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HBO/WO

MBO

13 september 2023

Team dynamics: Emergent States

Team dynamics: emergent states In this animation This animation is about a special element of collaboration, namely emergent states - what emerges between team members in a collaborative process. Probably every student has already experienced emergent states, but does not know that it is an actual concept. Making this explicit can help students think about this and discuss it with each other. Use in class As a teacher, you can encourage students to explore what is needed for them to get into a positive emergent state. Then the different needs of the team members can be discussed and agreements can be made on how the team wants to work together. Hopefully, this will increase collaborative enjoyment and success. This animation fits well with the animation on interdisciplinary collaboration because the characteristics and challenges discussed there can influence emergent states. As a teacher, you can have students reflect on this interaction. You can also make a link between the experiences of interdisciplinary collaboration and how collaboration might take place in the future workplace. Are the characteristics and challenges of interdisciplinary collaboration also present there, and what effects do emergent states have there? This video is based on Roosmarijn van Woerden’s PhD research into interdisciplinary collaboration. It was made by Koen de Graaf and commissioned by the Interdisciplinary Education Programme.

Video

Programma Interdisciplinair Onderwijs

6 november 2023

A Video of a Team Meeting

This video material was developed inspired by design thinking workshops between the INPRO project partners. There was a need for practical examples of ICF usage in practical settings for learning professionals or students. Link to the video material (in German, with English subtitles): https://www.youtube.com/watch?v=415JX0avgxQ This 12-minute video material is intended for rehabilitation workers and students as part of their training. For example, the assignment could be given to summarise the discussed case in an ICF documentation sheet. Also, role-play of one's variations in native language could be applied, as well as being recorded for further use. This was explored by German students after visiting Moorheilbad Harbach Health and Rehabilitation Centre, where they worked on paper cases with the four actors from the presented video. Variations for team meetings could be, e.g. at rehabilitation onset, before dismissal, with the patient participating and as a family group conference.

Document

Anita Kidritsch, Christian Freisleben-Teutscher, Susanne Schulner-Weiss

2022

Team building exercise based on boundary crossing learning mechanisms

The assignment may help mixed teams (of students) to get their teamwork started, share their shared goals, expectations, and discuss opportunities for boundary crossing.

Document

Yvette Baggen

29 januari 2025

Sci-Fi storyline mapping starting from writing prompts

In this hands-on group-based activity, students work in small groups (3-4 members) to draft a science fiction storyline, namely the main actions happening in it, through a guided step-by-step activity. The exercise aims to reflect on technological innovation and the societal impact of a technology by fostering narrative imagination and through this process, expanding one’s moral imagination about technological innovations.

Document

Lavinia Marin, Gitte van Helden

1 juni 2025

Week 7: Presenting your Solution

Around this last inspiring video, a lesson has been built with specific learning objectives, activities, and supporting materials for students. The lesson and video provide essential guidance for delivering a professional and effective presentation. It covers how to communicate findings with clarity and confidence, engage the targeted audience, and leave a lasting impression. Students will learn strategies for using body language to project confidence, managing anxiety to stay focused, coordinating smoothly with their team, and handling Q&A sessions effectively. The video and supporting materials also offer practical tips for presenting online, including setup, delivery, and maintaining audience engagement. By applying these techniques, students will be able to deliver a polished presentation that showcases their work and supports their team’s success.

Document

Hans van Oudheusden, Britta Stoelinga

12 juni 2025

The Expedition Map

This map offers you and your team: Guidance for understanding and using each other’s perspectives to create something together that none of you could have created alone. Guidance to keep going and jointly set a course towards the most innovative and highest achievable result within the given frameworks. This expedition map shows places you might encounter while innovating. If you have already visited several places on the map, then you’re on the right track. The map is also available in Dutch.

Document

Manon Joosten, Aukje Moltzer, Guido Stompff

1 oktober 2024

Maastricht University TutorKit

The UM TutorKit is a tool kit for tutors to use in collaborative learning settings and activities such as tutorials, group work or small seminars. It consists of several playful items for group dynamics development, feedback provision and evaluation purposes. For dissemination at Edusources, the digital version of the kit consists of 1) an icebreaker card deck with images and questions, 2) feedback dice with a focus on appreciation and conflict conversations, 3) evaluation sheets and 4) support cards with more tips and tricks regarding collaborative learning and group dynamics and information about educational design and delivery in a problem-based learning environment. Feel free to reach out to edlab-info@maastrichtuniversity.nl for more information or share your experience in using the TutorKit.

Document

Walter Jansen, Lena Gromotka, Eveline Persoon, Sueli Brodin

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

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

22 juni 2020

Het belang van feedback en kritisch reflecteren door stagiaires (animatie)

In deze video wordt ingegaan op de online leeromgeving in TEAMS die is bedoeld voor praktijkbegeleiders, supervisoren en 3e jaars stagiaires van social work voltijd opleiding. De online leeromgeving gaat over feedback geven en ontvangen en het leren kritisch reflecteren. Twee praktijkbegeleiders, een supervisor en een student komen aan het woord. Deze leeromgeving is ontwikkeld door een werkgroep bestaande uit praktijkbegeleiders, supervisoren, studenten en de afdeling ICT & Onderwijs van Saxion in het kader van de Stimuleringsregeling Open en Online onderwijs, ondersteund door SURF.

Video

Hogeschool Saxion