ICAB 2018 Conference | University of Twente

Some information on the workshops

Some information on the workshops can be found below. Much more will follow soon...!



Academische bètadocenten: nieuwe routes en nieuw elan! 
Jeroen Goedkoop (UvA) Jan van der Veen (UT)

(Dutch)

Scholen hebben behoefte aan voldoende academisch opgeleide docenten om in de vele vacatures te voorzien. Het gaat daarbij vooral om de exacte vakken. Lerarenopleiders, ICL, VSNU, bètadecanen zijn vol dadendrang, maar hoe pakken we het aan? 

De bètafaculteiten hebben allen een plan ingediend. Ideeën genoeg, bijvoorbeeld: Met routes door de klassieke opleidingen heen zodat je in 5 jaar ipv 6 jaar klaar bent om les te gaan geven. Ingenieurs die meewerken aan ontwerpen door leerlingen. Het beroep aantrekkelijker maken, en hoe dan? Kunnen we studenten uit de brede bèta opleiding paden bieden naar het leraarschap?

In deze ambitieuze werksessie gaan docenten, studenten, lerarenopleiders en onderwijsmanagers dit samen oplossen. De uitkomsten zullen worden meegenomen in de verdere uitwerking van de plannen van de bètafaculteiten. 



Transforming traditional  courses into challenge-based projects
Rudie Kunnen, Gerrit Kroesen, Sonia Gomez, Henk Swagten (TU/e) 

(English)

Learning about  systems and control can be a difficult endeavor for second year bachelor students if the assignments are not motivating enough. Transforming traditional courses into challenge-based projects can stimulate students to apply theory and concepts in hands-on tasks.

In this workshop we will show the re-design process of a traditional course Signals and systems into a Design-based learning (DBL) project. We will challenge participants to transform their own courses into hands-on projects.



Team Based Learning in Beta Education

(English)

Brigit Geveling & Jan Willem Polderman (UT)



Blended Learning in Calculus & Linear Algebra and digital testing in mathematics

(English)

Hans Cuypers (TU/e) & Jan Willem Polderman (UT)



Project gestuurd onderwijs binnen Technische Natuurkunde

Stefan Kooij en Brigitte Tel (UT)

(Dutch)

Enkele jaren geleden heeft het projectonderwijs zijn intrede gedaan bij de opleiding Technische Natuurkunde aan de Universiteit Twente. Dit houdt in dat gedurende het eerste jaar in iedere module één vak zit wat de studenten in projectgroepen moeten afronden. Vaak is het doel van zo’n vak het doen van een groter onderzoek of het ontwikkelen van een ontwerp. Maar wat is de filosofie achter een projectvak? Wat is het verschil tussen een project en een practicum? Waar zitten de sterke en zwakke punten bij een project?

Tijdens deze workshop zullen Stefan Kooij en Brigitte Tel proberen deze vragen samen met de deelnemers te beantwoorden. Ook zullen verschillende producten en prototypes die de afgelopen jaren door projectgroepen ontwikkeld zijn tentoongesteld worden. Hierbij zullen ook studenten aanwezig zijn om hun visie op het projectonderwijs te kunnen bediscussiëren.



Future Academic Chemistry Education: @Campus or @Home

Ben Betlem & Linlin Pei (UT)

(English)

Digitization is considered to be one of the most “disruptive” developments of our time*. Several trend watchers foresee a university without lecture rooms and other facilities for students on campus. On the one hand, due to the benefits of digitization, we perceive the emergence of flexible distance learning, whereas on the other hand we increasingly experience the importance of practical work as well as project based learning, requiring f2f interactions.

The workshop starts off with a presentation introducing both points of view, based on developments at Chemical Science and Engineering in Twente. The first development is the introduction of distance learning for six bachelor subjects. Next year, a small scale pilot will be rolled out in our process technology programme for professional students from the industry. The second development is our successful implementation of the project based educational concept applied to  thematic modules of 15 EC in the bachelor’s study.

Following the presentation, there will be time for discussion about possibilities and limitations in distance learning. Possible topics include:

• What are the benefits and limitations for distance learning and how we cope with them?

• Is it possible to integrate project based learning with distance learning? Which options do we have?


* Jo Caudron & Dado van Peteghem, Digital transformation: a model to master digital disruption. Duval Union Consulting, 2015.



CodeGrade

Devin Hillenius & Youri Voet (former UvA students)

(English)

In modern programming education the majority of a course consists of programming assignments. However, grading all these assignments and giving useful feedback is cumbersome and time-consuming. 

This is also what the founders and former teaching assistants and students Computer Science of CodeGrade found out. By creating a proper tool that allows teachers to give feedback on actual lines of code, students can learn from their mistakes. Combining this with a suite of efficiency enhancing tools and integrating it with LMSs, such as Canvas, teachers save time on overhead and can spend this time teaching again.

In this workshop the CodeGrade team will explain how they created this tool and give a general look inside improving programming education. Participants will be able to get hands-on experience innovating programming education.




ATLAS and WizzFizz challenges
Jasper Homminga and students (UT)

(English)

One of the aims of the University College Twente - ATLAS is to train students to become self-directed learners: they know what to learn, they know why they learn it, they are capable of making the required choices, and they reflect on their learning. In the workshop we discuss ATLAS and mainly this approach of self-directed learning. On a smaller level, in the Math and Physics, we prefer to challenge students not with clear and restructured problems like those “in the back of the book”, but with vague and ill-defined problems, closer to those you would find in the real world. In the workshop we will give some examples of these and discuss the pros and cons of this approach.