Putting students to work - Timo Hartmann – email@example.com (Civil Engineering)
Typical job profiles are changing rapidly due to quickly changing technology and increasing requirements to employee mobility. Students that nowadays graduate can no longer expect that they will spend a large part of their career with the same employee requiring the same knowledge. We, as higher education professionals, need to react to this changing world. We need to shift from solely teaching theoretical concepts and technology towards teaching how to learn and unlearn new concepts.
This mind shift requires lecturers as well as students to move out of their comfort zones. New ways of working with students are required. These new ways often require lecturers to make themselves vulnerable as much more unexpected student-teacher interactions occur. On the student side, just the notion of unlearning and learning is threatening. At the outset, it seems such a waste of time to learn something, while it is not sure whether this knowledge will ever be useful. Moreover, every student has her own learning style, and requires different ways of motivation. How students can be motivated to become self-sufficient learners and un-learners is therefore one of the big challenges we face within the Twente Education Model.
The goal of this workshop is to deal with this dilemma of learning style and motivation. Together we will explore the most important learning styles our students have and creatively think of ways to motivate students with specific styles. The outcome of the workshop should be a co-created “learning style – motivation instrument” matrix that hopefully will be helpful for us and others to understand how students can be put to work to self-sufficiently learn – in their own style.
Designing an engaging semester – ATLAS Semester 3: ExtremesWessel Wits and Leonie Krab – ATLAS
In this workshop the design of the 3rd semester of the ATLAS programme will be presented. The goal of the semester coordinators was to make the semester inspiring and engaging from a student’s perspective. This prerequisite felt vital, as part of the learning objectives were to increase student autonomy and self-directed learning. The design of the semester entailed a structure of preset teaching activities and open parts that students had to choose and justify themselves. The binding factor was the project, in this case related to the Mars Space Mission – Living at Extreme Conditions.In the workshop we would like to discuss the effect on student (study) behavior, what we organize as faculty vs. what we ask the students to organize themselves, and how this approach can be translated to other learning situations.
Flipping the classroom ‘Research methods’ TBKHans Heerkens (BMS)
and Martine ten Voorde – ter Braack (CELT)
In this workshop the redesign of the module part ‘Research Methods’ of the TBK programme will be presented. In this redesign no standard lectures were given. In the session we share our reasons for redesign, objectives and experiences. We would like to discuss with you the impact on student and teacher behavior and are wondering what you need to make your education more flipped.
Flipped classroom, use of online resources and tools in educationMartin Bennink (TNW)
About a year ago, driven by curiosity, I decided to integrate more online tools into my teaching, which eventually resulting in a new flipped-classroom format of a 5 EC master course, that I have been given now for 6 years. In this workshop I will share with you my experience in this process, give you detailed information on Google platform, the tools I have used and developed, such as video lectures, self-testing quizzes and peer assessment. Furthermore I will share with you the feedback from the students on this concept, and have some thoughts on where blended learning in education can be beneficial.Curious already? Have a look at: https://sites.google.com/site/bionano2015/
(access is limited, if you wish to have full access, send your Google login to firstname.lastname@example.org)