UTFacultiesBMSBMS Teaching AcademyInnovation projects 2021-2022

Innovation projects 2021-2022

WSV Innovation projects 2021-2022

New innovation projects have been started just before summer 2021 and are planned for the academic year 2021-2022. Financially these are the projects for 2022.

The next call for WSV innovation projects is expected in spring 2022.

The WSV projects 2021-2022 :

  • Self-Assessment and Group Awareness with Audience Response Systems: Providing Meaningful Feedback – The SAGA Project

    The SAGA project

    Project manager : Dr. P. (Pantelis) Papadopoulos  MSc. 

    The project will explore how enriching the feedback the students typically receive in an audience response system (ARS) could enhance their learning experience in terms of retention, engagement, and satisfaction.

    The popularity of ARSs is based, in part, on Mazur’s seminal work on the Peer Instruction (PI) paradigm (e.g., Mazur, 1997) according to which students first provide their initial answers to multiple-choice questions (aka “voting phase”), receive aggregated feedback based on class responses through the ARS and peer discussion, and then answer the same questions for a second time (aka “revoting phase”) before they receive the correct answers and participate in the class discussion that follows. Peer discussion allows students to get peers’ perspectives, but it also requires a significant amount of lecture time and it can be challenging for the teacher in the case of larger audiences. Without peer discussion, however, the students in most available ARSs are left with limited feedback, usually in the form of percentages showing classroom distribution among the different question choices (e.g., Kahoot, Socrative, Wooclap). Consequently, students may feel encouraged to focus more on probabilistic strategies, changing their initial answers to the most popular one (“game-the-system” strategies).

    To address this information gap, studies on online assessment and group awareness have suggested including additional feedback metrics that could better describe the characteristics of the population that voted each question choice. At the same time, literature on metacognition suggests that eliciting metacognitive judgments from students may have a positive impact on their understanding and metamemory. The SAGA tool (acronym for self-assessment/group awareness) was initially developed by the applicant at Aarhus University and has been since moved to UT (https://saga.bms.utwente.nl/). Its design is based on the PI paradigm and its innovation is that it allows the teacher to elicit metacognitive judgments during the voting phase of a quiz (e.g., confidence: “How confident are you that you got the right answer?”; preparation: “How much did you prepare for today’s quiz”; self-assessment: “How many questions do you think that you got right?”) and use students’ responses are feedback metrics. In addition, there is also the possibility to allow students to write short justifications for their answers, thus offering the opportunity for elaboration in an otherwise closed-type interaction. Therefore, during the revoting phase, students in SAGA do not only see the popularity of the different answers, but also receive information on the audience. In other words, students can see, for example, how confident and prepared people that answered “B” felt and how they justified their answer.

    However, writing challenging and meaningful quiz questions that could support critical thinking and eliciting effective metacognitive judgments are not trivial tasks for the teacher. Therefore, the project will employ naturalistic research designs, comparative analysis of treatment conditions, and longitudinal analysis of students’ activity and will aim at the following goals, serving the teacher and providing empirical evidence on research questions about metacognition and feedback.


    1. Create instructional material with guidelines and best practices for the teacher on designing meaningful and challenging quizzes that would go further than memory recall.

    2. Explore how eliciting different types of metacognitive judgments during a quiz could affect students’ performance.

    3. Explore how using different metacognitive judgments as feedback metrics could benefit students’ learning in ARS activities. (Note: eliciting a particular metacognitive judgment may trigger the students to think critically about their learning, but their responses may not be an effective feedback metric to counteract, for example, gaming strategies).

    More on SAGA:

    Examples and good practices: https://saga.bms.utwente.nl/examples

    Publications: https://saga.bms.utwente.nl/publications (more publications currently under review)

    Example quiz (registration is not needed, click on “CONNECT ANONYMOUSLY”): https://saga.bms.utwente.nl/direct-quiz/39

    Mazur, E. (1997). Peer instruction: A user's manual series in educational innovation. Upper Saddle River, NJ: Prentice Hall.

  • STEERS: SmarT rEsEarch Recommender System


    Project managers: Aizhan Tursunbayeva; Abhishta Abhishta

    Creating a recommender system for suggesting research topics and relevant thesis supervisors based on the professional ambition and educational path of the student.

    Today, the allocation of thesis supervisors is done on an ad-hoc basis by every study program within BMS. We can broadly categorize thesis projects into two categories based on the process followed to “match” students with thesis supervisors:

    -Projects where students first look for an assignment at a company and then approach a university supervisor (e.g. IEM);

    -Projects where students are free to either do an assignment at a company or focus on solving an academic research question with the help of a university supervisor (e.g. BIT).

    In both of these cases students have little knowledge about the possibility of projects available or the expertise of the university supervisors. When students look for company assignments, they are restricted by the companies they already know or reach out to. Many times this leads to thesis assignments that may not directly confirm with the study program or future job aspirations of the student. We explain in more detail the shortcomings of the current process while describing the potential benefits of our project below. In order to provide an overview of available project opportunities to the students, we propose SmarT rEsEarch Recommender System (STEERS), a recommender system for students to help them choose or to propose a thesis project based on their educational path and future career goals.

    This project has the following three goals:

    Goal 1: To valorize and expand the use of the existing repository of past thesis projects by scraping and linguistically linking its data on the thesis topics, supervisors, companies, and/or study programs (among others).

    Goal 2: To create a dashboard with insights on network associations between research topics, companies, supervisors, students, and study programs.

    Goal 3: To create a working prototype of a recommender system that helps in matching appropriate supervisors with students for bachelor and master thesis projects.

    STEERS will provide students with adequate information to brainstorm on relevant thesis topics that can help them achieve their career goals. As students will have an overview of past supervision and potentially company involvements for each thesis topic, they will be able to reach out to appropriate university supervisors and/or companies. This will especially help students working on interdisciplinary topics.

  • Etmerald – Eye Tracking Made Easy (with R)


    Project manager: Dr. Martin Schmettow

    Eye Tracking is a powerful method for understanding human attention, visual processing, problem solving and preferences. It is useful in a variety of applied research domains, such as Human Factors, Communication Science, Marketing and Education. Eye tracking is expected to gain even more significance with the emerge of VR/AR systems in research and training.

    BMS Lab is developing the GazeFlow system, which turns a regular webcam into a low-resolution eye tracking device. This budget-friendly system allows us to equip all our students with a working eye tracking system and has been piloted for teaching in two bachelor modules. Based on this and earlier experience, we will create a multi-disciplinary educational framework for eye tracking in BMS education, Etmerald (Eye Tracking Made Easy)

    The goals of the project are:

    Developing a sequence of eye tracking learning units, spanning from first year bachelor to master level (CODE).

    Further develop GazeFlow, a budget-friendly eye tracking platform based on webcams (BMSLab).

    Create a Data Science workflow and an easy-to-use R package for eye tracking data (BDSI).

    Facilitate broad adoption of eye tracking within BMS education (PCRS, ETM, CS).

    We will produce the necessary tools and create case studies, documentation, teacher guidelines, learning material for eye tracking on first year, second year and master level. The approach will be implemented and evaluated in three existing courses: B-Psy Module 3 (Cognition and Development), module Human factors & Engineering Psychology and M-Psy ARM (Advance Research Methods HFEP).

    The goal long-term is to pave the way for integration of eye tracking in at least least three other BMS programs/themes. To keep an eye on the big picture, we include stakeholders from two other programs (CS and ETM) and one other psychology theme (PCRS). We will seek to get in contact with more potential adopters during the project.

  • Designing a CBL minor on Enterprise software for the integration of administrative processes

    Designing a CBL minor on Enterprise software

    Project Manager: Dr. Adina Aldea a.i.aldea@utwente.nl

    This project aims at developing a multidisciplinary challenge-based learning (CBL) minor module of 15 EC on enterprise software for the integration of administrative processes. The minor will be offered in the academic year 2022/23 to students from the following programmes: International Business Administration (IBA), Public Administration (PA), Business Information Technology (BIT), Industrial Engineering & Management (IEM), and Communication Studies (COM), with the possibility to open it up also for other studies such as Technical Computer Science, Advanced Technology, and other similar studies. Additionally, we would like to explore the possibility to offer the minor for the training of professionals, with micro-certificates (comparable to the Business Administration Master course on B2B Marketing).

    The main goal is to design a minor module with strong involvement from both businesses and public organisations, and a focus on how the major business and administrative processes of an organisation can be supported by enterprise software for Enterprise Resource Planning (ERP), Business Intelligence (BI), workflow management, and the like. Students will learn which data is critical for organisations and how to make data-driven decisions based on it; they will get familiar with enterprise systems and learn how to automate and integrate business processes.

    The minor will contain two study units focused on theory (4 EC each) and one study unit for the project (7 EC). One theory study unit will cover academic literature relevant to ERP systems (in relation to, e.g., Finance and Accounting, Human Resource Management, Warehouse Management, etc.), while the other study unit will cover aspects of Enterprise Information Systems (e.g., Business Process Management, Data Management, Business Intelligence, etc.). The main goal is that the theory study units provide the knowledge necessary to execute the project, on a weekly basis, in a manner that is independent of the software vendor for the project.

    Based on the CBL model, the minor will include a project in which students need to propose a solution to a challenge posed by one or more organisations from the public and the private sector (to align the interests of the different study programmes). Some examples of topics that could be covered during the project include green & integrated mobility, energy transition, circularity in the constructions sector, smart healthcare, etc. To help with the design of the CBL aspects of the minor, we will involve the UT’s CBL advisors provided by CELT (Leonie Bosch-Chapel, or Frank van den Berg).

    To support the practical part of the project, we will partner with SAP. Based on preliminary discussions, SAP is willing to provide our students with access to their software platform, give guest lectures, and offer the possibility of SAP certification. This collaboration would ensure that our students get relevant experience with one of the world’s leading providers of ERP systems and data integration tools, and have the ability to receive a certification that offers benefits for their future careers. Thus, the minor also aligns with the strategic goal of the UT to support the talent development of students.

    Besides the focus on CBL, the minor will also include other teaching innovations. For example, providing hybrid education where students can work on their projects and get support from teaching staff online and on campus. This can be achieved by using applications such as Slack (which is already implemented in Module 3 IEM/BIT coordinated by Adina Aldea) where students can post their questions at any time during the day and can receive answers as soon as the teaching staff is available. Slack can also serve as a community-building platform where students can share ideas and help each other progress with their project, which aligns with the UT’s strategic goal of building communities.

  • Teaching data analysis interactively to BMS students

    Teaching data analysis interactively to BMS students

    Project manager: Stephanie van den Berg Stephanie.vandenberg@utwente.nl

    In this project, we professionalise existing BMS educational material and extend it to include online web apps. We also aim to empower BMS teachers to make their own web apps.

    Data analytics is taught using the framework of linear models. Because of a lack of textbooks on this topic suitable for behavioural and social science students, we've written our own textbook, available free of charge to anyone. The book could benefit from the professionalisation of presentation, layout, and availability in other formats than pdf, making it more accessible to both students and teachers. The approach used in the book could benefit from web applications (shiny apps) that could explain important concepts in an interactive and visual manner. We would like to integrate such apps directly into the textbook online, for instance using HTML rather than pdf. It would both benefit teaching and students. By teaching how to make web apps we can help teachers both to keep updating the material in the future and to make other apps that support their own teaching. It will involve Teaching professionalization, Talent development of students, and Learning facilities. It strengthens hybrid education by making the material accessible online.


Every calendar year, up to and including 2024, a budget is released from the Wet Studievoorschotmiddelen (WSV). This law is the result of the abolition of the basic grant for students, which has been converted from a gift to a loan. Therefore, this budget should benefit education and our students. A part of the money is reserved for innovation projects from teachers and programme directors of BMS. Input from and co-creation with students is very much appreciated.

The money can, for example, be used as a resource for the departments to compensate for the time teachers and students spend on an innovation project.

More information:  

  • Criteria

    For approval the proposed WSV innovation project needs to fulfil the following criteria:

    • It supports at least one of the five UT strategic goals of the Quality Agreements (BMS Quality Agreements):
      • Community building,
      • Global Citizens,
      • Teacher professionalization,
      • Talent development of students,
      • Learning facilities
    •  It is widely applicable in BMS education. Not only within one or two BMS (degree) programmes. (The programmes in which the innovation will be implemented need to be specified and programme directors of these programmes need to support the innovation. )
    • Results need to be specified and milestones need to be defined for at least 1 December and for 1 June. Team members and their tasks need to be specified in size and content. 
    • It needs to be also of added value for teacher professionalization of BMS teachers.
    • Project team members need to be BMS teachers (or UT teachers involved in BMS education in which the innovation is implemented). 
    • Hybrid education is a spearhead; in challenging covid-19 times, but of course also for the future. The proposal preferably also fits in with this theme.
  • Procedure
    1. A call for proposals for innovation projects is published together with an application form
    2. The criteria for the WSV innovation project are specified in the call for proposals.
    3. Applicants can be BMS teachers and BMS programme directors.
    4. Approval and selection of the WSV innovation projects is the responsibility of the BMS Faculty Board which is advised on the decision by the WSV steering committee.

      The WSV steering committee receives an overview of the applications.
      The steering committee invites the project manager to present the project by a pitch which will be followed by a Q&A session.
      A pre-advice will be set-up to support the steering committee in the approval and selection process.
      In the process of the pre-advice, the small committee will ask expert advice were necessary from educationalists, BMS-LAB, e-learning specialist and others.

      Selection may take place if the annual budget cannot cover all approved proposals. The main focus in the selection will be to what extent the criteria are met.

    5. Innovation projects need to be supported by at least two programme directors.
    6.  The Faculty Council is asked for consent with the decisions on approval and selection of the Faculty Board.
    7. The applicants of WSV innovation projects are informed on the decision of the Faculty Board based on the consent of the Faculty Council.
    8. Before the start of the approved project, a detailed action plan including milestones needs to be available.
    9. The project manager of the innovation project is expected to participate in the WSV platform and to inform the coordinator of the WSV innovation projects pro-actively (and timely) when the content or the planning of the project has to be changed.
      Also reporting on the progress and final results is the responsibility of the programme manager.
  • Planning

      8 April                   Deadline WSV innovation project proposals

    14,15,16 April         Pitches of projects for steering committee +Q&A

     17 April                  pre-advice on approval/selection innovation projects

     19 April                  WSV steering committee advice on approval/selection innovation projects

       4 May                  Decision of BMS Faculty Board based on the advice of WSV steering

    25 May                   Faculty Council on consent for FB decision.     

      1 June                                  Applicants informed on decisions & next step

      1 July                                    Project action plans available and approved

      1 July                              Start projects

    15 December 2021    Progress report (followed by related payment of budget in January 2022)

         March 2022           Educational Festival for 2021 projects

    15 June  2022             Final (Progress) report (followed by related payment of budget)

         October  2022        BMS Educational Festival with presentations of results

  • Practical Aspects
    •  In case a proposed project is planned for more than the academic year the approval for later years is based on the progress of the running project.
    • The budget for the project is paid to the BMS departments of project team members in two phases based on, and shortly after receiving, each of the 2 progress reports during a year.