Why and how working in module teams is beneficial for our own and students' development. Lessons learned from 2X4 PhD research on TOM.
In the past four years, we – Rike Bron and Inken Gast – have studied the implementation of the Twente Education Model (TOM) at the UT. Specifically, we followed module teams during designing and teaching their modules, conducted in-depth interviews and a UT-wide survey among teaching staff. Our findings concerning learning and performing in university teacher teams form the basis of this workshop. We found that working together in module teams can be greatly beneficial for teachers’ professional development as well as for student satisfaction. If you want to actively exchange and discuss the critical success factors of module team collaboration, and are not afraid of some “manual labor”, please join our workshop!
Workshop facilitators: Several UT students and Hans van den Berg
There’s an ancient English proverb (1175 AD) that says: ‘You can lead a horse to water, but you can’t make it drink’. When applied to learning – by students as well as educators – this proverb becomes interesting for two reasons. The first reason: it suggests that the learner (the ‘horse’) does the learning (‘drinking’). This is very much in line with contemporary didactics.
The second reason is, that having the learner to learn is said to be very hard. However, the original 1175-version is: ‘who can give water to the horse that will not drink of its own accord?’ This may suggest that there actually are ways to make the ‘horse drink’. And, of course, we all know there are.
In this workshop we will work on student-educator and student-researcher partnerships. This subject has recently received an international impulse by a new academic journal, IJSAP. We will cover some of the possibilities of student-educator/researcher partnerships. Also, UT’s Student-Driven Learning will inform this workshop, as will some related theory.
Naturally, UT students will participate in the design and delivery of this workshop. If you wish to engage in some pre-workshop reading:
· https://mulpress.mcmaster.ca/ijsap/article/view/3119 has a review paper from IJSAP
· https://pdfs.semanticscholar.org/aebe/c232c843f4bc935c24a03e15e5bd1ea997e3.pdf has a book chapter by Reeve on motivation and engagement
You can find the presentation here.
In this workshop we will present the results of this CEE-project so far and discuss them with you. We will explain the project and introduce shortly the mindset theory of Caroll Dweck and ASSIST (Approaches and Study Skills Inventory for Students). Two validated questionnaires, used to find out if our hypothesis is correct: Most of our students have a fixed mindset and use less effective learning strategies (Surface learning).
The results are interesting: But what to do next? In this workshop we will also brainstorm and inspire each other on possible interventions to come to more deep learning.
The workshop is developed and organised by Jolanthe Schretlen (lecturer Professional & Academic Skills for Engineering students) and Thelma Stobbelaar (Independent Educational Advisor ‘Didactus advies & ontwikkeling’). Both of them involved with regards to their own expertise.
You can find the presentation here.
In this workshop, we report on an extensive 4TU AMI project carried out by the Department of Applied Mathematics in collaboration with the Research Methodology, Measurement and Data Analysis group and supported by the 4TU Center for Engineering Education and TELT. Purpose of the project is to make summative math testing possible and to find out how the digital test can be delivered effectively and securely.
Participants will have the unique opportunity to take part in a digital mathematics test and are, upon completion invited to comment on how they experienced the test. Is summative digital testing feasible and secure? What are the limitations, if any?
The digital test will be done on Chromebooks and is based on MyLabs+, the digital learning environment used thus far mainly for the diagnostic tests in the Math Line.
Don’t be afraid and do not hesitate: the test uses high school mathematics only and yet is challenging also for the mathematical sophisticated. It provides an experience that you do not want to miss.
Activity: presentation with discussion (45 minutes)
The Faculty ITC has developed a new manner of teaching and learning concepts which is supported by the Living textbook application. In the Living textbook, students can browse through the knowledge network of their teachers to get a better overview of the field of study and read the information they need for their studies. The development of the Living textbook is closely linked to research by the faculty on ontologies and visualization. We will present the Living textbook and first findings of using it in education.
In this mini-conference three teachers who started their Senior University Teacher Qualification will present their first results and pose their discussion points. Marije Hahnen (coordinator of the SUTQ, CELT) will introduce the goals and route of the S-UTQ. Cora, Andreas and Jasper will then take a few minutes to each present their project. After a short coffee break, there is room for small group interactive discussions with the teachers about their research. The speakers invite you to give them a ‘top’ and a critical question during these sessions.
Cora Salm (EWI) started her S-UTQ project with a research about plagiarism in the University context. Her literature research and questionnaire was focused on why plagiarism is committed among researchers and students. Besides, she conducted a small case study to find out what other programmes than her own (electrical engineering) offer about education in academic ethics. She will present her first results and tell about her experiment to create awareness about plagiarism among students.
Andreas Hartmann (ET) focused in his S-UTQ research on using serious-games in education. His project is about how games can be integrated in a course or module and how they can support learning. In his own course, he used 7 different games twice and determined how they motivated students to learn. He wants to use this education day session to ask visiting teachers if they have experiences with serious games and to discuss design principles for using games in education.
Jeroen Verschuur (TNW) performs a design study on Computer Assisted Physics (CAPh). In the Applied Physics programme we recently started with the integration of Mathematica in close relation with the physics courses. Main theme is Computer Assisted Physics (CAPh). The ultimate goal is to get the level of Computer Algebra usage by the students to an extend that they naturally use Mathematica, not only for their physics problems, but also in a more explorable way to comprehend more difficult concepts of fundamental physics. The CAPh is closely balanced with the thread of the programming and numerical techniques in engineering. An overview of the design and realized implementation will be presented. Examples of study material to realize the educational goals in successive steps is also presented, including motivation of the approach.
You can find the materials here and here.
My name is Pleuni Verdijk. I just finished my bachelor degree Industrial Engineering and Management and currently I am working for Fraunhofer Project Center to learn by doing. In the module: Consumer Products, students from Industrial Design, Mechanical Engineering and Industrial Engineering and Management are working together in a project which they fulfill for a company. Unfortunately the collaboration between these students does not always work smoothly. That is why we set up a Serious Game to improve the collaboration between the students. This workshop gives you the opportunity to get a first impression of this Serious Game. We are curious about your opinion!