Valorization & impact

My main focus in valorization is on open education, which I see as a crucial aspect of my role as an educator and researcher. I also believe that I have had greatest impact in this area. Open Education can be described as the (re)designing and sharing of learning materials, teaching methods, and practices that are freely accessible to everyone. Open pedagogy goes beyond merely making materials open access available; it also encompasses the open sharing of the associated didactic approaches and pedagogical strategies used to provide effective education. It trusts on an evidence-based approach to education where the design of materials is informed by research and best practices in teaching and learning.

My commitment to open pedagogy is reflected in my efforts to not only create open educational resources but also to openly share the pedagogical principles and methods that underpin these materials. This includes documenting best practices, sharing experiences, and fostering a culture of collaboration. I actively engage in these activities at local, national, and international levels.

Local:¶

At our university I initiated and participated in various initiatives to promote open pedagogy. For example, I contributed several times to the TU Delft Education Day, TNW education day and Teaching Lab by conducting workshops and presentations (e.g. Python4All). I also organized a TU Delft-wide day focused on Python for educators, emphasizing the use of open tools and methods in teaching.

In the committee for the establishment of the Revising Academic Position Criteria report (resulting in The Academic Development Guide), I advocated for the recognition of the importance of open education in academic career paths^[1]. Additionally, I participate in the Open Interactive Learning Materials (OILM) working group within TU Delft, focused on developing and promoting open learning materials and pedagogical approaches. In this committee we define guidelines and strategies regarding open education (especially the publication of books and learning materials).

I also contribute to COMBINE, a Comenius initiative aimed at co-creating open learning materials with students. In this project I focus on the tools that allow both teachers and students to create interactive materials using Jupyter Book technology. Related to this, I am involved in the development of Teachbooks. A TU Delft initiative easing the way how open textbooks are created. Involvement in these initiatives allow other to create shareable resources more easily, thereby promoting open pedagogy. With regards to the latter, it was awarded the 2026 TU Delft Open Education Inter-Faculty Team award. Together with Rob Mudde, I created the book Introducing Classical Mechanics & Special Relativity. This book is now used in the first year of the bachelor physics program at TU Delft, and is openly available for others to use and adapt. It has gained already attention at international level and shows how physics can be taught interactively, even when students are at home.

National:¶

At national level, I have been actively involved in various ways to promote a culture of open pedagogy and teacher professionalization. On a regular basis I report on educational practices in the Nederlands Tijdschrift voor Natuurkunde and the NVOX, the professional journal of the Dutch Association for Education in the Natural Sciences. I have also organized and contributed to national conferences (landelijke practicumdag) and workshops focused on open education (NPulse / Surf), sharing insights and best practices with educators across the country. Next to that I am involved in teacher professionalization in various ways: I have organized trainings and workshops on Arduino in secondary physics education, python for teacher, teaching physics inquiry. Moreover, I am in the board of the Werkgroep Natuurkunde Didactiek (WND), the Dutch Physics Education organization that organizes a yearly professional development conference for ~600 physics teachers. Collaboratively with several physics teacher educators, I have published several books and chapters for secondary school physics teachers, see Appendix C.

International:¶

At international level I contribute with workshops and presentations at large conferences (GIREP, AAPT, CDIO), and through articles in AAPT’s The Physics Teacher and IoP’s Physics Education. Where I first utilized the tools that were offered by JupyterBook, I now actively contribute to the ecosystem by developing workshop materials, LaTeX and Typst templates and starterkits further positioning TU Delft as a frontrunner in open, interactive scientific publishing. This is highlighted in being an invited speaker at the ... conference 2026 at the university of .. Paris to present the efforts at TU Delft to stimulate open education using Jupyter Book. Moreover, I regular connect with the core developers and help to make design decisions by reflecting on the user perspective. Lastly, I have gained access to the JupyterBook documentation and help in writing the manual.

this involvement helps how we do open education at TU Delft but also enable others to make use of the tools and methods that we have developed. It shows how tu delft values open education beyonds the local level and contributes thus to the mission of live long learning [LINK].

Together with TU Delft colleague Peter Dekkers we published the interactive book Show the Physics as an open educational resource. This book is now used internationally to professionalize pre- and in-service physics teachers.

I initiated and lead an inter-faculty open science project on the use of Jupyter Book as a platform for writing and publishing open scientific articles (including open data) and research related work (BEP & MEP thesis). The aim is to demonstrate a seamless, sustainable workflow. Students and researchers can collaboratively develop content that is interactive, version-controlled, and ready for web and print publication. By introducing early careers (students) to open publication, we prepare the next generation to adopt it seamlessly.

initieren van projecten? sutq voorstel over leerlijn onderzoeken die helpt het vormgeven van het nieuwe curriculum van de lerarenopleiding. TUD open science festival