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… interviews and focus groups was the difference between “what the world looks like” now compared with when UM was founded in the 1970s, especially related to the digital world and the possibilities to find information there. The increasing quality of online open access material raises the question of how we can optimally design education that uses this situation to its advantage. EDview participants generally believed that face-to-face education would not lose its value in the future, and that … maintain a conversation with all stakeholders, including students, on how education can be improved. 6. Do explain the why and how of the educational design to students. Don’ts 1. Don’t force methods onto course coordinators and teachers. 2. Don’t use checklists for the UM philosophy of PBL. 3. Don’t use student evaluations to justify a move away from UM’s PBL philosophy. Don’t knows 1. How can we achieve that new course and program coordinators do not have to reinvent the wheel? Do’s 1. Do trust … intended learning outcomes of the course and program (see Ch. 1: Designing Education: Do 3). Moreover, staff who do not support methods within the UM philosophy of PBL may not have a place at UM (see Ch. 5: Enabling Education, Don’t 1). 2. Don’t use checklists for the UM philosophy of PBL. As mentioned in EDview’s position paper, the broader approach to PBL as based on a philosophy rather than a procedure may lead to insecurity and confusion about what is and what is not PBL. One thing DO’S, …

… interviews and focus groups was the difference between “what the world looks like” now compared with when UM was founded in the 1970s, especially related to the digital world and the possibilities to find information there. The increasing quality of online open access material raises the question of how we can optimally design education that uses this situation to its advantage. EDview participants generally believed that face-to-face education would not lose its value in the future, and that … maintain a conversation with all stakeholders, including students, on how education can be improved. 6. Do explain the why and how of the educational design to students. Don’ts 1. Don’t force methods onto course coordinators and teachers. 2. Don’t use checklists for the UM philosophy of PBL. 3. Don’t use student evaluations to justify a move away from UM’s PBL philosophy. Don’t knows 1. How can we achieve that new course and program coordinators do not have to reinvent the wheel? Do’s 1. Do trust … intended learning outcomes of the course and program (see Ch. 1: Designing Education: Do 3). Moreover, staff who do not support methods within the UM philosophy of PBL may not have a place at UM (see Ch. 5: Enabling Education, Don’t 1). 2. Don’t use checklists for the UM philosophy of PBL. As mentioned in EDview’s position paper, the broader approach to PBL as based on a philosophy rather than a procedure may lead to insecurity and confusion about what is and what is not PBL. One thing DO’S, …

… interviews and focus groups was the difference between “what the world looks like” now compared with when UM was founded in the 1970s, especially related to the digital world and the possibilities to find information there. The increasing quality of online open access material raises the question of how we can optimally design education that uses this situation to its advantage. EDview participants generally believed that face-to-face education would not lose its value in the future, and that … maintain a conversation with all stakeholders, including students, on how education can be improved. 6. Do explain the why and how of the educational design to students. Don’ts 1. Don’t force methods onto course coordinators and teachers. 2. Don’t use checklists for the UM philosophy of PBL. 3. Don’t use student evaluations to justify a move away from UM’s PBL philosophy. Don’t knows 1. How can we achieve that new course and program coordinators do not have to reinvent the wheel? Do’s 1. Do trust … intended learning outcomes of the course and program (see Ch. 1: Designing Education: Do 3). Moreover, staff who do not support methods within the UM philosophy of PBL may not have a place at UM (see Ch. 5: Enabling Education, Don’t 1). 2. Don’t use checklists for the UM philosophy of PBL. As mentioned in EDview’s position paper, the broader approach to PBL as based on a philosophy rather than a procedure may lead to insecurity and confusion about what is and what is not PBL. One thing DO’S, …

… interviews and focus groups was the difference between “what the world looks like” now compared with when UM was founded in the 1970s, especially related to the digital world and the possibilities to find information there. The increasing quality of online open access material raises the question of how we can optimally design education that uses this situation to its advantage. EDview participants generally believed that face-to-face education would not lose its value in the future, and that … maintain a conversation with all stakeholders, including students, on how education can be improved. 6. Do explain the why and how of the educational design to students. Don’ts 1. Don’t force methods onto course coordinators and teachers. 2. Don’t use checklists for the UM philosophy of PBL. 3. Don’t use student evaluations to justify a move away from UM’s PBL philosophy. Don’t knows 1. How can we achieve that new course and program coordinators do not have to reinvent the wheel? Do’s 1. Do trust … intended learning outcomes of the course and program (see Ch. 1: Designing Education: Do 3). Moreover, staff who do not support methods within the UM philosophy of PBL may not have a place at UM (see Ch. 5: Enabling Education, Don’t 1). 2. Don’t use checklists for the UM philosophy of PBL. As mentioned in EDview’s position paper, the broader approach to PBL as based on a philosophy rather than a procedure may lead to insecurity and confusion about what is and what is not PBL. One thing DO’S, …

… professional task, like how to take care of a person found unconscious on the street. Learning teams meet weekly to work on all possible aspects and learning outcomes of the task, supported by teaching and learning activities such as skills labs, workshops and assignments. The students are new to working with the same group for a whole year. They’re used to course periods of eight weeks, each focusing on a specific topic and taught by a different tutor. We’ve seen that working together over a … chairs used by representatives from other states when they came over for a chat. You’d lean back a bit as they whispered their take on the meeting in your ear. That way, you could view what was happening from a differ- ent state’s perspective. Often someone would sit down there and strike up a conversation with the man next to me, attempting to make a deal, and he’d say, ‘You should be talking to her, she’s the leader of our delegation.’ I enjoyed those moments,” she says with a broad smile. “I’ll … of internet law—the prohibition of general monitoring by online platforms—and also contravenes the EU Charter of Fundamental Rights. Even if media outlets are propagating misinformation, it’s important for internet users to be able to discuss, fact-check and criticise it.” A new EU? The workshop not only showed that the war in Ukraine has diverse repercussions for EU law, but also brought to light an underlying transformation. The war has fuelled a dynamic of inclusion and exclusion in EU law, …

… professional task, like how to take care of a person found unconscious on the street. Learning teams meet weekly to work on all possible aspects and learning outcomes of the task, supported by teaching and learning activities such as skills labs, workshops and assignments. The students are new to working with the same group for a whole year. They’re used to course periods of eight weeks, each focusing on a specific topic and taught by a different tutor. We’ve seen that working together over a … chairs used by representatives from other states when they came over for a chat. You’d lean back a bit as they whispered their take on the meeting in your ear. That way, you could view what was happening from a differ- ent state’s perspective. Often someone would sit down there and strike up a conversation with the man next to me, attempting to make a deal, and he’d say, ‘You should be talking to her, she’s the leader of our delegation.’ I enjoyed those moments,” she says with a broad smile. “I’ll … of internet law—the prohibition of general monitoring by online platforms—and also contravenes the EU Charter of Fundamental Rights. Even if media outlets are propagating misinformation, it’s important for internet users to be able to discuss, fact-check and criticise it.” A new EU? The workshop not only showed that the war in Ukraine has diverse repercussions for EU law, but also brought to light an underlying transformation. The war has fuelled a dynamic of inclusion and exclusion in EU law, …

… professional task, like how to take care of a person found unconscious on the street. Learning teams meet weekly to work on all possible aspects and learning outcomes of the task, supported by teaching and learning activities such as skills labs, workshops and assignments. The students are new to working with the same group for a whole year. They’re used to course periods of eight weeks, each focusing on a specific topic and taught by a different tutor. We’ve seen that working together over a … chairs used by representatives from other states when they came over for a chat. You’d lean back a bit as they whispered their take on the meeting in your ear. That way, you could view what was happening from a differ- ent state’s perspective. Often someone would sit down there and strike up a conversation with the man next to me, attempting to make a deal, and he’d say, ‘You should be talking to her, she’s the leader of our delegation.’ I enjoyed those moments,” she says with a broad smile. “I’ll … of internet law—the prohibition of general monitoring by online platforms—and also contravenes the EU Charter of Fundamental Rights. Even if media outlets are propagating misinformation, it’s important for internet users to be able to discuss, fact-check and criticise it.” A new EU? The workshop not only showed that the war in Ukraine has diverse repercussions for EU law, but also brought to light an underlying transformation. The war has fuelled a dynamic of inclusion and exclusion in EU law, …

… gloves and instructions for the maintenance service/facility services employee. • The maintenance service/facility services will carry out the repair/maintenance on the GMO laboratory and inform the ABV of the work completed. • The ABV will then check (the changes to) the GMO laboratory before it can be brought back into service. • In the event of general work on GMO laboratories by external personnel, the external employees will receive general instruction. If necessary, the BSO will …