黑料福利网

Active learning project 

Challenge-based projects that are authentic and of socio-technical relevance. They are a core activity within learning communities (middle layer), where learners work on real-world problems. They can vary in duration, ranging from 10 to 80 weeks long. Important: an active project can exist at the intersection of two thematic communities. Learners determine their own outcomes within their projects. The projects can continue through time, the students change. But they can also finish if that's what the learners in the projects want. A learner can continue a project after graduation, in a different role perhaps.

Authentic learning

Learning in the context of real-world, meaningful learning experiences. Examples of authentic learning are: Internships, challenge-based projects, contextual learning experiences.

Assessment as learning (AaL)

An educational approach where the responsibility for the assessment process is shared between the teacher and the students with the ultimate goal to empower students to become self-directed learners. While the aim of traditional assessment is to measure learning outcomes (i.e., products) at the end of a learning experience, assessment as learning aims to foster reflection, evaluative judgment, and student ownership of the learning process. By sharing the responsibility for the assessment process (both how to be assessed and what to be assessed on), students develop stronger communication and collaboration skills while deepening their understanding of content knowledge. AaL encompasses many assessment methods (standardized and non-standardized, process- and product-oriented) and invites educators to see these approaches as complementary to each other. Common AaL methods include (non-exclusively) student self-assessment, peer feedback, feedback dialogues, student-initiated feedback. (CBL Taskforce End Report)

Blue Sky Research

Curiosity-driven, exploratory research that is not immediately aimed at practical applications. It focuses on expanding fundamental knowledge and generating visionary ideas that may lead to long-term innovation and transformative breakthroughs.

Challenge

An open-ended, real-world, often societal, problem or topic that serves as the starting point for learning. These challenges do not have a single predefined problem, process or solution and cannot be solved by one single discipline. Challenges can have a focus on sociotechnical, societal, or sustainability. (van den Beemt et al., 2023; Malmqvist et al., 2015)

Community citizenship tasks

Tasks within a learning community that contribute to the functioning and culture of the community, such as mentoring, organizing discussions, or onboarding new members.

Competencies

Competence is the ability to integrate and apply contextually-appropriate knowledge, skills and psychosocial factors (e.g., beliefs, attitudes, values and motivations) to consistently perform successfully within a specified domain. (Vitello, S., Greatorex, J., & Shaw, S. 2021)

Curriculum

A plan for learning and thus more than only the listing of content, but consisting of many elements and layers that need to be aligned through purposeful curriculum design (Nieveen et al., 2022; van den Akker et al., 2003; van Ooijen-van der Linden et al., 2023).

Disciplinary humility

A mindset, or epistemic perspective, that is infused with humility, inclusivity, and respect for other disciplinary epistemologies. This is a metacognitive competence to remain reflexive about one鈥檚 limitations in knowledge, skill, and awareness of personal biases. This will allow space for respectful evaluation of similarities and differences between disciplines and among individuals. (Trip & Shortlidge, 2019)

Flexible learning

An approach to university education which provides students with the opportunity to take greater responsibility for their learning and to be engaged in learning activities and opportunities that meet their own individual needs. (Wade, 1994, p 12)

Learning communities (middle layer)

The curriculum layer that supports collaborative learning. Learners work together within a community to address challenges aligned with a chosen theme. Activities include active learning projects, academic discussions, and community citizenship tasks. Guidance is provided by a rotating committee of mentors. While learning communities offer a flexible and evolving knowledge base that supports collaborative learning and collective innovation,

Learning culture

An organizational culture as a facilitating factor for learning in (and from) organizations. A learning organization encourages the sharing and spreading of what is learned, aiming at the development and success of the organization. An organization with a learning culture highlights learning as one of the organization鈥檚 core values, a focus on people, concern about all stakeholders, existence of tolerance of a diversity of people and opinions to strengthen innovation, stimulation of experimentation, encouragement of an attitude of responsible risk, tolerance of error and readiness to recognize errors and learn from them, leadership鈥檚 commitment and support, as well as open and intense communication. (Schmitz, Susana & Rebelo, Teresa & Gracia, Francisco & Tom谩s, In茅s. (2014).)

Micro-validation

A formal recognition of competence or expertise in a specific topic or module, as part of the learner鈥檚 portfolio. Micro-validations can be written exams, micro-certificates or micro-credentials.

Personal Pathways (inner layer)

The curriculum layer that fosters self-directed and self-regulated learning. Learners design their own curriculum based on personal values, aspirations, and societal relevance, supported by personal development coaches and digital tools. Validation of learning is emphasized at both module and program level. Related terms: Personal curriculum, individual learning, inner layer.

Portfolio

A dynamic repository of a learner鈥檚 validated experiences, achievements, and feedback, supporting continuous development and future recognition. Structured around the learner鈥檚 evolving professional identity, the portfolio supports continuous development and future recognition. All validated experiences and achievements remain accessible to learners throughout their careers. The portfolio serves as a credential for future academic or professional endeavors and reflects the learner鈥檚 capacity to address complex challenges through contextualized, interdisciplinary learning.

Thematic Hubs (Outer Layer)

The curriculum layer that connects the university to society. Thematic hubs are conceptual and relational infrastructures that support learning communities and connect them to broader societal ecosystems. They enable transdisciplinary collaboration and address societal challenges.

Vertical learning

Learning that connects expert and novice learners across different age groups, developmental stages, and disciplines, allowing flexible co-learning roles.

Work-based learning

Work-based learning refers to all forms of learning that takes place in a real work environment. It provides individuals with the skills needed to successfully obtain and keep jobs and progress in their professional development. Apprenticeships, internships/traineeships and on-the-job training are the most common types of work-based learning. These types usually combine elements of learning in the workplace with classroom-based learning. (Raelin, 1997)

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