Use of AI and online tools in Problem-Based Learning (PBL) for Nutrition, Food Science, and Metabolism topics
Kahlile Youssef Abboud
Faculty of Science and Engineering, Maastricht University, The Netherlands
Challenge and goal
- Capacitate academic staff to use AI and the online tools to improve PBL sessions.
- Improve pedagogical knowledge to apply specific teaching tools to specific learning goals.
- Provide academic staff with training/workshops directed to PBL methodologies for nutrition, food chemistry and metabolism topics.
GOALS:
- Employ the appropriate pedagogical approaches using AI and online tools in nutrition, food chemistry and metabolism topics.
- Improve student engagement and critical thinking of complex topics.
- Application of new technologies to PBL session.
Topic of the user case
Capacitate academic staff on novel teaching methodolgies, such as using AI and online tools, suitable and applicable to nutrition, food chemistry and metabolism topics. These actions would:
- enable academic staff to integrate new methodological approaches into tutoring sessions.
- promote critical thinking and problem-solving skills in students following new demands and methods for teaching.
Local context (specific)
In today’s educational landscape, the integration of digital tools is not just a trend but a necessity for effective teaching and learning. With new technologies emerging daily, educators face the challenge of keeping pace with these rapid changes. The availability of various digital resources, from interactive platforms to data analysis tools, offers tremendous potential to enhance pedagogical strategies, particularly in specialized fields like nutrition, food science, and metabolism.
However, merely having access to these tools is not enough. Educators must also discern which technologies best align with their teaching objectives and the specific needs of their subject areas. This requires ongoing professional development and adaptability. Teachers must cultivate a deep understanding of both the technologies at their disposal and the pedagogical approaches that best support student learning within their disciplines.
In the context of tutoring sessions focused on problem-based learning, this dual requirement becomes even more pronounced. Educators not only need to leverage digital tools to present real-world problems effectively but also to facilitate collaborative learning experiences that enhance student engagement and critical thinking. The ability to integrate these tools thoughtfully and appropriately will ultimately determine the effectiveness of educational interventions and the readiness of students to tackle contemporary challenges in nutrition and food science.
As such, there is a pressing need for structured training programs that equip academic staff with the skills to navigate this dynamic environment. These programs should emphasize both the use of current digital tools and the pedagogical frameworks that underpin effective teaching in specific study areas. By fostering this adaptability, CPD can ensure that educators are well-prepared to deliver high-quality, relevant education that resonates with today’s learners.
Local CPD goals
Create CPD for academic staff that enable the integration of new and emerging digital tools applicable to daily teaching practices;
Provide the academic staff with knowledge, through trainins and workshops on AI and online tools, to chose proper pedagogical strategies for the specific topics;
Needs defined in STEM-CPD Roadmap
Competences
Attitudes
Activities
CPD activities at the local university
- Workshops: Conduct workshops and trainings on the available AI and online tools to support education;
- Resource Development: Create resources (guides, toolkits) for staff to reference when developing tutoring sessions.
- Mentorship Programs: Pair academic staff with specialized instructors on AI and education for ongoing support and guidance.
Teaching and learning materials
Academic staff will learn by trainings and mentiship programs. With the mentorship program they will learn by doing and they will discuss the best methods and tools that apply for their specific teaching topics .
Sustainable implementation
Training will be available for academic staff every semester.
Expected impact of the CPD User Case
Improve and adapt teaching to new demands. Improve students learning and critical thinking.
Plans for eventual continuation of the CPD within the same topic
Include it on the CPD training courses/workshops
Provide a space for academic staff to assess and discuss the topics.
Continue training sessiosns and update/review it in a sheduled basis.
Developing confidence in interactive teaching, and learning facilitation (type P1-2, P1-3)
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.
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.
Competences
Attitudes
Activities
Learning environment
Time
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