect on the foundations of their own discipline.

Document

Programma Interdisciplinair Onderwijs

25 april 2023

Annual Employee Conversations

Employee meets the senior annually in a personal talk. For example, they explore how the ICF framework can be applied by that employee, concerns (e.g. data protection, purpose, and time resources), and profession are considered. Any idea to improve interprofessionalism will be discussed.

Document

Christine Haumer, Susanne Schulner-Weiss

2023

Role play supporting Self-tracking via a digital device [Self-management]

Digital Health Literacy training with role-playing: You support the client with self-tracking Use of a reflection tool Preconditions: Application of communication skills (e.g. active listening, use plain language, summarizing, asking simple questions and teach-back), you have read and followed the additional instructions before you perform the role-play

Document

Janneke Luiken, Angelique Hagen

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.

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

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

1 juni 2021

Unit 9: Revision strategies, writing forum

Videos: Video 18: Avoiding typical errors Video 19: Revising your work Homework task(s): Write out an introduction and a conclusion to your essay Suggested tasks for the tutorial: Class discussion questions on typical errors • What were the typical writing errors introduced in the video? • What can you do to avoid those errors? • What do you find difficult when writing essays? Self-reflection exercise about revision What steps should you go through to review and revise your own writing? In pairs/small groups, create a checklist that you could use to review your own work. Tip: look back through the course materials to make sure you capture all the different aspects of writing. Peer review of full essay drafts Swap essay drafts with a partner. Use the checklist that you just created to review your partner's work. Prepare feedback for your partner: • What have they done well? • What could be improved? When you've finished your review: is there anything that you would now like to add to your revision checklist?

Document

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

1 april 2026

Mind Measuring Mind

Mind Measuring Mind explores the foundations of psychological methodology, ethical research practice, and the pivotal role of measurement in understanding behaviour and mental processes. Blending teaching material, scholarly context, and personal perspective, it opens a dialogue about the challenges and responsibilities of doing science when the subject and the scientist share the same mind. Why is psychological science different from other sciences? Psychology is the study of behaviour and mental processes. Unlike most other fields, psychologists use their own mental processes to examine those of others. This self-referential nature, “mind measuring mind,” brings unique challenges for psychological measurement and the interpretation of research results. This book critically examines psychology as a science, exploring the empirical cycle and the teaching of methodology and statistics. In most academic psychology programmes, students are expected to participate as subjects in psychological studies. To support this, a series of PBL tutorials was developed to familiarise students with the empirical cycle and encourage discussion of validity, research methods, ethical standards, scientific communication, and potential threats to responsible, high-quality research. The materials in this book are based on those tutorials. This open textbook is designed for first- and second-year BSc Psychology students at Maastricht University, particularly those navigating the renewed curriculum’s emphasis on ‘Scientific Inquiry and Critical Thinking’ (SICT). It serves as a flexible guide for students following individual learning paths, including participation in faculty-led research experiments, reflection on the empirical cycle, and connecting practical experiences to theoretical concepts such as methodology, statistics, validity, ethics, and scientific communication. Ideal for self-study, group PBL sessions, and research practicums, the book helps bridge hands-on research involvement with classroom discussions, supporting competency development in psychological research.

Open (Access) Tekst Boek

Garmt Dijksterhuis

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.

Document

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

2019

MOOC Responsible Innovation: Ethics, Safety and Technology

About this course There is no doubt that technological innovation is one of the key elements driving human progress. However, new technologies also raise ethical questions, have serious implications for society and the environment and pose new risks, often unknown and unknowable before the new technologies reach maturity. They may even lead to radical disruptions. Just think about robots, self-driving vehicles, medical engineering and the Internet of Things. They are strongly dependent on social acceptance and cannot escape public debates of regulation and ethics. If we want to innovate, we have to do that responsibly. We need to reflect on –and include- our societal values in this process. This course will give you a framework to do so. The first part of the course focuses on ethical questions/framework and concerns with respect to new technologies. The second part deals with (unknown) risks and safety of new technologies including a number of qualitative and quantitative risk assessment methods. The last part of the course is about the new, value driven, design process which take into account our societal concerns and conflicting values. Case studies (ethical concerns, risks) for reflection and discussions during the course include – among others- nanotechnology, self-driving vehicles, robots, AI smart meters for electricity, autonomous weapons, nuclear energy and CO2capture and coolants. Affordable (frugal) innovations for low-income groups and emerging markets are also covered in the course. You can test and discuss your viewpoint. The course is for all engineering students who are looking for a methodical approach to judge responsible innovations from a broader – societal- perspective. What you'll learn •Understand the urgent need to include ethical questions with respect to (new) technology. •Know various ways/instruments to analyze risks of new technologies, both forward looking as backward looking (causes of accidents) •Understand various types of innovation (like radical, niche, incremental, frugal ) and the conditions for success •Know how to deal with unknown risks (deep uncertainty) when it comes to new technologies •Are able to critically reflect on new technologies from an ethical and risk perspective (case studies). •Understand the concept of responsible innovation and Value Sensitive Design (VSD) and the implications for the design process

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