Overview of Grassroots Projects

3D-printed brains enhance neuroanatomy education by helping students better understand and apply white matter tracts and functional localization in the brain.

Ivar Kommers – FdG

This open-access web app provides MI and computer science students with a sandbox for evaluating digital health tools, with space for co-creation, user testing and research data collection.

Liesbeth van den Berg – FdG

‘Videolab’ enables doctors in training to improve their communication skills through personal video feedback, which increases the effectiveness of communication training.

Marij Hillen – FdG

A digital game that improves medical students’ embryological knowledge by actively involving them in the integration of the urogenital system.

Myrte Huijskes – FdG

This project promotes active reading and independent literature research in Sport & Performance Psychology, ensuring that students are better prepared for complex practical issues.

Nanxi Yan – FMG

This project develops a VR tool that helps teachers practise and improve complex interactions with students for an optimal learning environment.

Sindy Sumter –  FMG

The electronic lab journal offers chemistry students a digital way to keep track of research data, which promotes collaboration, efficiency and safety.

Andreas Ehlers – FNWI

The use of digital tools, such as electronic lab journals and ChatGPT, enables chemistry students to efficiently manage data and write lab reports while retaining their own intellectual contributions.

Sonja Pullen – FNWI

Hiring a programmer to install a digital tool on a university server that supports digital fact-checking and verification processes. The tool will be used in my course Open Source Investigations, in which students learn digital investigative methods. The platform enables coordination of collaborative verification and fact-checking of digital images and videos.

Guillen Torres – FGW

As part of the MA course Digital 3D Techniques and Methodologies for Conservation and Art Technological Research, students acquire skills to restore cultural heritage (ranging from ceramics and paintings to textiles and interiors) using digital 3D methodologies and computer graphics software. These innovative techniques offer a safe, reversible and non-damaging approach to restoration, but also present some challenges for students.

This grassroots project aims to create an immersive Virtual Reality training environment that better mimics the practice of restoration in the real world. This exploratory project aims to investigate whether an immersive VR environment can make the restoration process faster and more intuitive for students.

Chiara Piccoli – FGW

Using virtual reality (VR), we aim to create scenarios in which students must assist a victim with an acute medical issue following the ABCDE approach. For example, a patient experiencing an allergic reaction to a wasp sting. We intend to use VR to provide students with a more realistic understanding of such situations, as well as to let them experience the tension and stress involved.

Kim Ploegmakers – FdG

During a return day of the broadening clinical rotation, students simulate a multidisciplinary team meeting (MDT) based on a clinical case. The focus is on effective collaboration and communication between different healthcare professionals, with attention to the patient’s wishes. Students also practice various chairing roles to positively influence the course of the MDT and to create a safe environment in which all participants feel encouraged to share their expertise.

Wendy Homan – FdG

The course Understanding Molecular Simulation includes two weeks of computer practicals, using code that was developed over 20 years ago. It is high time to update this code to current standards, so that students can engage meaningfully with the course concepts rather than spending their time trying to get outdated code to run.

Jocelyne Vreede – FNWI

In our field, students learn to program in order to solve statistical problems. My neighbour is currently doing a PhD and he often uses ChatGTP and other generative AI as a tool to write a basic script for his analyses. These don’t work perfectly right away, but in general it saves him a lot of work. I then searched the literature and found papers where this is used in education. See, for example, Ellis and Slade (2023): ‘A New Era of Learning: Considerations for ChatGPT as a Tool to Enhance Statistics and Data Science Education’.

Students find programming particularly difficult. I would like to use generative AI as an additional tool to make this easier for them. The goal is to develop a module (preferably in collaboration with an AI/KI assistant) to develop material that will help students become more self-reliant in programming with the help of AI.

Tomas Meijer – FNWI

For mathematics and statistics, we work in the ‘SOWISO’ platform, which is located here at Science Park. SOWISO is collaborating with Radboud University on a project to implement chatbots that can help students with questions about assignments or concepts. We want to link up with this grassroots project and use it within the programme.

Tomas Meijer – FNWI

The iRASPA programme can visualise molecular systems. The programme is not yet able to visualise proteins and DNA properly. We would like to investigate this for further development. If this were possible, it could be used in many subjects, including outside chemistry, to provide additional insight into the molecular structures of biological systems.

Jocelyne Vreede – FNWI

After this project, we will know whether the use of real-time translation earbuds is feasible in educational settings.

Joeri Gritter – FMG 

The Psychology programme helps students develop self-regulation skills so that they can effectively manage their (academic) careers. A pilot project within the Human Resource and Career Management master’s track is developing an E-Career portfolio that gives students insight into their professional growth and helps them work towards their future goals in a targeted manner. The portfolio will be integrated into various courses, with adjustments to learning objectives and assignments, and the aim is to use it more broadly throughout the entire Psychology programme.

Brigitte ten Brink – FMG

The aim of this project is to improve education on tooth extraction. Grant holder Tom van Riet is incorporating research findings into the curriculum concerning the amount of force required for a successful extraction. Based on these findings, the project is developing a training setup equipped with a force meter. This setup allows students to practice tooth extraction on plastic or cadaver jaws, providing them with optimal feedback through a dedicated interface.

The collected data will also contribute to the development of a virtual training environment for future use.

In addition, the project evaluates the effectiveness of the training setup using a questionnaire validated by the Faculty of Psychology at the University of Amsterdam (UvA). This questionnaire measures dental students’ self-confidence in performing tooth and molar extractions. Ultimately, the goal is to enhance both the skill and confidence of students when performing extractions.

Dr. Tom van Riet – FdG

This project helps students understand physiological control systems. This is not only necessary for the treatment of diabetes, but also contributes to a better understanding of physiology as a whole. All the necessary components for developing the simulator are already available, making it easy to apply to a structured self-study programme. The simulator will initially be developed as a standalone application for laptops. Ultimately, it will also be made available online with free access for academic purposes.

Prof.dr. E.T. (Ed) van Bavel – FdG

The aim of this project is to develop an interactive online map of Amsterdam. On this map, students can click on the image of a person located in a specific neighborhood. The map then provides insight into that individual’s health status and the social determinants affecting their well-being. These determinants include factors such as poverty, housing, education, and neighborhood safety. In addition, the map displays indirect influences on health-related factors, such as the number of bus lines, supermarkets, childcare centers, and medical facilities in the area.

This interactive map supports students in carrying out a variety of tasks. For example, it can assist them in describing a patient history for someone visiting the clinic or in adding a new person to the map based on further research. By offering a comprehensive view of the social and health determinants influencing individuals, the project educates students and promotes more effective patient care.

Jeanine L. Suurmond – FdG

The aim of the project is to develop an e-learning tool for second-year medical students. This tool prepares them for their first difficult conversations with patients (bad news conversations). The e-learning tool consists of an interactive online platform that uses video examples of medical professionals. These videos show how the professionals conduct difficult conversations with simulated patients. The videos are recorded at the UvA’s Audio Visual Centre and then processed in the e-learning tool developed with Articulate Storyline and Kaltura. The project helps students acquire practical skills and knowledge that they can apply in their future medical careers.

Robert L. Hulsman – FdG

The aim of this project is to train and assess medical students’ suturing skills more effectively. Due to limited resources and a lack of feedback in operating theatres and surgical training programmes, it is challenging to develop suturing skills properly. To solve this problem, this project trains artificial intelligence algorithms. These algorithms are used to evaluate videos of sutures on suture pads used for training purposes. With structured feedback, students can improve their suturing skills and are better prepared for clinical work during their surgical internships. Ultimately, the goal is to increase medical students’ confidence and competence in performing surgical procedures.

Tim M. Feenstra – FdG

By using the chat application “Civinc” in the classroom, the project offers students a safe and anonymous environment. This enables them to discuss and reflect on issues surrounding good media representation. By discussing opposing opinions, students can distinguish their personal opinions from scientifically substantiated viewpoints. Furthermore, it helps students to identify their own prejudices. The use of “Civinc” encourages critical thinking and the use of empirical research to support collective viewpoints. Ultimately, the app provides students with tools to give well-founded advice to media content creators. Previous success also suggests possibilities for other subjects and contexts.

C.J. (Chei) Billedo – FMG

The aim of this project is to develop a “Synchronous Coaching” tool for the subject “Teaching Practice”. This subject is the practical component of the ILO teacher training programme. The Synchronous Coaching technique enhances the subject because it provides immediate feedback to trainee teachers during lessons.

Dr. M.A. (Mathijs) Booden – FMG

This project aims to develop a second version of OpenMRS that can be used in multiple subjects. The current version is updated every three weeks and can only be used in one subject. The goal is to facilitate interdisciplinary training and simplify the exchange of information between different subjects. In addition, this project evaluates the impact of OpenMRS on the curricula in which it is used.

Stephanie K. Medlock – FdG

The aim of this project is to develop visual aids for students that support the study of interactions between plant roots and soil organisms. Such interactions play a crucial role in food production, soil formation and ecosystem processes. The project involves collaboration between soil experts, plant biologists and designers with the aim of developing visually appealing representations that can be used during lectures, excursions and laboratory sessions. The project also evaluates whether the visual aids actually help students to understand the course material and retain knowledge. In doing so, it lays the foundation for the development of new courses on soil ecology at the university. Ultimately, this project emphasises the importance of the interactions between plant roots and soil organisms, so that the future generation of soil scientists and ecologists recognise and appreciate this importance.

Prof. dr. ir. F.T. (Franciska) de Vries – FNWI

Recent technological developments have revolutionised neuroscientific systems research. These advances make it possible to simultaneously measure and manipulate the activity of tens to hundreds of neurons in an awake, moving animal. However, these possibilities have not yet been widely incorporated into education. Backyard Brains is a mobile and affordable setup of the required technology, offering students the opportunity to conduct in vivo electrophysiology experiments themselves. The Grassroots Grant enables the purchase of multiple Backyard Brains installations. The equipment can be used in various ways within the Biology, Biomedical Sciences and Psychobiology programmes. This allows students to gain practical experience with neural networks and behaviour.

Dr. M. (Marlies) Oostland – FNWI 

The aim of this project is to develop a digital platform for students. This platform should facilitate simple and enhanced interaction between honours students in Life Sciences (BMW, PB and Bio). Students can use the platform to create profiles and communicate with each other. In addition, they can find information about the honours programme and the associated courses, access an interactive calendar of honours events, and showcase their own work.

Dr. C.R. (Nina) Scheres – FNWI

Audio-visual communication is increasingly important for biomedical scientists however most students have no experience with it yet. Within the Endocrinology subject, we want to teach students how to make their scientific knowledge more accessible through short video clips. For this grassroot, we will collaborate with a communication professional to develop learning objectives such as understanding science communication, writing scripts and designing storyboards. It encourages multidisciplinary work and active knowledge processing, and can serve as a format for other courses within the Biomedical Sciences bachelor’s programme.

Carlos P. Fitzsimons – FNWI 

In preparation for fieldwork, students get a better understanding of the landscape through interactive material before they actually enter it. For this purpose, augmented reality is used within Google Earth, with additions such as drone photos and visual overlays. This approach enhances landscape immersion and helps students make connections and interpret the landscape better.

Erik Cammeraat – FNWI 

In practicals, all students perform the same experiment, but the results differ. To teach students how their results compare with those of the group, an online form (or app) is created to collect the data with a dashboard on which all collected data is shared and displayed anonymously. An added benefit is that this system acts as an archive of all data collected during practicals.

Joachim Goedhart – FNWI

Within the Biomedical Sciences programme, students build a personal study career portfolio during their first two years. Since these learning paths are highly individual and diverse, the programme is developing an interactive tool within Canvas. This tool will allow students to easily find, add, and share activities using a clear and intuitive timeline. It fosters knowledge exchange, supports use by large groups, and may also be valuable for other courses and programmes, such as Psychobiology and the Honours Programme.

Laura Lighaam – FNWI

Mathematics and statistics are often perceived by biology students as abstract and incomprehensible, hindering understanding of analyses. To improve this, interactive workgroups are created in which students explore mathematical concepts with simulations and their own presentations, and parameterise teaching materials so that unlimited practice can take place. By using tools like R, R-shiny, Geogebra and SOWISO, the gap between doing and understanding is reduced so that the subjects are more imaginative.

Tomas Meijer – FNWI

Within neuroanatomy education, students learn to recognise brain regions using microscopic sections of rat brains, where an understanding of spatial location is essential. Thanks to a unique donated set of sections with coloured brain connections, students can now also study the networks between brain regions. Through this application, these valuable sets will be digitised and integrated into an open source 3D tool, allowing both UvA students and students elsewhere to interactively understand the network topology of the brain.

Tonny Mulder – FNWI

This Grassroots project consists of two subprojects focused on geoanimations: the development of new geoanimations accompanied by online teaching materials for subject-based education, and the conversion of paper-based School Geography Deficiency modules into online learning modules enriched with geoanimations.

Gotze Kaksbeek – FMG

Developing an open-access, web-based, academic journal where students within the social sciences, can publish their research. Students can review academic journals in collaboration with lecturers. Both publishing and a position as a reviewer are incredibly valuable for student development.

Kevin Peeters – FMG

For the new elective course ‘Extending Reality: Design and Applications of Immersive Media’, in which students explore theories and applications of VR, AR and Mixed Reality, Grassroots funding will be used to purchase VR headsets (Quest 2) so that students can experience and analyse VR experiences themselves, which is essential for understanding immersion and effective intervention designs. Based on the experiences, an instructional video on the use of VR in teaching will be produced for inspiration for other teachers.

Hande Sungur – FMG

This project explores how augmented reality (AR) can contribute to understanding and reasoning around archaeological reconstructions. Using an app on the HoloLens 2, students create digital reconstructions of historical buildings using simple 3D components. This interactive experience, implemented in the course Digital Archaeology, enhances visual insight and stimulates discussion and creativity. The approach is being further developed for broader use in archaeology education.

Markus Stoffer – FGW

Interactive digital maps are simplified and transformed into accessible group activities by linking information from Google Spreadsheets to locations on a map using OpenStreetMap. By incorporating elements such as time, space, and hyperlinks, students can create visually rich maps that serve educational purposes and can be shared publicly. The associated open-source software, GAART, is freely available and has been used in projects such as Buitenplaatsen around Amsterdam and visualisations of Classical Antiquity in collaboration with the KNIR.

Paul Dijstelberge – FGW

Testing the use of touchscreens, with a focus on educational added value.

Esther van Schaik – FEB

Within the Amsterdam UMC, a needs assessment was carried out, showing that the need for simulation education, especially in the field of technology such as drills training and VR/AR, is significantly greater than the current offer. To close this gap, the implementation of drills training and VR within the Master of Medicine, aimed at co-assistants, will be started. To this end, it is collaborating with SimX Inc, which provides VR training environments, and Laerdal, which provides medical education tools for realistic simulation training.

Anne Simone Lotfalla – FDG

Using ethnographic photographs and films to make the impact of melioidosis, a neglected tropical infectious disease with a high burden of disease, on the daily lives of patients in India understandable to medical and health education students. Together with partners in India, a film is being made in which patients and healthcare professionals share their experiences, so that students and policymakers better understand the physical, social and economic impact of the disease. This innovative education contributes to awareness, prevention and recognition of melioidosis as a WHO disease.

Jelmer Savelkoel – FDG

A 3D preparatory tool can enhance the efficiency of the ECG practicum by providing students with a clearer understanding of cardiac anatomy in advance. This reduces the time needed to explore anatomical structures during the practical session, allowing students to place electrodes more accurately and interpret ECG results more effectively.

Kim Ploegmakers – FDG

Putting together a VR case study for students doing the coship HAG. Not every co now experiences many emergency cases. In the VR experience, the co is really on his/her own and will realistically go through a scenario with the associated stress.

Pieter Harms – FDG

During the teaching moment with the theme Interprofessional education in the master of medicine, students are challenged to communicate interprofessionally. Instead of a role-play, each group of six students is made a poster showing the perspectives of patients, relatives and caregivers. An integrated care plan should be formulated. The digital poster eventually serves as a tool for a discussion as the groups walk past the posters with a teacher.

Wendy Homan – FDG

Develop an escape game to teach students prevention in the cardiovascular risk management field and chain care-related learning points.

Eva Hoff -FDG

Deploying an open MRS (medical record system) in the master of medicine, co-session in general medicine and social medicine. Students work themselves in the open MRS, on a case. In this case, they learn to register according to GP methodology. After the fellowship, this case is returned where they have to comply with an information request from other healthcare staff.

Eva Hoff – FDG

During a hearing lecture, the patient journey is put at the centre by highlighting different disciplines around a patient with back pain. This is in line with the shift in education from disease-centred to patient-centred and interprofessional collaboration. By alternately zooming in on different practices during one lecture, students can better understand the complete care around the patient.

Eva Hoff – FDG 

In preparation for the Psychiatry coship, a VR app has been developed and is being used in the master’s phase, but there is a lack of a central knowledge centre and ICT support for VR/AR within the faculty, which complicates implementation. Setting up such a knowledge centre, e.g. together with the TLC, could pool knowledge, encourage cooperation and improve the application of VR/AR in medical education.

Jacqueline C. Houting – FDG

Developing a toolbox for teachers in medical education that supports them in (a) integrating diversity into teaching and (b) dealing with student diversity in the classroom. The toolbox is also accessible to students.

Jeanine Suurmond – FDG

In the new three-year Master of Medicine, students are guided both individually and in small groups by mentors to support their professional and personal development. To further encourage this growth, a shared digital learning and inspiration platform is being developed for both students and mentors, with literature, resources, personal stories and reflective content. This environment aims to strengthen connections between students and mentors. It also responds to the need for a safe, interactive space where both can share insights and support each other’s development.

Chantal Albicher – FdG

In the ophthalmology department, a virtual reality slit lamp simulator will be purchased for teaching purposes. This simulator will be well integrated into the teaching programme. In addition, we will therefore make an instructional video and a knowledge quiz that will be used during simulator teaching.

Dr. Armida W.M Fabius – FdG

Digital intervision in Getmibo with a group of up to 24 students and one teacher during the co-session of UvA Family Medicine, with a particular focus on student well-being.

Eva Hoff – FdG

Offering clinical lectures digitally from GP practices.

Eva Hoff – FEB

Developing visual knowledge clips on test properties such as sensitivity and specificity.

Eva Hoff – FdG

A number of interactive geo-animations or maps are developed to serve as didactic tools. Students then learn how to use these tools to teach and explain in front of the class. During the subject didactics lessons, students design teaching materials that connect to a geo-animation. They are also given the task of designing a geo-animation themselves, which is then realised technically – possibly with assistance.

Gotze Kalsbeek – FGW

This project aims to revise the assessment structure of the mandatory course Logic, Information, Argumentation (LIA) at Amsterdam University College by replacing large summative exams with continuous, small-scale, and personalized digital quizzes. These quizzes will play a central role in students’ final evaluation, in order to better support the development of critical thinking skills.

Dora Achourioti – FNWI

In the master’s phase of Medicine, there is a transition from theoretical knowledge to practice, with an emphasis on clinical reasoning, also within the Psychiatry coship. To encourage this, we aim to develop an activating simulation in which students can practice with rare psychiatric syndromes. The game includes competitive elements such as high-scores and “taking over” patients, making the learning process more engaging and motivating.

Ellen L. van Veen – FdG

In the Forensic Treatment module, paper cases are replaced by podcasts to give students a better understanding of clients’ perceptions and increase their empathy. By listening alone, without non-verbal cues, attention to reflection on one’s own feelings and thoughts is enhanced. Students deepen their learning by creating their own spoken podcasts in addition to written reflections, providing a hybrid and content-rich learning experience.

Eveline van Vugt – FdG

Developing professional knowledge clips for the course Clashing Views on Media Effects, designed to efficiently convey basic knowledge about media theory in a Flipped Classroom setting. The clips support students’ preparation for interactive tutorials, which focus on depth and discussion. They increase prior knowledge, self-confidence and in-depth discussions, and can be used flexibly in both hybrid and fully online teaching.

Ine Beyens – FdG

A 360° Virtual Reality simulation is being developed in which medical students can experience what psychosis feels like, in preparation for the Psychiatry fellowship. This experience increases empathy and understanding for patients with mental illness. The VR application, developed together with Labyrinth Psychotica, offers safe, repeatable and contextual learning through mobile VR glasses.

Jacqueline C. Houting – FgW

This project explores how Virtual Reality (VR), via Mozilla Hubs and Spoke, can be used in archaeology education to explore digital reconstructions of historical sites such as Troy and Fleaburg. In four different lectures, VR models will be used to study themes such as visualisation, monumentality, authenticity and materiality. After each lecture, how effectively these digital learning environments contribute to the understanding and experience of archaeological heritage will be evaluated.

Jitte Waagen – FMG

Developing a digital Teamwork Tool with Miro to visualise and guide the collaborative process during the Qualitative Research course. Instead of just assessing the final product, both students and lecturer gain insight into team roles, collaboration and mid-term evaluations. This promotes professional teamwork and enables timely adjustments for a better learning process and final result.

Lotte Salome – FMG

This project aims to rely on weekly peer reviews of group assignments instead of grading homework. Students will assess each other’s work on effort and content. Alternating groups and structured feedback will create more interaction, deep understanding and fairer collaboration. For successful implementation, good software and training of students and TAS is essential to make the process smooth, reliable and motivating.

Maarten Marx – FMG

Explore, design, and develop emerging digital technologies (such as VR) for refining educational activities.

Maud Pols – FdG

Developing a system that automatically converts text files into blog posts, with changes instantly reflected online. This saves a lot of time and increases students’ motivation and engagement by making their work quickly visible to a wide audience.

Paul Dijstelberge – FMG

Developing an online Escape Game to playfully familiarise first-year Biomedical Sciences students with all the digital tools they need during their studies. This game replaces the current facilities check workgroup and combines existing ICT tools into one interactive exercise, which allows students to collaborate on puzzles via Zoom in mentor groups. Besides training digital skills, the game also promotes group formation and a sense of belonging, which is extra important in an online educational context.

Ricardo Paap – FNWI

To prevent Master students in the Science for Energy and Sustainability track from dropping out, digital concept maps are being developed that map knowledge gaps and help bridge them in a targeted way in existing and new courses.

Stefania Grecea – FMG

The aim of this Grassroots project is to provide all educational materials for the Structural Equation Modelling course online in the form of interconnected web pages. This “wiki-like” environment makes it easy for students to quickly find the right information and navigate between topics via hyperlinks. For example, they can go back to required prior knowledge from earlier parts of the course with a single click.

Terrence Jorgensen – FNWI