Community of Learners Twente (COLT)

Time: 15:30-17:00
Place: DB127
The first community workshop focused on identifying and sharing insights into students' readiness for university and how expectations align between the two levels. Addressing this gap through collaborative efforts between high school and university educators is vital for preparing students effectively for higher education. Given the importance of this subject, the community aims to build a shared understanding of essential skills, align academic expectations, and develop strategies to support students’ growth. These efforts concentrate on identifying and unifying the skills and knowledge we, as educators, want students to acquire, while fostering an environment that eases the transition. The goal is to equip students not only with curriculum-based knowledge but also with the essential skills and mindset needed to navigate the challenges of university life confidently and independently 

Workshop Objectives:

• Facilitate active dialogue between high school and university teachers to understand challenges and expectations and identify the necessary skills for student success.
• Reflect on experiences to develop cohesive strategies that promote positive interactions among students and between students and teachers. 

Time: 15:30-17:00 
Location: DB127

The second workshop, titled "Mastering Learning Autonomy: Self-Regulated Learning in Action," focused on empowering educators with strategies and insights to enhance Self-Regulated Learning (SRL) in their students. SRL is a critical skill that promotes independent learning, enabling students to take control of their learning process by setting goals, self-monitoring, and evaluating their progress. This workshop aimed to provide practical techniques for fostering SRL in students, particularly during the transition from high school to university. 

Workshop Objectives: 

• Explore the principles of Self-Directed Learning and how these differ from traditional learning approaches.  
• Identify Key Skills for Self-Regulated Learning. 

Time: 15:30-17:00 
Location: DB127

The third workshop, titled "Empowering Growth and Resilience: Fostering a Positive Mindset and Building Resilience in Students," explored how fear of failure and resistance to change can influence learning and personal development. Using Spencer Johnson's Who Moved My Cheese? as a reflective framework, participants examined how individuals respond to change and considered strategies for helping students develop resilience and adaptability. The central message of the story is the importance of recognising, anticipating, and responding effectively to change. Through its characters, the story illustrates a range of human reactions to uncertainty, from fear and resistance to acceptance and proactive adaptation. Participants reflected on how people may resist change because they fear its consequences, while others actively initiate change, embrace new opportunities as early adopters, or gradually adapt when change becomes unavoidable. These reflections provided a foundation for discussing how educators can support students in navigating challenges.

 Workshop Objectives: 

• Define the concept of a growth mindset, focusing on its applicability to the learning process.
• Identify practical strategies that teachers can use to help students build resilience.

Takeaway:
The workshop emphasised that change is a natural but often challenging part of education, with people responding differently depending on their experiences, mindset, and sense of security. Participants discussed how fear of failure can hinder student engagement and identified practical strategies to build resilience and confidence, including the use of structured planners, handwritten reflection, collaborative learning, and learning from mistakes. Central to these discussions was the importance of creating a psychologically safe classroom environment where students feel comfortable taking risks, sharing their thinking, and viewing mistakes as valuable opportunities for growth and deeper learning.

Time: 15:30-17:00 
Location: DB127 & Online

The fourth workshop, titled "Flipped Classroom Environment,"  was a guest lecture given by Per Lysgard, the Deputy Head of Department for Education, in the Electrical and Computer Engineering at Aarhus University, Denmark.  Per Lysgaard presented a flipped classroom learning model, personally developed in response to low student intake.

Workshop Objectives

• Define and discuss the structure and principles of flipped learning, including the three-environment model consisting of preparation, follow-up lessons, and learning spaces.
• Identify how different learning activities support varying depths of learning and the conditions required for students to achieve deeper understanding.
• Reflect on instructional design choices, including questioning strategies, facilitation, and group composition, that can promote deeper learning within hybrid and flexible learning environments.

The model is built around a clear division between preparatory work completed independently and collaborative learning activities conducted during follow-up sessions. Students are expected to engage with videos, readings, and exercises before class. On-campus or synchronous sessions then focus on discussion, clarification of misconceptions, and deeper engagement with the material. Collaborative work is typically organised in small groups, with grouping based on student participation mode (campus, online synchronous, or online asynchronous) to maximise effectiveness.

A key feature of the workshop was the discussion of different depths of learning, ranging from basic knowledge acquisition to personal transformation:

• Cumulative Learning (Level 1): Reproducing simple knowledge or procedures with a limited level of understanding.
• Assimilative Learning (Level 2): Applying knowledge across contexts and recognising patterns, demonstrating a higher level of understanding.
• Accommodative Learning (Level 3): Understanding underlying contexts and adapting knowledge to new situations.
• Transformative Learning (Level 4): Experiencing a shift in perspective or identity as a result of learning.

Workshop Activity

To demonstrate the model in practice, Lysgaard used Electromagnetic Compatibility (EMC) as a case study. Participants experienced the flipped learning cycle firsthand by first watching a preparatory video and answering questions individually, followed by participation in discussion-based follow-up activities. The workshop illustrated how different learning activities align with progressively deeper levels of understanding. Participants reflected on how factors such as question design, facilitation, and group composition influence the extent to which students progress toward deeper levels of learning.

An additional contribution came from a UT professor (Martin van der Hoef) who shared an assessment approach in which students first submit individual final answers. Students are then placed into groups of three to compare, discuss, and revise their responses before resubmitting,  highlighting that groups of three often provide the most productive balance between participation and collaboration.

Benefits of the Flipped Classroom Model

• Supports learning in environments where students cannot always attend in person.
• Makes efficient use of limited classroom time by shifting basic content delivery outside of class.
• Increases accessibility and flexibility for diverse student populations.
• Encourages collaboration, discussion, and shared responsibility for learning.
• Creates opportunities for deeper engagement during face-to-face or synchronous sessions.

Challenges of the Flipped Classroom Model

• Success depends heavily on students completing preparatory work independently.
• The approach is generally more effective with mature learners than with younger students.
• Unequal participation within groups can result in some students relying on others' efforts.
• Increased reliance on digital resources may contribute to higher screen time.

Time: 15:30-17:00
Place: DB127

The last community workshop for the academic year had an interactive format to explore how the four learning environments, namely learner-centered, knowledge-centered, assessment-centered, and community-centered, can support students transitioning from high school to university. The inspiration for the session came from the book ‘How Students Work: History, Mathematics and Science in the Classroom’. Participants collaborated to design classroom strategies addressing common challenges such as math anxiety, fear of complex problems, and dependence on structured guidance. Through discussion and examples, the group emphasized the importance of building confidence, encouraging active learning, and using formative assessment to support student growth. The workshop highlighted how thoughtful teaching practices and supportive learning environments can help first-year students adapt, engage more deeply with content, and develop essential academic skills.

Workshop Objectives:

• Explore and discuss different learning environments for designing teaching and learning practices. 
• Design a scenario of an in-class activity or support strategy for the transition to university.
• Present and discuss the scenario(s).

Time: 15:30-17:00
Place: DB127

The first workshop of the 2025–2026 academic year opened with a welcome message from the Community Coordinator, followed by introductions between new and returning community members. Participants were then introduced to the C.O.L.T. initiative, its objectives, and the key features of the community.

Workshop Objectives:

• Build a sense of community among new and returning members by fostering connections, trust, and professional relationships.
• Introduce the C.O.L.T. initiative and establish a shared understanding of its purpose, goals, and opportunities for participation throughout the academic year.
• Identify participants' interests and expertise in key educational themes to support member-led workshops, collaboration, and knowledge sharing within the community.

The workshop was structured around two main components:

Part A – Team Building

The session began with an interactive "get to know you" activity designed to help participants build connections and discover common ground. Through a series of guided questions, members shared information about their birthplace, years of teaching experience, motivations for becoming educators, hobbies, favorite music, food, TV shows, and pets. The activity created an open and welcoming atmosphere while fostering a stronger sense of community among participants.

Part B – Setting the Stage

The second part of the workshop focused on personal reflection and community building. Participants explored their expectations for the community and worked together to establish a shared understanding of how the group would collaborate throughout the academic year. As part of this discussion,  several educational themes were presented, and participants were invited to select one topic that they would be interested in facilitating during the academic year, based on their expertise, teaching experience, or research interests. The themes included:

• Strategies to approach and solve a problem
• Supporting students in developing confidence and ownership of their learning
• Self-regulation for students
• Constructive alignment and course design
• Collaborative learning
• Teaching practical skills
• Student engagement
• Real-world applications and systems thinking in the classroom
• Navigating diverse classrooms

This activity helped identify areas of expertise within the community while laying the foundation for member-led discussions and knowledge sharing throughout the year.

Time: 15:30-17:00
Place: DB127

This workshop focused on self-regulated learning (SRL) within the International Baccalaureate (IB) framework.

Workshop Objectives:

• Develop an understanding of self-regulated learning (SRL) and explore how it is embedded within the International Baccalaureate (IB) philosophy, curriculum, and teaching practices.
• Identify the knowledge, behaviors, and mindsets associated with self-regulated learners and examine strategies that support goal setting, self-monitoring, reflection, and motivation.
• Reflect on the application of SRL practices in participants' own educational contexts by discussing approaches that foster student agency, metacognition, knowledge transfer, and independent learning.

As most community members had limited familiarity with International Secondary Schooling, the session aimed to provide an overview of how the development of self-regulation is intentionally embedded in IB philosophy, curriculum design, and pedagogical practices. A member of the community with teaching experience in IB presented a range of skills related to self-regulated learning and grouped them into knowledge, behavior, and mindset categories. Building on this foundation, the presentation explored the IB perspective on self-regulation, emphasizing learners' ability to set goals, monitor their progress, reflect on their learning, adapt their strategies, and sustain motivation. Particular attention was given to educational practices that support self-regulation, such as reflective activities, formative assessment, self- and peer-assessment, explicit instruction in metacognitive skills, and opportunities for student agency and ownership of learning.

During group discussions, participants reflected on how these ideas could be applied within their own educational contexts. Conversations focused on the importance of explicitly teaching and scaffolding self-regulation skills, the role of intrinsic motivation in supporting learning, and practical approaches such as concept mapping, reflection activities, and peer support. Participants also discussed ways to help students transfer knowledge and skills between different courses and learning environments.

Time: 15:30-17:00
Place: DB127

This workshop focused on the design and purpose of practical work in science education. The session explored how laboratory and practical activities can be structured to promote deeper learning, scientific thinking, and meaningful engagement rather than simply data collection.

Workshop Objectives

• Examine the purpose and design of practical work in science education, including how laboratory activities can support conceptual understanding, scientific inquiry, skill development, and student engagement.
• Explore strategies for designing effective practical activities by aligning learning outcomes, practical tasks, and student experiences to promote meaningful learning and scientific reasoning.
• Reflect on ways to enhance students' scientific thinking and inquiry skills through evidence-based argumentation, collaborative discussion, critical evaluation of findings, and improved approaches.

Participants first reflected on the purposes of practical work and discussed the different goals it can serve, including developing conceptual understanding, laboratory skills, scientific inquiry skills, and student motivation. The presentation highlighted research showing that practical activities are often ineffective when learning objectives are unclear or when students focus primarily on completing tasks rather than understanding the underlying concepts. 

A central theme of the workshop was the importance of aligning intended learning outcomes, practical tasks, and student experiences. Participants considered examples of practical activities that were confusing or unproductive and reflected on factors that reduced their effectiveness. The session also explored opportunities to use practical work to develop students' scientific reasoning and argumentation skills. Through discussions and activities, participants examined how students can be encouraged to formulate claims, interpret evidence, justify conclusions, and critically evaluate findings. A case study based on pendulum motion was used to illustrate how practical investigations can foster inquiry and evidence-based reasoning. 

Further discussion focused on improving the quality of practical work by reducing unnecessary data collection and creating opportunities for collaborative analysis and sense-making. Participants also reflected on alternative approaches to assessing practical skills and scientific inquiry. 

The workshop concluded with a set of design principles for effective practical work, emphasizing clear learning objectives, adequate preparation, a focus on achieving specific educational goals, and opportunities for discussion, reflection, and collaborative thinking. Participants were encouraged to redesign existing practical activities using these principles to better support student learning and engagement.