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Interactief college voor grote groepen met stemsysteem en webcolleges (onderwijs herontwerp)

BKO LifeSciences Psychobiology AfstandOnderwijsEnZelfstandigLeren NieuweOnderwijsconcepten ToetsenEnToetsgestuurdLeren FlippedClassroom Peer-instruction StemmenInHetOnderwijs Stemkastjes weblectures

Docent Erwin van Vliet , UvA/FNWI Schaal onderwijs Grote groepen studenten Voorbeeld - videoclip Flipped class college. Deze video laat zien hoe flipped class methode in de collegezaal in zijn werk ...

Werkcollege met stemkastjes

Psychobiology NieuweOnderwijsconcepten ToetsenEnToetsgestuurdLeren Peer-instruction Voting PersonalResponseSystems Stemsysteem

Docent Erwin van Vliet , UvA/FNWI Schaal onderwijs Grote groepen studenten. Inhoud Psychobiologie. Patophysiologie van de zenuwstelsel. Beginsituatie en interventie Door de beperkte docentencapacite...

Centrale inleverplek voor open opdrachen - analyse van de antwoorden door de docent

InformationStudies ToetsenEnToetsgestuurdLeren DigitalAssessmentTools FeedbackTools GoogleDocs PlagiarismControl

Docent Edgar Meij, UvA/FNWI (hij werkt nu ergens anders: http://edgar.meij.pro/ ) Schaal onderwijs Kleine groepen studenten (max 20-30 studenten). Inhoud Informatiewetenschappen. Master Artificial...

Formatieve meerkeuze toetsen om begin kennisniveau te toetsen

ForensicScience ToetsenEnToetsgestuurdLeren FormatieveToetsen RemedialTeaching Blackboard

Docent Shirly Berends-Montero Quesada, UvA/FNWI Schaal onderwijs Middelgrote en grote groepen studenten. Inhoud Master Forensic Science. Criminalistics. Chain of Evidence. Beginsituatie en interven...

Weblectures in AI

InformationStudies NieuweOnderwijsconcepten ActiveLearning Lecturnity weblectures

Docent Arnoud Visser, UvA/FNWI Schaal onderwijs Middel grote groepen studenten. Inhoud Artificiële intelligentie. Beginsituatie en interventie Om de studenten te activeren en ondersteunen wilde ik h...

Turnitin

Interdisciplinary NieuweOnderwijsconcepten AcademicSkills AcademischeVaardighedenPortfolio Assessment Feedback Ephorus FeedbackTools PlagiaatControle PlagiarismControl TurnitIn

Name lecturer Joris Buis, MSc Scale small group of students Content Academic writing Turnitin (www.turnitin.org) Situation before the intervention First year bachelor students of the Institute of...

How to flip the study trip?

FilmHistory HistoryOfArt FieldWork FlippedClassroom FlippedFieldWork Flickr Geoplaza GoogleMaps KnowledgeClips Media Tablets iPad

Name lecturer dr. Ivo Blom, VU University Amsterdam Scale small group of students Content Study trip organized in cooperation with the Royal Institute for Rome, ""History on Film in the city of R...

Syllabus in Forensic Science format

ForensicScience AssessmentInformation

In this document you can find the format for syllabi of Forensic Science. It is a good practice for all teachers of this master. For what students can expect of the assessments, it is nice that t...

Chalkless Lectures

NaturalSciences Physics Grassroots NieuweOnderwijsconcepten ActiveLearning KnowledgeClips ScreenRecording Tablet weblectures

Name lecturer Marcel Vreeswijk, Jean Sebastièn Caux, Jan de Boer, Auke Piete Colijn, Erik van Heumen Scale Large, medium and small groups. Content Lectures in physics, bachelor programme. Situation...

Course Attendance Registration: Digitalized (CARD)

PhysicsAstrophysics AttendanceManagement OptionalLectureAttendance OrientationOnProffesion AttendanceRegistrationScanner CARD RFID-Card

Name lecturers Joëlle Kessels & Anne de Visser. Scale CARD is currently used for Oriëntatie Natuur- en Sterrenkunde, a course for which roughly 200 students are enrolled. The course is passed when ...

Hoorcollege met videoverbinding met WebEx

Grassroots VideoConferencing WebEx

Lecturer: Sietze Norder Scale Suitable for all groups - also large groups of students. Content Lecture series ISLANDS (Institite Interdisciplinary Studies (IIS)) Situation before the intervention ...

MultiElo

Feedback ProjectBasedLearning TeamBasedLearning DigitaleLeeromgeving FeedbackFruits ProjectCampus

Name lecturer André Nusselder student-assistant + Grassroots: Corneel den Hartogh Scale medium group (33 students) Content Innovation & Design Thinking Situation before the intervention Course con...

Het automatiseren van feedback scheelt veel werk

Wiskunde AfstandOnderwijsEnZelfstandigLeren ToetsenEnToetsgestuurdLeren WiskundeVoorNietWiskundigen FormatieveToetsen DigitalAssessment SOWISO WiskundeToetstools

Name lecturer: André Heck Scale grote groep studenten Content Wiskunde voor niet wiskundigen (voor Psychobiologie en voor Informatica). Vakken: Wiskunde, in Bachelor Psychobiologie, Biologie en Bio...

We moeten straks iets kunnen met de techniek die nu in ontwikkeling is

Statistiek ToetsenEnToetsgestuurdLeren DigitalAssessment SOWISO WiskundeToetstools

Name lecturer: Emiel van Loon Scale grote groepen studenten Content Verschillende statiestiek vakken binnen de bachelor. Situation before the intervention Bij grote groepen is het te veel nakijk ...

Gebruik internet tijdens tentamen opent een nieuwe wereld

InformationStudies ToetsenEnToetsgestuurdLeren DigitalAssessment Proctoring Remindo

Name lecturer: Raphael Poss Scale grote groepen studenten Content Informatica: Besturingssystemen Situation before the intervention Het nakijken op papier kost veel meer tijd (wel vijf keer meer...

Geïnvesteerde tijd in digitaal toetsen, verdient zich gemakkelijk terug

InformationStudies ToetsenEnToetsgestuurdLeren DigitalAssessment Remindo

Name lecturer: Maarten Marx Scale grote groepen studenten Content Bachelor Informatiekunde: Netwerkanalyse, Collectieve Intelligentie, Data Science Situation before the intervention Veel werk me...

Report of Fully Flipped Classroom Experience in Master of Logic

ComputerScience Logic AfstandOnderwijsEnZelfstandigLeren InnovativeTeachingMethods FlippedClassroom

Name lecturer Christian Schaffner, TA: Malvin Gattinger Scale 7 students Content Introduction to Modern Cryptography Situation before the intervention In previous years, I had taught the course in...

Remote surveillance during a resit

NieuweOnderwijsconcepten ToetsenEnToetsgestuurdLeren Assessment DigitalAssessment Proctoring

Course Collectieve intelligentie , BA Informatiekunde Lecturer Maarten Marx Contributor Guusje Smit, Project leader Surveillance on distance Situation before the intervention The formative exam and...

Digital exam on BYOD, with remote surveillance

NieuweOnderwijsconcepten ToetsenEnToetsgestuurdLeren Assessment DigitalAssessment Proctoring

Course Numerical recipes Project, BA Computer Science Name lecturer André Heck Contributer Guusje Smit, Project leader Surveillance on distance Situation before the intervention The test exam and fi...

Tutorial: how to join multiple video files

In this tutorial you learn how to join multiple video files into one, continuous file. What will you learn How to join multiple video files into one. What encoding settings you need to upload your ...

e-Learning for applied mathematics

InformationStudies MathematicsForOthers FormativeAssessment TestBasedLearning MathematicsLearningEnvironment SOWISO

Name lecturer Leo Dorst Scale large group of students (400) Content / Course Linear Algebra for Artificial Intelligence and Informatics Situation before the intervention Not enough time/opportunit...

Interactive teaching for large groups

LifeSciences Psychobiology NieuweOnderwijsconcepten FlippedClassroom Peer-instruction StemmenInHetOnderwijs Stemkastjes

Name lecturer Erwin van Vliet Scale large group of students (> 200 students) Content Pathophysiology and Neuropharmacology, Bachelor Pschobiology Situation before the intervention Conceptual under...

Voting in the classroom

MathematicsForOthers StemmenInHetOnderwijs TestBasedLearning SOWISO Shakespeak

Name lecturer Marthe Schut Scale large group of students (>250) Content Basic Mathematics in Psychobiology, Calculus (SOWISO) Situation before the intervention Shy students hesitated asking questi...

Quantum Computing: Flipped Classroom and Peer Teaching

Physics FlippedClassroom InteractiveVideo KnowledgeClips

Name lecturer Kareljan Schoutens Scale small to medium group of students Content Quantumphysics 1; honours (BSc Physics and Astronomy) Situation before the intervention...

Green Chemistry: Flipping the Classroom

Chemistry BlendedLearningFNWI FlippedClassroom GroupWork Peer-feedback

Name lecturer Chris Slootweg Scale large group of students Content Chemistry, Green Chemistry, a course in the Master programme. Intervention Flipped-class pedagogy in combination with team-based...

Glossaries

STEM-CPD@EUni

STEM-CPD is continuous professional development of lecturers in Science, Technology, Engineering and Mathematics (STEM). In the project STEM-CPD@EUni ( https://ectn.eu/work-groups/stem-cpd/ ) t...

BKO

In the Netherlands all university lecturers need to get a University teaching certificate about teaching and learning in higher education, in Dutch BKO (Basiskwalificatie Onderwijs). To get a ce...

AfstandOnderwijsEnZelfstandigLeren

Afstand onderwijs en zelfstandig leren is een van de pijlers van het Meerjarenplan ICT en onderwijsinnovatie van de FNWI 2013-2015. Original author: Natasa Brouwer

Toetsen En Toetsgestuurd Leren

ToetsenEnToetsgestuurdLeren FormatieveToetsen FormativeAssessment StemmenInHetOnderwijs TestBasedLearning ToetsGestuurdLeren DigitalAssessmentTools EChemTest MathematicsTestTool Tentamenlade

Toetsen en toetsgestuurd leren is een van de pijlers van het Meerjarenplan ICT en onderwijsinnovatie van de FNWI 2013-2015. Original author: Natasa Brouwer

TPACK

ProfessionalDevelopmentLecturers TPACK

Technological Pedagogical Content Knowledge model or TPACK model (Figure), developed by Mishra and Koehler in 2006, explains the relationship between the different types of knowledge needed to teach...

Flipped Lecture (Flipped Classroom)

AfstandOnderwijsEnZelfstandigLeren StudentCentredTeaching ActiveLearning FlippedClassroom Peer-instruction CloudVotingSystems KnowledgeClips Stemkastjes weblectures

About Traditional lectures consist predominantly of the transmission of information to a generally passive student audience. This is achieved predominantly using verbal forms of communication supp...

Using voting in the classroom

Natuurwetenschappen Peer-instruction StemmenInHetOnderwijs Clickers CloudVotingSystems Shakespeak Stemkastjes

There are many different reasons why to use voting in the classroom. How you use the voting depends on the goal which you have set. See for example this video by Russell James III (Universit...

Lecturnity

KennisClips webcolleges weblectures

Lecturnity is a tool for screen recordings, recording PowerPoint, creating training videos, presenting products and producing interactive presentations. http://www.lecturnity.com/en/lecturnity/o...

SOWISO

Mathematics Natuurwetenschappen TestBasedLearning DigitalAssessment SURFconext

SOWISO - E-learning for mathematics and other exact sciences The company SOWISO www.sowiso.com develops e-learning technology and e-learning courses for mathematics and related exact sciences. ...

Incomplete Hand-outs

Chemistry ECTN InteractiveLecturing

Traditional ‘chalk and talk’ lectures can undoubtedly provide an efficient mechanism for transferring important information to students. However, thinking time and effort are required to interpret a...

Teaching by Questioning

Chemistry ECTN ActiveLearning Questioning AudienceResponseSystems

Although questioning is usually associated with assessment it can also be very effective at stimulating learning, and is probably the simplest and most flexible approach to increasing student input ...

Studio course

Science ECTN StudentCentredTeaching ActiveLearning StudiocourseModel

Studio course is an interactive teaching method used in higher science education. In this education model different teaching methods: lectures, tutorials and practical sessions are integrated. ...

ECTN

Chemistry EC2E2N ECTN EChemTest

European Chemistry Thematic Network Homepage ECTN ECTN is a network of over 150 institutions, mainly university chemistry departments but also some National Chemistry Societies, from all Membe...

EChemTest

Chemistry ECTN TestBasedLearning QMP QuestionMarkPerception

EChemTest is a chemistry test item databank funded by the European Commission and developed by the ECTN Association. Chemistry tests in three different levels can be used for the testing and benchm...

GLOREP

Chemistry EC2E2N

Database of Learning objects developed for University chemistry teaching. http://glorep.unipg.it/ Original author: Starfish

QuestionMark Perception (QMP)

ToetsenEnToetsgestuurdLeren TestBasedLearning QMP QuestionMarkPerception

QuestionMark Perception is a digital testing tool. See more: UK site QuestionMark Perception (QMP) (in English) Nederlandse site QMP (in Dutch) Information for University of A...

Formulating learning objectives

In the Model of Analysis of Teaching and Learning (van Gelder, 1070) teaching is considered a purposeful activity in which one aims to achieve certain objectives. Learning objectives should be ...

Bloom Taxonomy

LearningOutcomes

The skills in the cognitive domain are divided by Bloom into six categories called Bloom's Taxonomy. Bloom's Taxonomy presupposes that the categories are organized in a structure of increasing compl...

Ephorus

Blackboard Ephorus PlagiarismControl

Ephorus is a plagiarism tool. Cited from the Ephorus site https://www.ephorus.com/ : Ephorus identifies texts which include rearranged words, sentences or paragraphs. Even texts that have bee...

Plagiarism Control

Ephorus TurnitIn iThenticate

The documents of students such as essays, reports of thesis can be analysed on plagiarism using different digital tools (i.e. Ephorus, TurnitIn) www.plagiarism.org/ In Dutch Juridische ...

Shakespeak

StudentCentredTeaching ToetsenEnToetsgestuurdLeren FlippedClassroom Voting CloudVotingSystems

Shakespeak is a cloud voting tool. Zie www.shakespeak.com Original author: Natasa Brouwer

Interactive Teaching - Methodology

ProfessionalDevelopmentLecturers EC2E2N ECTN StudentCentredTeaching InteractiveTeachingMehodology OIEAR

OIEAR methodology Effective teaching is a balanced system in which all components support each other (Biggs, 2003). It can be compared to an eco system where the components are also aligned to ...

Weblectures

videocolleges weblectures

Weblectures or videolectures are on the video recorded lectures given in the classroom or lectures recorded in a studio. Videolectures are meant for education an can be used for different goals in t...

Tentamenlade

ToetsenEnToetsgestuurdLeren Assessment FormativeAssessment TestBasedLearning MathematicsLearningEnvironment SOWISO SURFconext

Tentamenlade is a platform for higher education lecturers to collect, reuse and share exam questions. These can be open questions or other types of questions e.g. multiple choice. ...

e-Learning in Chemistry

Chemistry EC2E2N ECTN E-learning

The term e-learning covers a wide range of approaches and can be considered to include any learning process that involves the use of ITC technologies. In the simplest case, it may involve little mor...

Eurolecturer

Chemistry ProfessionalDevelopmentLecturers EC2E2N ECTN Eurolecturer

The Eurolecturer award recognises those whose teaching of chemistry or chemical engineering at the tertiary level incorporates appropriate discipline specific pedagogy within a European dimen...

SURFconext

See tis and more information at: http://www.surf.nl/en/services-and-products/surfconext /index.html : SURFconext infrastructure for online collaboration gives users access to services provided ...

MATH taxonomy

Mathematics ProfessionalDevelopmentLecturers LearningOutcomes

The MATH taxonomy by Smith, et. al. (1996) defines the difficulty level of mathematics assignments. This taxonomy has three levels: A (Reproduction); B (Connection) and C (Reasoning). These levels a...

Interactive lecturing

Chemistry ECTNA StudentCentredTeaching Demonstrations FlippedLectures IncompleteHand-outs LectureBreaks OnlineClassrooms Questioning AudienceResponseSystems

Lecturing dates back to mediaeval times and the founding of Europe’s earliest universities. Initially, lectures amounted to little more than a ‘lecturer’ standing at the front and reading a book to...

Student centred teaching

Student centred teaching approach includes different teaching methods which are based on constructivist learning theory and result in active learning by students. Teachers support students to constr...

Workbook on Organic Chemistry

Chemistry OrganicChemistry EC2E2N Self-directedLearning

Each Workbook contains summary of theoretical information and exercises designated to help students to develop their skills in organic chemistry learning. Thus, the student self-directed s...

Role-Play

Chemistry EC2E2N ECTNA Role-play

Role play can be seen as an interactive and experiential learning approach, which involves elements of, play, a game and simulation. In terms of chemistry teaching in higher education, role play can...

Plaza

On a Plaza in Starfish the information, support and sharing of knowledge about one subject are concentrated on one place. ICTO-FNWI (Universitty of Amsterdam) has developed several Plazas for the le...

UCTL

UCTL means University Chemistry Teaching and Learning Original author: Natasa Brouwer

Journalist Method

Chemistry EC2E2N ECTNA JournalistMethod

It is likely to be useful and possibly essential for any person working in the areas of science or engineering to be able to discuss their field, and any associated controversies, so that they can b...

Open-ended experiments

Chemistry EC2E2N LaboratoryWork Open-endedExperiments

The time-honoured arrangement for laboratory work in both school and higher education is based on a “cook-book” approach, with students slavishly following a written set of instructions. However thi...

Student portfolio

Chemistry OrganicChemistry EC2E2N ECTN StudentPortfolio

A student portfolio is collected as an archive to assess all the work done by students and to keep a constant record. In general it represents a student work collection that exhibits student’s activ...

Group projects

Chemistry EC2E2N GroupWork ProjectBasedLearning ResearchBasedLearning

The main part of self-directed studies is a group research project defended in the form of PowerPoint presentation. Main goals of the research project are: to deepen students’ knowle...

Canvas

ELO

Canvas is a cloud-based learning management system. Canvas is the Electronic learning Platform of many universities. Canvas of University of Amsterdam: http://canvas.uva.nl (Login with your UvAn...

Webinar

Webconferencing Webinar

Wikipedia: https://en.wikipedia.org/wiki/Web_conferencing Web conferencing may be used as an umbrella term for various types of online collaborative services including web seminars ("webinars"), we...

Oral presentations

Chemistry EC2E2N AcademicSkills Assessment OralPresentationAcademicSkill

The limitations of the traditional unseen examination as an assessment method are now well appreciated. In particular such assessments often fail to validate several important learning outcomes. Ora...

Lecture Breaks

Chemistry EC2E2N InteractiveLecturing

It is well known that the traditional didactic lecture places students in a very passive role. Often they were only required to listen to what the lecturer was saying and copy down anything that was...

Learning on Stations

Chemistry EC2E2N InquiryBasedLearning LearningByDoing

In this method, students, working in groups undertake a task involving a series of activities. The outcomes for the various activities are interrelated and the group must determine their interdepend...

Learning Analytics

LearningAnalytics

SoLAR, the international community for research in this field, defines learning analytics as the ‘measurement, collection, analysis and reporting of data about learners and their contexts, for purpo...

Peer-assessment

Assessment Peer-assessment

Peer-assessment is an approach to formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment can be employed unde...

VideoConferencing

CollaborativeLearning OnlineSamenwerking OnlineSupport SupportDistanceLearning VideoConferencing

Videoconferencing is the conduct of a videoconference (also known as a video conference or videoteleconference ) by a set of telecommunication technologies which allow two or more locations ...

Analogies (Methaphors)

Chemistry EC2E2N Analogies

Analogies provide lecturers with a tool that uses examples from real life and everyday experiences to help students understand scientific concepts and phenomena that are often, neither observable, n...

Choosing a form of assessment

When choosing a form of assessment, it's important to align the choice with the learning outcomes ( learning objectives ) and teaching methods (Biggs & Tang, 2011), see figure 1. Figure 1: ...

Assessment organization

Assessment

The quality of assessment organization can be defined as the quality of the assessment as a result of logistic organization. The examiner is responsible for the quality of the assessment and guar...

Following the assessment cycle

Assessment AssessmentCycle

An examiner, appointed by the Examinations Board, is responsible for the quality of the course ( condition 21 Kader Toetsbeleid UvA ). There is a systematic evaluation of the assessment program on b...

Table of specification

It is advised to use the table of specification to ensure that the assessment(s) will meet the requirements for validity (i.e. do you assess at the required difficulty level and are the questions we...

Peer review of assessment

Peer-review

In the construction process of a (written or digital) assessment examiners use a form of peer review or other third-party verification in order to obtain a judgment on validity and reliability (cond...

Reliability of an assessment

Betrouwbaarheid Reliability

Calibrating session How to increase a consistent scoring using answer models? How to score reliable using grading forms? More information about this topic will follow soon. Interpret...

Test item analysis

CesuurBepaling CutOffScore Grading ScoreCijferTransformatie

After the take it is adviced to run a test item analysis to verify whether all items or questions in the assessment measure what is intended to measure. For open question assessments and assessm...

TurnitIn

Feedback Peer-review TurnitIn

Turnitin is a cloud tool which can be used as: plagiarism control https://turnitin.com/gateway/index.html feedback and grading http://www.turnitinuk.com/en_us/what-we-offer/feed... ...

IBME

IBME = Inquiry Based Mathematic Education Original author: Natasa Brouwer

Copyright

"Copyright is a legal concept, enacted by most governments, that grants the creator of an original work exclusive rights to its use and distribution, usually for a limited time, with the intention o...

Answer model

Assessing Assessment Beoordelingslijst

There is an answer model for each assessment (condition 7 Kader toetsbeleid UvA). Students have access to the answer model of multiple choice and open ended question assessments after the take. ...

Answer models and student feedback for multiple choice and open ended question assessments

AnswerModel Assessment

In the construction process of multiple choice (MC) and open questions, you can use a standard format for written MC and open assessments or digital MC assessments to fill in questions. For the...

Starfish

ProfessionalDevelopmentLecturers InnovativeTeachingMethods

Starfish it is a knowledge network for and by educators. It is based on TPACK model. Starfish is open source and open content (based on creative commons licence). Starfish has an ambition to share t...

CARD: Course Attendance Registration: Digitalized

AttendanceManagement StudentCard AttendanceRegistrationScanner CARD RFID-Card

CARD ( Course Attendance Registration: Digitalized ) is an application for digital registration of attendance using student cards or personal bar codes. CARD connects an RFID-card reader with a dat...

RIFID-card

AttendanceRegistrationScanner CARD

RFID means radio-frequency identification. This technology is used to detect and record objects. Read more on Wikipedia: http://en.wikipedia.org/wiki/Radio-frequency_identification Origin...

Assessment evaluation report

Assessment AssessmentEvaluation

To show the quality of the assessment, an examiner evaluates (together with a peer reviewer): the assessment organization, the validity of the assessment, the reliability of the a...

GrassrootsProject

In Higher Education and in particular in the Netherlands Grassroots are small-scale, accessible ICT projects, from which the results immediately can be implemented in education. Usually they are mea...

Study Diary

Study diary provides a way to encourage students to identify developing deficiencies in their learning. It helps students to develop their metacognitive skills. Students are asked to keep a diar...

Diversity in teaching

DiversityInTeaching

Diversity in teaching moves beyond the principle of equal opportunity which ensures that no student should be disadvantaged by curriculum content or teaching and assessment methods. It capitalises...

Quality Assurance

PedagogicalIssues

This is the process by which teaching and assessment is judged to be fit for purpose and of a satisfactory standard comparable to other institutions. Institutions normally have well defined quality ...

Teacher declaration

After a (re)take a peer reviewer can be asked by the examiner to write a teacher declaration. In a teacher declaration the peer reviewer informs: 1. whether the procedure and information about th...

Assessment information in course catalogue

AssessmentInformation CourseCatalogue Transparency

In Handleiding toetsinformatie in studiehandleiding you can find a checklist (in Dutch) and information about what information is needed in a course catalogue to meet the quality criteria for tran...

AnyMeeting

AnyMeeting Webconferencing Webinar

AnyMeeting is a cloud based webinar / videocoferencing tool: https://www.anymeeting.com/ Wkipedia: https://en.wikipedia.org/wiki/AnyMeeting Features include 6-way video conferencing, screen shari...

Padlet

CollaborativeLearning BulletinBoard

Padlet is a digital bulletin board. Online collaboration. https://padlet.com/ https://padlet.com/features Original author: Natasa Brouwer...

Constructing a grading form or a grading rubric

This page is under construction. A video and more information will follow soon. What is a grading form? Voorbeeld Grading form What is a grading rubric? How to construct a grading ...

Proctoring in digital assessment

Assessment Proctoring

Proctoring is used in digital assessment in distance learning to supervise students taking an assessment. There are different methods known in proctoring, most of them include a video recording. A...

Knowledge clips

FlippedClassroom Combinevideo ScreenCapturing

Knowledge clip is a short video or animation in which one single concept is explained. The length of a (typical) knowledge clip is between 1 and (max) 10 minutes. Knowledge clips can be used in e...

Videolijn

Grassroots Videolijn

Videolijn is een subsidieregeling bij de UvA voor docenten die met de video hun onderwijs willen verniuwen. De format van Videolijn lijkt op grassroots. Original author: Natasa Brouwer

VITAL

VITAL = Visualisation Tools and Analytics to Monitor Online Language Learning & Teaching VITAL is an Erasmus+ project (2015-2017) Original author: Natasa Brouwer...

BYOD

BYOD = Bring your own device Wikipedia: https://en.wikipedia.org/wiki/Bring_your_own_devic... Original author: Natasa Brouwer...

BKO workshop

BKOworkshop

BKO workshop is a workshop that is organized for the lecturers who are preparing for the University teaching certificate (in Dutch BKO = Basiskwalificatie Onderwijs). Original author: Natasa Brou...

Krijtloos college

Krijtloos college is didactiesch gezien en krijt en bord college maar zonder krijt en bord. De uitleg wordt opgeschreven op een tekentablet met een digitale pen. Original author: Natasa Brouwer

Digitale toetscyclus

DigitaleToetsCyclus DigitalAssessment

Een toetscyclus beschrijft toetsen vanuit een procesmatig standpunt. Bij digitaal toetsen veranderen sommige van de stappen. Bij meer grootschalig digitaal toetsen zijn er stappen waar altijd meer m...

SURFfilesender

SURFservice Filetransfer SURFconext

With SURFfilesender, users can send large files such as research data safely. SURFfilesender is also suitable for smaller files, such as reports. The files are stored in the Netherlands. Encryption ...

Team Based Learning

CollaborativeLearning TeamBasedLearning

Definition : Team-Based Learning is an evidence based collaborative learning teaching strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: prepar...

Wacom Bamboo Slate

ChalklessLecture KrijtloosCollege Tablet

Wacom Bamboo Slate - writing on paper and sharing online. https://www.wacom.com/en-us/products/smartpads/bamboo-slate Original author: Natasa Brouwer...

Scribblar

CollaborativeLearning RemoteTeaching OnlineClassroom OnlineSamenwerkingtools

Online collaboration tool Chat, audio, virtual whiteboards, math features. https://scribblar.com/ Original author: Natasa Brouwer...

SURFdrive

SURFdienst CloudServices Cloudopslagdienst SURFconext

SURFdrive is een persoonlijke cloudopslagdienst voor het Nederlandse onderwijs en onderzoek, waarmee studenten en medewerkers gemakkelijk bestanden kunnen opslaan, synchroniseren en delen. Dit gebeu...

Cloud voting systems

ToetsenEnToetsgestuurdLeren FlippedClassroom FormatieveToetsen Peer-instruction Shakespeak

There are many cloud voting systems available which can be used in the classroom where wifi is available. The students can use smartphones, tablets or laptops which have access online. UvA has a lic...

Mighty Networks

Community Network

Network tool: Mighty Network is a tool to bring your content, courses, subscriptions, and people together. https://www.mightynetworks.com/ Original author: Natasa Brouwer...

Comproved

Assessment ComparativeAssessment

Tool for Comparative Assessment https://comproved.com/en Original author: Natasa Brouwer

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CPD Scenarios

Constructive alignment, Use of digital tools for a pedagogical goal (type P1-1, P1-4a)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Engagement and motivation, facilitation discipline specific learning, Organize peer-feedback, collaborative learning, Use of digital tools for a pedagogical goal (type P1-1, P1-3b, P1-3d, P1-4a)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and organizing peer-feedback and collaborative learning and how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Engagement and motivation, facilitation discipline specific learning (type P1-1, P1-3b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and develop attitudes in how to stay motivated and self-regulate their continuous professional development and supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence teaching, Deep learning, Use of digital tools for a pedagogical goal (type P1-2a, P1-3c, P1-4a)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Engagement and motivation, facilitation discipline specific learning (type P1-1, P1-3b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Reflection, Knowledge sharing (type P2-3, P2-5)

This CPD scenario describes a User case in which lecturers develop attitudes in reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence teaching, Problem solving (design and teaching), Engagement and motivation, facilitation discipline specific learning, Deep learning (type P1-1, P1-2a, P1-3a, P1-3b, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence teaching, Engagement and motivation, facilitation discipline specific learning, Blended learning (type P1-1, P1-2a, P1-3b, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence design interactive teaching, Engagement and motivation, facilitation discipline specific learning, Blended learning (type P1-2b, P1-3b, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Problem solving (design and teaching), Deep learning, Organize peer-feedback, collaborative learning (type P1-3a, P1-3c, P1-3d)

This CPD scenario describes a User case in which lecturers develop their competence in facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way.

Constructive alignment, Problem solving (design and teaching), Engagement and motivation, facilitation discipline specific learning, Organize peer-feedback, collaborative learning, Blended learning (type P1-1, P1-3a, P1-3b, P1-3d, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and organizing peer-feedback and collaborative learning and how to use blended learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and practicing teaching and learning in an evidence informed way.

Competence design interactive teaching, Engagement and motivation, facilitation discipline specific learning, Blended learning (type P1-2b, P1-3b, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and knowledge sharing. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence teaching, Deep learning, Organize peer-feedback, collaborative learning (type P1-2a, P1-3c, P1-3d)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Engagement and motivation, facilitation discipline specific learning, Deep learning (type P1-1, P1-3b, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and knowledge sharing. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Engagement and motivation, facilitation discipline specific learning, Deep learning, Organize peer-feedback, collaborative learning (type P1-3b, P1-3c, P1-3d)

This CPD scenario describes a User case in which lecturers develop their competence in how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning. The approximate duration of a User case that follows this scenario is several days. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace).

Constructive alignment, Competence design interactive teaching, Engagement and motivation, facilitation discipline specific learning, Blended learning (type P1-1, P1-2b, P1-3b, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence teaching, Problem solving (design and teaching) (type P1-2a, P1-3a)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and facilitating problem solving and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way. The approximate duration of a User case that follows this scenario is several days. In this CPD scenario the participants meet in person on location with the training staff and with other participants.

Problem solving (design and teaching), Engagement and motivation, facilitation discipline specific learning (type P1-3a, P1-3b)

This CPD scenario describes a User case in which lecturers develop their competence in facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence teaching (type P1-2a)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence teaching, Competence design interactive teaching, Engagement and motivation, facilitation discipline specific learning, Deep learning, Use of digital tools for a pedagogical goal (type P1-2a, P1-2b, P1-3b, P1-3c, P1-4a)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence design interactive teaching, Problem solving (design and teaching), Engagement and motivation, facilitation discipline specific learning, Deep learning, Blended learning (type P1-1, P1-2b, P1-3a, P1-3b, P1-3c, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and designing interactive teaching and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and how to use blended learning. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence teaching, Problem solving (design and teaching), Engagement and motivation, facilitation discipline specific learning, Deep learning, Use of digital tools for a pedagogical goal (type P1-1, P1-2a, P1-3a, P1-3b, P1-3c, P1-4a)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc).

Constructive alignment, Competence teaching, Engagement and motivation, facilitation discipline specific learning, Deep learning (type P1-1, P1-2a, P1-3b, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence design interactive teaching, Engagement and motivation, facilitation discipline specific learning, Deep learning, Organize peer-feedback, collaborative learning (type P1-1, P1-2b, P1-3b, P1-3c, P1-3d)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and reflecting on own teaching practice and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Problem solving (design and teaching), Engagement and motivation, facilitation discipline specific learning (type P1-1, P1-3a, P1-3b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and develop attitudes in reflecting on own teaching practice and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence teaching, Deep learning (type P1-1, P1-2a, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in practicing teaching and learning in an evidence informed way. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and meet in person on location with the training staff and with other participants.

Constructive alignment, Deep learning, Use of digital tools for a pedagogical goal (type P1-1, P1-3c, P1-4a)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace).

Constructive alignment, Deep learning (type P1-1, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace).

Competence design interactive teaching, Deep learning (type P1-2b, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in practicing teaching and learning in an evidence informed way. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Use of digital tools for a pedagogical goal (type P1-4a)

This CPD scenario describes a User case in which lecturers develop their competence in how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Blended learning (type P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc).

Problem solving (design and teaching), Deep learning, Organize peer-feedback, collaborative learning (type P1-3a, P1-3c, P1-3d)

This CPD scenario describes a User case in which lecturers develop their competence in facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and reflecting on own teaching practice.

Constructive alignment, Engagement and motivation, facilitation discipline specific learning, Deep learning (type P1-1, P1-3b, P1-3c)

Learning facilitation (person-centered) (type P3-2)

. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc).

Constructive alignment, Problem solving (design and teaching), Deep learning, Organize peer-feedback, collaborative learning (type P1-1, P1-3a, P1-3c, P1-3d)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and practicing teaching and learning in an evidence informed way. In this CPD scenario the participants meet in person on location with the training staff and with other participants.

Deep learning (type P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in reflecting on own teaching practice. The approximate duration of a User case that follows this scenario is several days. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and meet in person on location with the training staff and with other participants.

Competence design interactive teaching, Use of digital tools for a pedagogical goal, Blended learning (type P1-2b, P1-4a, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to use specific digital tools in teaching for a pedagogical goal and how to use blended learning and develop attitudes in knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and meet in person on location with the training staff and with other participants.

Competence teaching, Deep learning, Blended learning (type P1-2a, P1-3c, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and how to facilitate student’s deep learning and development of higher cognitive skills and how to use blended learning and develop attitudes in practicing teaching and learning in an evidence informed way. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence teaching, Engagement and motivation, facilitation discipline specific learning, Blended learning (type P1-1, P1-2a, P1-3b, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence teaching, Organize peer-feedback, collaborative learning (type P1-1, P1-2a, P1-3d)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence teaching, Problem solving (design and teaching), Engagement and motivation, facilitation discipline specific learning, Deep learning (type P1-2a, P1-3a, P1-3b, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence design interactive teaching, Problem solving (design and teaching), Deep learning (type P1-2b, P1-3a, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants meet in person on location with the training staff and with other participants.

Constructive alignment, Engagement and motivation, facilitation discipline specific learning, Deep learning (type P1-1, P1-3b, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in how to stay motivated and self-regulate their continuous professional development and supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Problem solving (design and teaching) (type P1-1, P1-3a)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and develop attitudes in reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence teaching, Engagement and motivation, facilitation discipline specific learning, Blended learning (type P1-2a, P1-3b, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and practicing teaching and learning in an evidence informed way. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Competence teaching, Competence design interactive teaching, Engagement and motivation, facilitation discipline specific learning, Organize peer-feedback, collaborative learning, Use of digital tools for a pedagogical goal, Blended learning (type P1-2a, P1-2b, P1-3b, P1-3d, P1-4a, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and organizing peer-feedback and collaborative learning and how to use specific digital tools in teaching for a pedagogical goal and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Engagement and motivation, facilitation discipline specific learning (type P1-1, P1-3b)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Deep learning (type P1-1, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Constructive alignment, Competence teaching, Problem solving (design and teaching), Deep learning (type P1-1, P1-2a, P1-3a, P1-3c)

This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in how to stay motivated and self-regulate their continuous professional development and supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Good Practices

Projects

Events