ICAB 2018 Conference | University of Twente

Information on the workshops in session 2

Workshop Session 2

15:00 - 16:00 hr



Academische Betadocenten: 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. 



Projectgestuurd 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: @Home or @Campus

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.



Blended Learning in Calculus & Linear Algebra and Digital Testing in Mathematics

(English)

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


1. Digital Testing

In this workshop experience how it is to participate in a digital test of a mathematical subject. To avoid too much frustration, the test does not require high level mathematics as prior knowledge. Clear and logical reasoning and some recollection of high school mathematics suffices to fruitfully participate in the test.

Digital testing has several advantages. The results of the test is readily available right after the test thus freeing lecturers of the burden of having to work their way through the huge piles of written exams so that they can spent more time on teaching and interaction with students. There are also drawbacks. In mathematics the general believe is that the line of reasoning in the solution of a problem is more important than the actual final answer. In the current state of technology digital testing is confined to multiple choice problems and problems for which only the final answer can be provided by the candidate. To still test the intended learning outcomes in a meaningful way, exam problems have to be designed. 

The project Digital Testing of Mathematics is carried out at the Department of Applied Mathematics and is supported by the 4TU Center of Engineering Education.


2. Web Lectures

Web lectures offer various opportunities to enrich your courses. Students can view (parts of) the web lectures prior to your lectures, allowing you and them to actively work together during contact hours on what they have learned in these web lectures.
But web lectures themselves can also be activating. In this workshop we will see how web lectures can be made interactive by combining them with automatically graded exercises.



CodeGrade: Innovating programming education: improving feedback and increasing efficiency.

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.