Motivation to start this project Active learning is very important in science education. In science education experiment is an important element in constructing understanding. What is a suitable ...
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...
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 ...
Shakespeak is a cloud voting tool. Zie www.shakespeak.com Original author: Natasa Brouwer
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. ...
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...
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...
Peer instruction is an activating teaching method. This method can be used to detect understanding of students during learning process and correct misconceptions. This method is based on the older "...
Brit Giesbertz Faculty of Science, University of Amsterdam, Netherlands Didactical Educator Challenge and goal In higher education, a notable shift towards active learning...
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...
Katalin Várnagy Faculty of Science and Technology, University of Debrecen, Hungary Challenge and goal One form of knowledge transfer is the lecture, in which the lecturer impar...
Dorota Kolodynska Faculty of Chemistry, Maria Curie Sklodowska University, Poland Challenge and goal Using UDL guidelines academic and non-academic staff can integrate flexible option...
Michał Woźniakiewicz, Bartosz Trzewik, Aleksandra Lis, Iwona Maciejowska Faculty of Chemistry, Jagiellonian University, Poland Challenge and goal The relation between a student doing ...
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 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.
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.
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.
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.