Vincenzo Russo University of Naples Federico II, Italy Challenge and goal It is very common that teachers feel frustrated when correcting a BSc thesis. On the other hands, very often ...
Rosa Turco, Oreste Tarallo, Vincenzo Russo University of Naples Federico II, Italy Challenge and goal Teachers are often frustrated by the increase of lack in students attention along...
Anne Conibear Faculty of Technical Chemistry, Technical University of Vienna, Austria Challenge and goal To raise awareness and promote discussion and application of interactive, cons...
Bartosz Trzewik, Aleksandra Lis, Iwona Maciejowska, Michał Woźniakiewicz, Katarzyna Zięba Faculty of Chemistry, Jagiellonian University in Kraków, Poland Challenge Students starting lab...
Iwona Maciejowska, Anna Majcher-Fitas, Magdalena Niedbał Jagiellonian University, Kraków, Poland Challenge and goal The academic teachers do not know how to react in cases of student ...
Martino Di Serio, Alessio Petrone, Vincenzo Russo, Oreste Tarallo, Italo Testa University of Naples Federico II, Italy Challenge and goal Teachers are often frustrated by t...
Martino Di Serio, Alessio Petrone, Vincenzo Russo, Oreste Tarallo, Italo Testa University of Naples Federico II, Italy Challenge and goal Heterogeneous background in BSc fre...
Stefania Grecea, Bob Pirok, Lotte Schreuders, Jocelyne Vreede, Natasa Brouwer Faculty of Science, University of Amsterdam, The Netherlands Challenge and goal Students enrolled in spec...
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.
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.
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).
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.
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.
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.
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.
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.