Programme

This workshop will introduce you to Theatrical Technology Assessment (TTA). TTA is a role-play simulation, which has been developed in subsequent Comenius and SUTQ projects. It is an engaging educational method in which students experience different stakeholders’ perspectives and jointly explore scenarios for the development and societal embedding of emerging technologies. In this workshop we will tell about TTA, show how it works, and reflect upon its potential for educating engineering and social science students about the complex stakeholder dynamics around emerging technologies.

This webinar is about different forms of feedback to students. To understand different forms of feedback, we (1) reviewed the literature on feedback to students, (2) performed, transcribed and coded 19 interviews with enthusiastic UT teachers (BMS and outside) who have gained experience with different forms of feedback, and (3) developed and sent-out questionnaires to BMS students in different programs about their experiences with feedback and how they prefer to gain feedback. We are looking forward to sharing some preliminary results of best practices of feedback procedures and hope that our insights may be useful to you inspire you to experiment with alternative feedback forms.

One of the ways to develop ourselves as teachers is participating in the Senior University Teaching Qualification trajectory that is offered by our university. The SUTQ trajectory is an evidence-informed trajectory that you follow to solve a problem or ambition regarding your own teaching. In my case, I found out that my students did not have a sufficient level of higher-order thinking skills in order to write a position paper. To solve this, I designed a six-step procedure that helped them to further develop those skills. During this session, I will talk you through the steps that I took and the things that I learned along the way. We will use this as input to talk about general issues within education and teaching, such as: Do our students meet the bar that we set for them? And how do we know whether this bar is achievable for them?

In this webinar, we explore the key characteristics of challenge-based learning and how this novel educational framework can be integrated in a course or module. We use the example of a minor on collaborative sustainable regional development which is currently developed in a BMS WSV project. More specifically, we address the role of external stakeholders in this module, the type of challenges required, assessment practices, learning goals and level of freedom in defining learning paths throughout the module.

Collaboration and team work are essential components in many education formats and are a substantial component in TOM (Twents Onderwijsmodel) and Master education at the University of Twente. Aside from practical considerations the reason for integration of collaborative tasks in education is twofold: It prepares students for their future career as they can practice and develop their collaboration skills, and collaborative tasks have been shown to positively impact learning in general. Regardless of the practical consideration and projected goals it is imperative that students’ collaboration is (or is enabled to become) of good quality. But how do you, as a teacher, ensure this quality?

You might employ instruction, assignment design, assessment design and self-report to ensure this. In this ~25 minute structured discussion the goal is to share and discuss good practices and challenges, and learn from each other’s experiences.

When you want to make your course more entrepreneurial and do not know yet how you need ideas. In this session, you learn about how the Entrecomp framework can inspire your entrepreneurship-based learning goals. Exemplary teaching interventions from each of the three Entrecomp dimensions provide further suggestions for you.

Join the entrepreneurship Special Interest Group and exchange additional ideas with colleagues.

In this webinar, we will exchange ideas about rewards for teaching within the total program of Recognition and Rewards (VSNU) and Shaping Individuals and Teams (UT). Join this webinar to learn about different international practices and to share your own view!

The acceleration plan for Educational Innovation with ICT is a four-year program focused on bringing initiatives, knowledge, and experience for digitalization together. One of the eight zones of this program is “Facilitating professional development for lectures”, and 16 universities are collaborating in this zone. The zone aims at providing all instructors in higher education with the opportunity to use ICT in their education, ultimately to improve the quality of education. In this session I will focus on the five themes the zone has been working on: Collecting and sharing inspiring examples of educational innovations with ICT; Building blocks for effective professional development; Field labs with professional development initiatives focused on certain innovations (e.g., digital peer feedback, AI, formative assessment); Integral approaches to facilitate professional development; and Sector-wide anchoring of educational innovation with ICT. We will talk about how the products developed by the zone can support your work.