Perspectives Project

Perspectives Project

Project - Perspectives

Introduction

In the past few years, there have been big movements all around the world that are aimed at creating more equality for all. However, these movements have been met with an amount of resistance and hate at the same time, which means change will not come easily.

We, as teachers and as a school, feel it is our duty to prepare you as best as possible before you step out into the world as an adult. In doing so, we recognize that there is a high need for our students to possess cultural competence. This means being aware and understanding of differences in cultures, and the ability to effectively navigate interactions with people from these different cultures and backgrounds. Offering you this Perspectives Project is aimed at helping you gain an understanding of specific concepts, perception, thinking, acting and feeling from other (non-dominant) groups of people as well as your own.

Globalization has played a big role in the need for this competence. Today's world promotes and encourages culturally competent and linguistically appropriate exchanges and collaborations among families, professionals, students and communities in order to become responsive towards issues such as culture, race, gender, social and economic status. It is therefore important to understand and develop cultural competence (Source: Role of Multicultural Fiction in Fostering Cultural Competence, Parveen, 2015)

This project is part of the B1 Learning Objectives. The goals we have for this project are not only related to English skills though.

Part Skills
1 and 2 Watching and Listening, Writing
3, 4 and 5 Reading, Researching, Speaking
6 Watching and Listening, Reading, Speaking and Conversing

 

Goals Perspectives Project: 1) Ik ben respectvol naar anderen en het onderwerp toe. 2) Ik sta open voor meningen die afwijken van mijn mening en stel me leerbaar op. 3) Ik stel me empatisch op naar anderen. 4) Ik ben bewust van mijn woorden en de impact van wat ik zeg. 5) Ik onderbouw mijn mening wanneer daarnaar gevraagd wordt.

Goals 'Burgerschap': 1) Leerlingen leren hun mening onderbouwd te uiten en anderen daar in discussie, debate of dialogue van te overtuigen. En hoe verschillen van inzicht, waarden, overtuigingen, belangen en emoties niet altijd overbrugd kunnen of hoeven worden. 2) Leerlingen verkennen hun ambities en toekomstverwachtingen. Ze onderzoeken met welke groep(en) ze zich verbonden voelen en waarom. Ze leren over spanningen tussen identiteitsaspecten. 3) Leerlingen verkennen de diverse samenleving in Nederland in de context van een globaliserende wereld; met aandacht voor levensbeschouwelijke stromingen, waarden en overtuigingen. 4) Leerlingen ontwikkelen inzicht in vraagstukken rond in- en uitsluiting, rechtvaardigheid en solidariteit, en hoe daarop te handelen. Ze herkennen het gelijkheidsbeginsel uit artikel 1 van de grondwet en passen het toe. 5) Leerlingen leren kritisch denken, ethisch redeneren, communiceren en ontwikkelen empathische vermogens. Deze denk- en handelswijzen worden toegepast in samenhang met de inhouden van de overige bouwstenen.

This project was made by Dženana Camić MEd, from De Nieuwste School, Tilburg, the Netherlands.

Part 1 and 2

In parts 1 and 2, we're going to watch the visual album Forbidden by Todrick Hall. In his work, Todrick uses different storytelling techniques and supporting songs to talk about societal issues, stereotyping, prejudice and different perspectives that relate to his life as a black, gay man in the entertainment industry in the United States. At the bottom of the page, you can find the Goals we're working on today.

Trigger warning concerning the video: hate speech and bullying, murder (by hanging).

In class, we're going to watch the video in roughly 2 parts. There are questions that will have to be answered during and after watching. The goal of this watching and listening exercise on one hand is to practice your English skills. On the other hand, we hope to have an open and safe discussion relating to the topics in the video.

Questions during watching. Copy and paste these questions.

  1. What do you think the main character (Nolon Renner) is getting arrested for at the beginning of the film?

  2. What do we learn about Nolon when/after we see the ladies in white dancing?

  3. During the national anthem scene, name 3 examples of ways in which they visually switch perspectives (reality to storytelling) on screen.

  4. What are the three commandments in the church song?

  5. What kind of stereotypes are forced on young Nolon during his youth? Write down specific examples.

  6. What is the neighbour trying to achieve by befriending Nolon?

  7. What is the crowd's reaction to the white girl singing her solo in the theatre?

  8. In one scene, you will see a ‘Novyart’ street sign pop up. From that moment, take notes and describe the scene and the song while watching.

  9. What does the idiomatic expression ‘born with a silver spoon’ mean?

  10. What is Nolon’s trouble with dating men?

From 38:15 min, you can skip the songs called ‘Thug’, ‘B’ and ‘Dem Beats’ due to the explicit nature of the songs and visuals. Resume at 48 min to answer the following questions.

  1. At what point does it become clear that heterosexuality is a problem in this universe?

  2. What purpose does the industrial hall (the Forbidden Place) serve?

  3. Now that Nolon’s arrest is fleshed out more, react to your own answer to question 1.

  4. What do the signs of protesters say? What is the issue they’re protesting?

  5. What is the verdict of the court concerning heterosexuality in the end?

After watching, answer the following questions in written form. Your answers will be discussed during the next lesson.

  1. Looking back, what is the title about? Explain your answer.

  2. What perspectives are shown during the storytelling?

  3. What is the effect of switching storytelling perspectives (i.e. homo-normative instead of the hetero-normative world) on the viewer?

  4. Looking back at question 5: what stereotypes are put on children now? What messages have you been taught from a young age? Is there a difference between boys and girls?

  5. Looking back at question 8: look up information on the following references from the video. What is ‘Novyart’ (the street name) spelt backwards referring to? What is the significance of this scene and the real-life event it’s inspired by? What were the real-life concrete consequences of this event in the US?

  6. What is ‘doll hairs’ an example of? What is this phenomenon called in language?

  7. Homework assignment: write a short essay in which you discuss the differences and similarities between you and the characters in the Forbidden video. You can choose to focus on one person or talk about the video as a whole. Take into consideration what is deemed normal/not normal, what beliefs you grew up with and what beliefs you have at the moment. Think of elements like race, religion, sexuality, gender expression and so on if you feel stuck on what to write. The essay should be about 250-400 words in length.

Goals Watching and Listening: 1) Ik begrijp wat mij verteld wordt, wat iemand ergens van vindt. 2) Ik begrijp de hoofdpunten van een discussie, een gesprek over muziek, acitiviteit, onveiligheid op straat, milieu. 3) Ik volg de presentatie van een klasgenoot. 4) Ik begrijp instructies van mijn docent. 5) Ik begrijp films over vertrouwde onderwerpen, documentaires en hoofdpunten.

Goals Writing: 1) Ik noteer de belangrijkste punten van een artikel. 2) Ik schrijf een kort verslag over iets wat ik gedaan en gezien heb. 3) Ik reageer op een verhaal van anderen. 4) Ik geef mijn mening. 5) Ik schrijf over een ervaring, persoonlijke reactie op een film/boek of een zelfverzonnen verhaal.

This project was made by Dženana Camić MEd, from De Nieuwste School, Tilburg, the Netherlands.

Part 3, 4 and 5

Short Story - Am I Blue? By Alice Walker

This is one of the 2 works, which were censored/banned, written by the controversial Pulitzer Prize-Winning African American Novelist, Political and Human Rights activist Alice Walker. Am I Blue? is a short story about an African American woman who bonds with a male horse named Blue. The short story will be used to practice some reading, writing and speaking. During the next two lessons, you will read the story, answer questions and discuss topics like racism, animal cruelty and how that is related to each other. This preparation will lead to a debate in the third lesson. At the bottom of the page, you can find the Goals we're working on.

Lesson 1

Reading comprehension questions. Read the text linked above. Answer these questions while you're reading the story.

  1. What is the reason the writer doesn't ride horses anymore?
  2. What did the writer notice in Blue's eyes at first?
  3. What was Blue's initial reaction to the new horse?
  4. What did the writer notice in Blue's eyes in the end?

After reading. Answer these questions when you're done reading.

  1. Write down any phrases, passages or ideas that you find particularly interesting.
  2. Write down any questions you have about plot, character, setting or theme.
  3. What is the significance of the title? In what ways does it have multiple meanings?
  4. What similarities do you see between human beings and animals? What differences do you think exist?

Discussing the N-word

In the text, the N-word is used twice. In a respectful class discussion, your teacher will talk to you about the following things:

  • Why the N-word is chosen by the writer
  • What effect using the N-word in literature can have
  • Why we, as white teachers, choose to use/not use the word in this context
  • Why it is absolutely not to be used in modern society
  • What other options there are
  • What language and word choice does for teaching perspectives
  • What (the Dutch) language implies with words like white/caucasian/blank/Black/Blacks/African-Americans
  • Interferences: Making inferences about a story involves using the information in a story, as well as your own common sense, to make logical guesses. This will help you understand characters as writers seldom explain everything about a characters' background, thoughts and emotions.

Choose one of the following options to work on.

Option 1. Interferences about character's background

1. Look for details on the physical environment and about any social, cultural and moral influences. Describe them. If you're feeling up for it, create a drawing of the environment.

2. Describe what it would be like to live in the story's setting. Consider details about the context in regards to what you know about the history of slavery.

Option 2. Interferences about character's feelings

1. Connect to the writer's experiences in the story. Talk about similar experiences you've had and how you felt.

2. As you read the events leading up to the writer spitting the meat out, what emotions is the writer feeling from the beginning of the story up until the end? Explain how you make your guess.

Lesson 2

Reading and writing to prepare for the debate

Over the course of the story, Walker humanizes Blue by comparing him to a person born into slavery and describing his 'crazed' reaction to the removal of his partner. Her experiences with Blue lead her to ultimately reject the exploitation of animals and to 'spit out' the 'steak' that she is eating.

First, we're going to read an article (linked below) that discusses the connection between human and animal oppression. Take notes and use this in your debate preparation.

 

Goals Reading: 1) Ik vind relevant informatie voor een project. 2) Ik begrijp persoonlijke gevoelens en wensen van vrienden of iets dat gebeurd is. 3) Ik begrijp instructies. 4) Ik begrijp specifieke informatie, de hoofdgedachte van een artikel, een jeugdroman of songtekst.

Debate questions to prepare

In class, we will have a debate concerning the ethicality of eating meat and how the topics in the story relate to the oppression of all kinds. You will have to prepare arguments for both sides and should be ready to argue for and against eating meat. During the debate lesson, your teacher will choose which group you will form/join and which side you will argue. The questions you will use to prepare are:

  1. Is it ethical for humans to eat meat? In what situations is it ethical/in what situations is it not?
  2. What are alternatives to eating meat? Are these alternatives sustainable?
  3. What is the effect of eating meat on the individual/health/groups of poeple/the animals/the climate?
  4. What is the connection between eating meat and feminism? (use the article you have read and research this article in Dutch to help)

Goals Writing: 1) Ik noteer de belangrijkste punten van een artikel. 2) Ik schrijf een kort verslag over iets wat ik gedaan en gezien heb. 3) Ik reageer op een verhaal van anderen. 4) Ik geef mijn mening. 5) Ik schrijf over een ervaring, persoonlijke reactie op een film/boek of een zelfverzonnen verhaal.

Goals Speaking and Conversing: 1) Ik kan iets uitleggen en redenen geven, toespraken houden over leerervaringen en gelezen teksten. 2) Ik kan verslag doen van een leerervaring, verwachting of ambitie, of een verhaal dat ik bedenk. 3) Ik breng een standpunt over en geef commentaar. 4) Ik uit gevoelens en reageer op gevoelens van een ander, geef mijn standpunt/mening/commentaar, leg een probleem uit, stel oplossingen voor en reageer op standpunten van anderen. 5) Ik geef en volg aanwijzingen en toelichtingen.

This project was made by Dženana Camić MEd, from De Nieuwste School, Tilburg, the Netherlands.

Part 6

Speaking and Conversing

Being able to speak about these difficult topics is crucial to any and all social change. Luckily, the younger generations are more willing to open up about all taboo topics and are far wiser in dealing with them already. Speaking and Conversing are essential in fostering the Cultural Competence we read about in the introduction. At the bottom of the page, you can find the Goals we're working on.

In the last few lessons, you have come across different perspectives on life that might seem very unfamiliar or extremely familiar to you. 'Being born with a silver spoon' in the Forbidden video was the idiom used to first introduce you to the concept of privilege. Understanding perspectives that we've included in this project will go hand in hand with understanding how privileges work and what privileges are at work in your life. Today's lesson is aimed at discussing this topic as well as the social impact it can have. It will include watching and listening (short video), reading (doing a quiz) and speaking (discussing the results).

Before we start, we need to define what a privilege is, because the term is often met with resistance and confusion.

  • Privilege (noun), prerogative refer to a special advantage or right possessed by an individual or group. A privilege is a right or advantage gained by birth, social position, effort, or concession.
    • a right, immunity, or benefit enjoyed by a particular person or a restricted group of people beyond the advantages of most: the privileges of the very rich.
    • the unearned and mostly unacknowledged societal advantage that a restricted group of people has over another group: white privilege based on skin color; male privilege; children of privilege.

  • a special right, immunity, or exemption granted to persons in authority or office to free them from certain obligations or liabilities: the privilege of a senator to speak in Congress without danger of a libel suit.

  • a grant to an individual, corporation, etc., of a special right or immunity, under certain conditions.

  • the principle or condition of enjoying special rights or immunities.

  • any of the rights common to all citizens under a modern constitutional government: We enjoy the privileges of a free people.

  • an advantage or source of pleasure granted to a person: It's my privilege to be here.

  • Note that the definition of having privilege does not imply that one's life is easier, struggle-free or comfortable. It simply means that the privilege in question does not make that person's or group's life harder when the privilege is absent. (Source: https://www.dictionary.com/browse/privilege)

1. Watch the video. Share your response with the class.

2. Open this link. Do the Privilege Quiz and find out how privileged you are. The questions in the quiz contain some language that might be unfamiliar to you. You can ask your teacher what it means, or you can look it up to see if the statement applies to you.

3. Discuss what comes up after doing the quiz.

This project was made by Dženana Camić MEd, from De Nieuwste School, Tilburg, the Netherlands.

Part 7

At the beginning of this project's launch, students voted on the subjects they would like to have lessons about. In that vote, the most requested topic was 'lichaamsomvang, vetfobie en dieetcultuur'. Because there is a lot of stigmatization surrounding this topic and everyone thinks they know what's healthy and what's right, you often see hate online for people that are bigger. With this in mind, it is no wonder that the number of children with eating disorders is increasing rapidly. Researchers believe that every 62 minutes, someone dies as a result of their eating disorder. It might be something you or someone close to you is struggling with, and therefore we're offering a trigger warning on subjects like body image and disordered eating.

Please note the following: these are not your usual lessons on how being fat is bad and unhealthy. Being fat is not something that always can be, or needs to be fixed and it is not always a simple fix with diet and exercise (you will learn more about that later). Even if you have learned/always thought that it should be criticized or avoided, the point of this part is to also show you that even in disagreement, a person should still have basic equal rights (like proper healthcare and accessible basic necessities). It is also intended to offer you some historical perspective on how we came to see fat as bad. The stigmatization of fat people has not erased their existence, because even if everyone would eat and exercise the same, there would be differences in sizes and shapes. Comments about someone's appearance, weight or habits should be reserved at the invitation of that person and between them and their doctor.

One of the privileges that we don't often talk about is thin privilege*. Just think about the following situations from the perspective of a petite or straight-sized person:

  • going into a clothing store, you will find clothing in your size
  • going into a clothing store, you will not have to pay more for the same item
  • going into a clothing store, you will find trendy and fashionable items
  • looking at the TV or in ads, you are more likely to find yourself represented
  • looking at the TV or in movies and books, characters are more likely to be good/funny/attractive/important to the story (research shows this happens!)
  • going into a public place like a pub, the seats will fit your body
  • going into public transit, the seats will fit your body
  • people are more likely to assume you are healthy
  • going into a doctor's office, the conversation will be centred on finding the root of your issue before ever/even talking about your weight
  • your chance of being misdiagnosed is a lot lower (research shows this happens!)
  • you will not be discriminated against in the workforce based on your weight alone (research shows this happens!)
  • you don't worry (as much) about eating in public for fear of staring

*these problems are enhanced when adding other factors/intersections like being of colour, disabled, queer etc.

These are all examples of how fatphobia is ingrained in our society. Fatphobia is a term that is pretty self-explanatory, but it refers to the fear of fat people or fatness itself. In a modern society where there is a lot of misinformation or one-sidedness on fatness, it is normalised to not want to have anything to do with fatness and think of it as bad. This is also where diet culture has found its origin. However, this fatphobic message hasn't always been the case and is often untrue or unnuanced, to say the least.

This topic will be split up into two. On one hand, we will discuss beauty standards and superficial features that also tie racism to fatphobia. On the other hand, we will talk about how health is measured and the science that is behind it.

Beauty Standards

Beauty standards and ideals have changed drastically over the centuries and across continents. Some examples of beauty ideals include the "heroin chic look" for women, the palest skin possible for Asian people, being fat as a sign of wealth in African countries and so on. 

You're going to try and find examples yourself. Write down your answers to the following questions.

1. Research and find at least 3 different beauty ideals in history. Write down what the beauty ideal is (i.e. a small waist and a big bottom, big lips etc.). You can choose to focus on either female or male presenting bodies. If you struggle to answer this question, think of some of the most popular celebrities and beauty icons and how their appearance influences people.

2. Now write down what the context for 3 beauty ideals you have found is (i.e. is it only popular in a certain country? Who is this beauty ideal for?)

3. Now describe how those 3 beauty ideals are obtainable (=haalbaar). Who can follow this beauty ideal? Who cannot? Why?

Beauty ideals go hand in hand with a subjective opinion of what is beautiful and what is ugly. Knowing this, there are a lot of industries that play into the idea of fixing someone's problem by selling them a product or service. This explains why the beauty industry has an estimated market value of over 503 billion US dollars.

Create a table with 4 columns. 

1. In column 1: think of a list of physical features that are considered imperfections, ugly or flawed. Write down as many examples as you can.

2. In column 2: after every list item from question 1, write down a product or service that promise to 'solve the problem' of the imperfection.

3. In column 3: if possible, mention the consequences or side effects of using these products and services.

4. In column 4: write down your opinion. Have any of the products or services you could find actually worked on a large scale and in the long term? Explain.

As mentioned before, there are ties between fatphobia and racism that go back to colonial times. You will learn more about this by learning about a specific woman in this task.

1. Look up information on Saartjie Baartman (or Sarah Bartmann). Take notes on what you can find about her life to write a summary. (One link to help you get started).

2. When reading about Saartjie's life, it will become clear that white women with smaller features were not pleased with the attention she was getting. How is this negative comparison still apparent today? In other words: what criticism do Black women still face?

3. Go to this website and take notes on the origin of the body-positive movement. Write down information that is new to you.

UK Health System Report

Read pages 3, 5 and 6 (numbered in the document) of this report. Answer the following questions.

1. What does the report think the effect of social media use and online advertising is?

2. What is said about specific groups of people including women, people with disabilities and transgender people?

3. What is the difference in funding between general mental health research and eating disorder research?

4. What is said about the use of BMI?

5. How effective was the Obesity Strategy?

6. How are Black children negatively impacted by the NCMP?

7. Why is it important for the adverts online and offline to be more diverse?

8. What suggestions does the report make in regard to The Online Harms Bill?

Social Media discussion

1. Go to https://www.instagram.com/p/CIQMZoTJZeb/?utm_source=ig_web_copy_link and watch the video. Then read the different slides and their contents. Discuss this in class.

2. Go to https://www.instagram.com/p/CPDzurcDttl/?utm_source=ig_web_copy_link and watch the video. Look up some background information on BMI and discuss this in class.

3. Open the PowerPoint below and discuss these items in class.

Goals Watching and Listening: 1) Ik begrijp wat mij verteld wordt, wat iemand ergens van vindt. 2) Ik begrijp de hoofdpunten van een discussie, een gesprek over muziek, acitiviteit, onveiligheid op straat, milieu. 3) Ik volg de presentatie van een klasgenoot. 4) Ik begrijp instructies van mijn docent. 5) Ik begrijp films over vertrouwde onderwerpen, documentaires en hoofdpunten.

Goals Reading: 1) Ik vind relevante informatie voor een project. 2) Ik begrijp persoonlijke gevoelens en wensen van vrienden of iets dat gebeurd is. 3) Ik begrijp instructies. 4) Ik begrijp specifieke informatie, de hoofdgedachte van een artikel, een jeugdroman of songtekst.

Goals Speaking and Conversing: 1) Ik kan iets uitleggen en redenen geven, toespraken houden over leerervaringen en gelezen teksten. 2) Ik kan verslag doen van een leerervaring, verwachting of ambitie, of een verhaal dat ik bedenk. 3) Ik breng een standpunt over en geef commentaar. 4) Ik uit gevoelens en reageer op gevoelens van een ander, geef mijn standpunt/mening/commentaar, leg een probleem uit, stel oplossingen voor en reageer op standpunten van anderen. 5) Ik geef en volg aanwijzingen en toelichtingen.

This project was made by Dženana Camić MEd, from De Nieuwste School, Tilburg, the Netherlands.

End of the project

Diversity and inclusion include an extensive list of topics to cover. During this project, we tried to cover a few and to give you a taste of what is going on outside of your school. This was all in an effort to give you more nuanced and neutral perspectives on some difficult topics.

Because you hopefully feel inspired to learn more, here is a list of Instagram accounts that could help you find some sources and possibly some comfort if you're struggling with any of these topics. Feel free to speak to your teachers or vertrouwenspersonen if you feel the need to.

Instagram accounts

Bronnen en accounts die je kan aanraden/zelf kan raadplegen omtrent de volgende onderwerpen met in steekwoorden de core message:

Racisme, kleur, migratie achtergrond

  • Kozwartepiet (alle zaken rondom racisme in Nederland)
  • Zetjein (samenvattende posts omtrent maatschappelijke thema’s met veel bronnen)
  • Veelgehoord (pagina vol opmerkingen die als naar ervaren worden maar vaak gemaakt worden, reacties op spraakmakende gebeurtenissen)
  • Blackandembodied (representatie voor issues van donkere mensen)
  • Browngirltherapy (struggles omtrent bi-cultureel opgroeien en identiteitscrisis ervaren)
  • Brandonkylegoodman (de Black experience en ally zijn voor witte mensen)

Feminisme, activisme

  • Feminist (verzamelplatform van alle diversiteitsthema’s)
  • Blairimani (divers en intersectioneel activisme met korte educatieve video’s genaamd Smarter in Seconds)
  • Damnhoneyhetboek (podcast makers en schrijfsters over allerlei onderwerpen en huidige ontwikkelingen)
  • Debroervanroos (maatschappelijke thema’s en schending van grondwetten)
  • Mignonnus (diverse onderwerpen omtrent kunst, neurodiversiteit en validisme)
  • Zeikschrift (analyseert media outlets op woordkeuzes en inherente boodschap)
  • Glographics (beeldend en samenvattend over maatschappelijke thema’s)
  • Shaunking (nieuwsupdates omtrent grote zaken)

Beeldvorming in media, zelfvertrouwen, zelfzorg

  • Danaemercer (beeldvorming van vrouwenlichaam en instagram vs realiteit)
  • Directiekamers (visuele representatie van besturen in top bedrijven)
  • Alexlight_ldn (beeldvorming van vrouwenlichamen)

Mentale gezondheid, therapie

  • Findyourshinetherapy (samenvattende posts met coping mechanisms)
  • Dr.marielbuque (self-healing)
  • Sitwithwhit (samenvattende posts met suggesties)
  • Dr.thema (self-healing)
  • Nedratawwab (therapeute van kleur gefocust op grenzen bewaken)

Gender expressie, geaardheid

  • Zegmaardeen / debrusvanroos (transgender man, positief voorbeeld, activist voor prullenbakken op mannentoiletten)
  • kutmannen (transgender mannen over hun struggles in de maatschappij en doorbreken van taboe)
  • thorn.vineyard (non-binair person, positief voorbeeld en activist)

Lichaamsomvang, vetfobie, dieet cultuur, eetstoornissen

  • Lovaeij (positieve representatie en andere problematieken)
  • Jennifer_rollin (eetstoornis therapeute)
  • Haesdoctor (wetenschappelijke onderzoeken en ontwikkelingen die zorg en stigma breken voor alle lichamen)
  • Bodyposipanda (positieve representatie)
  • Mayralouise (positieve representatie en inzet voor health at every size)
  • dikgelukkig (dik zijn is niet per definitie het probleem, de maatschappij en gebrek aan basic respect wel)
  • _queenmojo (positieve representatie)
  • Yrfatfriend (open vragen en discussies over vetfobie en dieetcultuur)

This project was made by Dženana Camić MEd, from De Nieuwste School, Tilburg, the Netherlands.

  • Het arrangement Perspectives Project is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    Sectie Engels
    Laatst gewijzigd
    2023-01-27 09:32:58
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    Metadata

    LTI

    Leeromgevingen die gebruik maken van LTI kunnen Wikiwijs arrangementen en toetsen afspelen en resultaten terugkoppelen. Hiervoor moet de leeromgeving wel bij Wikiwijs aangemeld zijn. Wil je gebruik maken van de LTI koppeling? Meld je aan via info@wikiwijs.nl met het verzoek om een LTI koppeling aan te gaan.

    Maak je al gebruik van LTI? Gebruik dan de onderstaande Launch URL’s.

    Arrangement

    IMSCC package

    Wil je de Launch URL’s niet los kopiëren, maar in één keer downloaden? Download dan de IMSCC package.

    Voor developers

    Wikiwijs lesmateriaal kan worden gebruikt in een externe leeromgeving. Er kunnen koppelingen worden gemaakt en het lesmateriaal kan op verschillende manieren worden geëxporteerd. Meer informatie hierover kun je vinden op onze Developers Wiki.

  • Gebruik
    Weergave
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