STEM Continuous Professional Development at European Universities - STEM-CPD@EUni Motivation for this project Fast development of science and technology knowledge is strongly conn...
Samenvatting Met dit project wordt beoogd een professionaliseringstraject op te zetten en te evalueren voor docenten die onderwijs op afstand (willen) geven met behulp van ICT. Binnen dit pr...
Motivation for this project See for more about motivation of this project at the project website (in English) . The website www.onderwijsontwerpenmetict.nl is unfortunately not availabl...
Workshop Stemmen tijdens college Vragen stellen en beantwoorden is een cruciaal element in het opbouwen van kennis. Met behulp van voting tools, bijvoorbeeld de stemkastjes kun je bereiken dat alle ...
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...
Starfish idea and design: Natasa Brouwer and Sander Latour Technology: Starfish is build in Python, using web framework Django. Software development Starfish-beta: 2012-2013 Sand...
E-Learning Cookbook. TPACK in Professional Development in Higher Education Brouwer, N., Dekker, P., & van der Pol, J. (2013). E-learning cookbook. tpack in professional development in hi...
University of Amsterdam
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Giacomo Giorgi Dept of Civil & Environmental Engineering, University of Perugia, Italy Challenge and goal Students are frustrated by the often outdated tools teachers exploit during l...
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.