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What do students think about educational innovation? What do they like about it? What are they still hoping to see? And what is it like for teachers to innovate their teaching? The Educate-it student and teacher vloggers will take you on a ride through their world and show you their experiences with educational innovation. Subscribe to their YouTube channel and come along fot the ride! Meet our vloggers! https://youtu.be/y5n6rXeEB0k Docentenvlogs https://www.youtube.com/playlist?list=PLznWbzM78QuF_agL9nmJtRl8gj6ChwLoS Leonie Heres-van Rossum Faculty of Law, Economics and Governance  Teacher Bestuurs- en Organisatiewetenschappen https://www.youtube.com/playlist?list=PLiEQfRlLd4hez3IojbkxK9r-D5cLhYTgR Evianne van der Kruk Faculty Betasciences Teacher Pharmacy https://www.youtube.com/playlist?list=PLLZN70QSr7QFzGdr53ivAT7OWzbpa5UKG Jasper van Winden Faculty Betasciences Teacher course: Wetenschapper in Advies   Educate-itvlogs https://www.youtube.com/watch?v=SeKDLhr3ves&list=PLaxRaYHfTqIAJ9x9XtyiY91uJmQ3uSWf2   Studentvlogs https://www.youtube.com/playlist?list=PLvYO-xZ2KHN5CB2gWOxevEGhEJPov4rLk Nikki Keuper Faculty Social and Behaviour Sciences Studies in Utrecht https://www.youtube.com/playlist?list=PLv0lI5WfhasSf86L0Q8GgUOrzZ763zM9I Naomi Okoto Faculty Law Economics and Governance Studies in Utrecht https://www.youtube.com/playlist?list=PLhZkeFKtiPFztr8MomthQpE8MzEcvl_Vv  Hugo Hegeman Faculty Law Economics and Governance Studies in Lisbon Previous vloggers https://www.youtube.com/playlist?list=PLm2ZlfWIqangdTnnKGSBAJ6dIj3gSlSPo Lisa Adriaansen Faculty of Medicine Studies in Utrecht https://www.youtube.com/playlist?list=PLz2oGHtYGqRIOxdeNmuUgMuvpNAsfwkGl Ellen Horst Faculty Humanities Studies in Utrecht https://www.youtube.com/playlist?list=PLG6vv2gfjubHV0gES6_LvanSjmcPAh_Zs Lisa Rzepka Faculty Social Sciences Studies in Australia https://www.youtube.com/watch?v=6Cc8sqDEpHw&list=PL84wHVjJFlA-f2Zvx0EebdvuBoIsh48N_ Anahi Saravia Herrera                         University College Utrecht Studies in Utrecht https://www.youtube.com/playlist?list=PL5vJKPuzKxXKNL1ITw82VSxlQUyTZJy-J Sebastien Packer Faculty Law, Economics and Governance Exchange student from Canada to Utrecht

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Yvonne de Jong (Humanities) shares

Lately, at the faculty of Humanities, we’ve been investing in making teachers think about redesigning their courses with the use of IT. How did we do this? We’ve had a city centre edition of ‘Versterk je onderwijs met IT’ (Enhance your teaching with IT’), for teachers at the faculties of Humanities, REBO and UCU. And in the workshop ‘(her)Ontwerp je onderwijs met blended learning’ (‘(re)Design your education with blended learning’), which was a blended workshop itself, for a large group of starting teachers in the Leergang Universitair Onderwijs (LUO) at the faculty of Humanities. We noticed that a growing group of teachers is starting to work with digital tools. Especially the use of digital assessment is growing. It’s good to see teachers discovering the advantages of digital testing and finding their way in using it. Growth in the amount of digital assessment: academic year 15/16: 6 academic year 16/17: 46 academic year 17/18 (February ’18): 73 Pitch2Peer is a tool that’s been used more often as well. Jasper van Vught, teacher in Media and Culture Studies, used Pitch2Peer to let students make a video assignment. It was monitored by Pitch2Peer. The tool offers students the possibility to upload their videos (within the Blackboard environment), but also to give peer feedback to videos their peers uploaded. Teachers can monitor the feedback by assigning specific videos to students as part of an assignment, and they can also create categories in feedback. As a result, students received more feedback, and viewed each other’s presentations in more detail. Students also have been working with the material more actively. They’ve had to think critically about each other’s presentations, and, at the same time, they’ve learned to have a look at their own presentations in a different way. https://educate-it.uu.nl/inspiratieproject/video-essays-peerfeedback/ We’re also carefully moving towards a greater students’ involvement in stimulating blended learning in the favour of education. Through the student assessor of the faculty of Humanities, we’ve had a conversation with student members of the degree programme advisory committee. As a result, this group of students is now aware of the activities of Educate-it, and saw examples of a number of students that have encountered blended learning in their education. They can use this in their degree programme advisory committees. Lastly, the faculty of Humanities wants to use the space there is for education innovation, with the use of blended learning, to enable teachers to find ways of education that fit them. For this, ambassadors are being employed.  Those are teachers who have positive experiences with designing blended education themselves, and now work as an ambassador, but who also answer any questions about development other teachers may have. Student assessors practically support as well. Each department evaluates with which courses they want to work on blended learning in the next academic year, to make progress in the academic year of 2019/2020. I’d be happy to tell you about it another time. Do you have a question for me, or do you want to know more about this? Please contact me!

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12 April 2018

Improving E-assessment Quality

Effectively utilizing e-assessment tools can lead to a positive effect on assessment quality. This statement is based on a descriptive study by Educate-it in which both a literature study was conducted and experts were interviewed. This study mainly looked at quality criteria (standards), quality factors (which can influence quality criteria), and quality indicators (providing insight into assessment quality). This study illustrates that the additional possibilities that such as digital tool provides can lead to a positive effect regarding assessment validityand reliability. Several of these quality factors can be found below. Itembank Itembanks allow you to automatically put together a test using a multitude of questions crafted beforehand Readability Readable answers regarding open questions lead to less time spend on correcting tests, and allows for a more objective perspective Objectivity Simply by pushing a button, teachers can choose to correct their student’s tests horizontally, vertically, or even anonymously, to further improve objectivity – and therefore reliability Question analysis Immediatly after the test has been made, a e-assessment tool provides a thorough and ready-made question analysis, allowing for possible improvements to test questions However, certain possibilities regarding these digital tools should be handled with didactic care, as illustrated by the example below: Multimedia Adding multimedia to your assessment seems appealing but teachers should always think about the added value that is has. A CT simulation might have an added value to those studying Medicine, but a ‘funny’ picture might only distract during a test on Mathematics Alternatively, this study shows that assessment transparancyseems more complex when using e-assessment tools, though these complexeties are not insurmountable. Several of these quality factors that might influence assessment transparencycan be found below. Formative assessment Teachers should allow students to get used to the e-assessment tool by employing formative assessment (more often) Assessment criteria Students should have an understanding what they will be assessed on and what their assessment will look like (e.g. through a public rubric or syllabus) In conclusion, this study provides insight into several aspects of assessment quality with regard to e-assessment. Teachers and support staff can utilize these data to improve and guarantee the quality of e-assessment. This study was prompted in response to an evaluative study conducted in 2016, in which students and teachers responded positively on the subjects of e-assessment and Remindo. Despite that, one of the results showed that the possibilities such a digital assessment tool provides do not automatically lead to improved assessment quality (Corbalan, De Kleijn, & Manrique, 2016). This descriptive study shows, however, that these possibities can lead to improved assessment quality as long as they are implemented effectively and didactically. If you are interested in reading the full internal report, please send an e-mail to Educate-it.

10 April 2018

Recording knowledge clips for your teaching pays off

Students who watch short videos about a specific subject at homecome to their contact hours at university more prepared. This is shown by an enquiry among students, in which knowledge clips were integrated in their education. Also, the students indicated that they are more motivated, and that they had gotten more to grips with the material. Research to the effects of knowledge clips on the quality of education shows that teachers and students experience a high level of satisfaction.Those, and other results, are presented in a thorough and comprehensible mannerin the Educate-it Infographic Quantitative Research Resultsfrom May 2017. REBO teacher Sebastiaan Steenman used knowledge clips in his teaching and the results were highly positive: “Watching knowledge clips significantly contributes to higher marks”, he concluded, as can be read in this article. A knowledge clip is a short video, five to twenty minutes, in which a specific subject is explained. Students watch a knowledge clip online, in preparation for the contact hours they have at university. Watching the knowledge clips leads to students being better prepared for their lectures, seminars or practicums. Because of this, the focus can be on getting more to grips with the material during contact hours. Do-it-yourself studios are available for recording knowledge clips at the Uithof, at UCU and in the city centre. It’s also possible to record a knowledge clip in your own workplace by using a MyMediasite account. The Educate-it programme can didactically and practically support teachers with this. Some teachers experience difficulties in starting recording knowledge clips. After all, it does take time.Leonie van Lent, university teacher of criminal law, and now very enthusiastic about the possibilities of knowledge clips, was also reluctant at first.”At first I thought it was just a nice, new extra. But thanks to good tips of Educate-it and good preparation, I now have a knowledge clip that can be used for a long time – and I have gained a lot of ideas for other use of knowledge clips in my education. The recording was actually not that difficult, thanks to the personal guidance of Educate-it”. Time saving Once a knowledge clip is recorded, it can be used in courses multiple times, which results in getting back the time that’s invested, and which, in the end, can even lead to saving time. Numbers show that a significant percentage of recorded knowledge clips are re-used in the years that follow.Of all knowledge clips that have been watched in the current academic year (September 2017 until February 2018), around 40% are re-used knowledge clips, which have been recorded in the last few years. Knowledge clips that have been recorded in 2010 are still being used in education. Analyses of numbers, that are being kept track ofsince 2010, show a tendency of an increasing amount of knowledge clips recordings, an increasing amount of re-used knowledge clips and an increasing amount of knowledge clips that have been watched. As an example, 58% (458) of the total amount of 758 recorded knowledge clips in 2017 is being re-used in education this academic year, and they have been watched by students over 22,000 times. Teachers that use knowledge clips more than once state that recording them gets easier and is less time-consuming every time. USBO teacher Leonie Heres shared this experience, and tells about it in her vlog. More information on using knowledge clips in education is available on the Educate-it website. The website also provides information on the DIY studios and on support. Embedded knowledge clips Educate-it aims for knowledge clips with, for example, assignments embedded in them, which means students watch the online knowledge clips and do the corresponding assignments. It’s available with, for example, the tool Scalable learning. Research carried out by Marjolein Haagsman, teacher in Biology, shows that the effects of studyingimprove because of the use of embedded knowledge clips, including interaction.  

1 February 2018

Educate-it in a nutshell: accomplished results and a view into the future!

In this video we look back at the previous years: What did Educate-it accomplish and how did we support teachers innovating their education in the past few years? As of 2018 we start with phase 2 of the Educate-it programme: we have the ambition to reach more more teachers and students and to support them innovating their teachings, so all stakeholders will be prepared for the education of the future.

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