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… Tool Assessment/ Reflection Tool Constructive Learning Contextual Learning Collaborative Learning Self-directed Learning AI-generated feedback from the system Group discussion and analysis Group Interactive quiz or discussion Self-assess- ment checklist, e-portfolio or grading rubrics Interactive VR lab for science subjects Virtual archaeological dig for anthropology students VR communication skills training Virtual field trips to geographical locations Simulated business scenarios for … user-friendly VR solutions. Educator VR Training & Skill Development Teachers highlight the need for specialized training sessions and resources to help educators effectively integrate VR into their teaching practices. Examples include hands-on VR workshops, instructional guides, and best practices, peer-sharing sessions, and continuous professional development courses. Student Interaction with VR Teachers note that student engagement in VR can vary due to factors like unfamiliarity with VR … and FSE are exploring the option to establish a VR/tech-lab. Anticipated Challenges Start July 2023: Update the VR glasses, I (Nynke) asked FSE and FPN to update their glasses. FPN gave them their glasses, which we also can use, so we do not need to buy new VR glasses. FSE updates their glasses themselves. Challenge: Diverse Technical Requirements and Expertise Potential Solution: Each faculty might have different technical requirements for their specific field. To address this, conduct thorough …

… In what the criteria of a clear and precise definition is concerned, the 2009 Communication, reflecting the case-law provides that “As regards the definition of the public service in the broadcasting sector, the role of the Commission is limited to checking for manifest error. It is not for the Commission to decide which programmes are to be provided and financed as a service of general economic interest, nor to question the nature or the quality of a certain product.” 6 This approach is also in … activities that could not reasonably be considered to meet — in the wording of the Amsterdam Protocol — the ‘democratic, social and cultural needs of each society’. That would normally be the position in the case of advertising, e-commerce, teleshopping, the use of premium rate numbers in prize games, sponsoring or merchandising, for example. Moreover, a manifest error could occur where State aid is used to finance activities 17 Ibid., p. 82 18 Ibid. 19 Ibid. 20 Case T-442/03, SIC v. … version of the Broadcasting Communication. 60 The prior evaluation procedure (ex ante assessment), carried out at a national level, responds to the concern of the commercial media and has as a scope precluding the use of public money to offer new online services which are similar to traditional forms of broadcasting, but which do not add public value and which considerably distort competition. 61 The ex ante assessment procedure was inspired by the BBC’s Public Value Test (2007) and is governed …

… are obliged to report fraud or a suspicion of fraud to the Board of Examiners. 7. The Board of Examiners can discharge examiners at any time. Article 6 Assessment Committee The Assessment Committee provides examiners with expert advice on assessment, checks the quality of exams and assessments and checks constructive alignment of 4 courses/components and their assessment. The Assessment Committee reports to the Board of Examiners in all matters regarding quality of assessment. Article 7 Assessment … in the exam. The Board of Examiners will be informed after the exam of any irregularities and violations that took place before, during or after the exam. The Board of Examiners may decide to take further sanctions and/or measures. 17. In the case of online/proctored exams, it is the responsibility of the student to make the exam in the way it is instructed. Failure to do so is an irregularity and means the exam will be invalid. If it is not possible to adequately supervise the student during (part … Board of Examiners member; 15 c) has copied or attempted to copy from another student, or has provided the opportunity to copy; d) has collaborated on a graded assignment, paper or practical, whereas this was not explicitly allowed; e) has posed as someone else or let someone else pose as him/her; f) has misled, or at least attempted to mislead or provided the opportunity to mislead an invigilator, an examiner, a corrector or the Board of Examiners with respect to the exam; g) has used an …