Workshop 1:

Teaching brought into play

Lars Bogø Jensen, Technical University of Denmark

Claus Thorp Hansen, Technical University of Denmark

Professional practice is to a large extent based on tacit knowledge [1]. For university teachers, tacit knowledge includes knowledge about what works – and what doesn’t – when teaching students a specific subject in a specific context. Making tacit knowledge explicit is important: Firstly, for the individual it may facilitate a more conscious linking of personal values and attitudes developed through own practice to general principles of teaching and learning, thus enabling a more systematic interpretation and development of own teaching [2]. Secondly, it is useful for communication with others about teaching and learning, e.g. when guiding less experienced colleagues, or collaborating on teaching development with colleagues.

In the workshop we will play a game, which is intended to establish a guided, yet unformal and amusing, framework for considering and discussing what you find important in your task and role as university teachers. During the game, the participants get a chance to externalize their values and attitudes regarding teaching and learning and to explore their colleagues’. Although no award will be given and no winners will be appointed, you will gain insight into your own and your colleagues’ values and attitudes regarding teaching and learning.



Schön, D. A. (1983). The Reflective Practitioner. New York: Basic Books Inc.


Smith, K & Tillema, H (2006). Portfolios for Professional Development. New York: Nova Science Publishers.

“Please note: this workshop has a maximum capacity of 24 participants. When the workshop is full, will be referred to the second round, where it will be repeated.”

Workshop 2:

Analysis of the success of Educational Innovations in Higher Engineering Education

Chantal Brans, TU/e

Why do innovations fail so often? When is an innovation sustained?

During this workshop, we will go through the different aspects (definition, success and failure factors, sustainability) of educational innovation in Higher Engineering Education by working on cases with the participants. These cases are based on real cases of our research. We will have a structured discussion about these innovations with the participants. Is this innovative? Why did it succeed or fail? As a participant, you are asked to advice the facilitators in the process. We will work in small groups. Our aim is to boost the capability and knowledge about the content and process of an educational innovation in Higher Engineering Education. 

After this workshop, participants;


know what goes well and what goes wrong in HEE Innovations,


have an overview of the innovation process, the success and fail factors, and the sustainability of an innovation,


have enriched their understanding of innovation in the context of HEE

Workshop 3:

Get ready for the jobs of the future!

Alma Schaafstal, EWI

Peter Apers, EWI

Elze Ufkes, BMS

Can we challenge you to think out of the box, connect your expertise with the expertise of another, and come up with unique ideas about the jobs of the future? In this interactive workshop we will create a low-key opportunity to connect with other disciplines and together create (unexpected) new solutions for novel and old-fashioned problems. In different brainstorm rounds you will get the chance to share your ideas and sketch the jobs of the future.

Workshop 4:

Lean principles and continuous improvement in the classroom

José Franken, LEAN

Regarding the 21ste century skills asked from future employees and the requested skills in a lean organization, there is a lot of resemblance. In basic education there are already primary schools working based on principles of lean in the classroom. Elements of this approach are:


Group appointments


Group mission


Goals for group and individual student


Data board in the group


Student portfolio


Parent meeting directed by student


Group meeting directed by student

In this workshop we will discuss and experiment with the applicability of those elements to university students and courses.

(More information:,

Workshop 5:

Using data to improve the quality of education

Cindy Poortman, BMS

Kim Schildkamp, BMS


‘Several of the students have not passed my module.’ ‘How can we increase the motivation of students?’ ‘The gap between what students learnt in secondary education and what is offered at university is too big.’ Every day, we are faced with challenges concerning the quality of education. By using data, such as exam results, evaluations, and focus groups, we can increase the quality of our decision making process. In this workshop, we will demonstrate a step by step approach for investigating and improving the quality of education: The data team® procedure (for more information see By investigating a concrete problem, myths get dispelled and actual causes of the problem are uncovered. This can lead to improvement in the quality of education the University of Twente provides. 

Workshop 6:

Student engagement in education

Why would you – a lecturer - engage students – and how could you do this?


Monique Duyvestijn, CTW

You, a lecturer or a student, may be puzzled by questions such as ‘How can I engage students to enhance their learning?’ or ‘How can I engage with teachers to enhance the quality of the learning experience?'

Increasingly, these types of questions – and their answers - are seen as important, both inside and outside the UT.

This workshop’s aim is to enhance student engagement. It will include (i) a group brainstorm about the ‘Why?’, a speed-date by students and educators, and small-group work to develop action plans. 

Workshop 7:

Technology in education: where do we come from and where are we going to?

Martine ten Voorde, TELT

Eduardo Hermsen, TELT

In the past decades we have faced several new technologies, think for example about the overhead projector, the computer, mobile phone and the raise of Internet. Could you imagine 20 years ago what the impact of Internet would be on your education nowadays? And what does this mean for the future? In this workshop we will look at some technologies which play a major role in our education. Also we work in small groups on different cases to prepare ourselves for the future.

Workshop 8:

Group dynamics in the international classroom

Chantal Scholten, CELT

Marie-José Verkroost, CELT

More and more educational programs are changing to an English-taught-curriculum. This means that students are studying in more international environments. How can you as a lecturer guide this process? In this workshop the focus is on the implications for group dynamics in the international classroom.

Workshop 9:

Space-station Mars built by a very special team of engineers

Aldert Kamp, TU Delft

Renate Klaassen, TU Delft

With the rapidly evolving technological change, “We” as educators are challenged to come up with


different and new ways of working in our engineering disciplines,


to translate those novel ways in pedagogical methods that prepare our students for future worlds


and to empathise with the challenge our students will be confronted with in their working life.

3 Levels of Change we (Educators) are held accountable for, for future generations.

In this workshop we’ll pay attention to each aspect. We will share a thought provoking perspective of how the world will change, and the implications for education (education in a rapidly changing world), We’ll propose a new method of working (the future engineer), and we’ll experience with a hands on building a space station exercise what our future students may have to deal with. We will close this workshop with a brief reflection on lessons you may take home to be experimented with in your educational environment.