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 education? 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 for 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 Governance and Organisational Sciences https://www.youtube.com/playlist?list=PLiEQfRlLd4hez3IojbkxK9r-D5cLhYTgR Evianne van der Kruk Faculty of Sciences Teacher of Pharmacy https://www.youtube.com/playlist?list=PLLZN70QSr7QFzGdr53ivAT7OWzbpa5UKG Jasper van Winden Faculty of Science Teacher course: Scientist in Advice 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 Behavioural 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=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
As the faculty contact for Educate-it at Veterinary Medicine, I get to work with a colleague from the Chair of Quality Promotion at my faculty to organise an Education Sandwich meeting each month. We aim to inform and inspire teachers with recent developments in the fields of education and educational science. These meetings draw a crowd. Three recently developed e-modules were presented at the most recent meeting, whose common thread was that they each contributed to a reduction in animal testing (a priority at our faculty). All three also enabled our students to prepare thoroughly for their practicals: an essential element of becoming a vet. The first module was developed by colleagues involved with the 3R-center, a group dedicated to Replacing, Reducing and Refining testing on animals. The module is available to externals as well as our own students and is directed at improving awareness and knowledge of humane termination in people who work with laboratory animals professionally. The end of this presentation transitioned smoothly into a discussion of the ‘Behaviour and Handling’ self-study module, which helps students prepare for practicals on various species of animals. Students get to see ahead of time what kinds of behaviours they should expect, what procedure they will learn and how to perform that procedure properly. This frees up time in the practical for students to actually practice. A module that ties into that nicely is ‘Clinical Diagnostics, Cat’. The behaviour of cats makes using them as (educational) laboratory animals fairly complex, not least because they are especially susceptible to stress. To allow students to still practice what they need while using as few cats as possible, three measures were implemented: Students can prepare for clinical teaching sessions involving cats at home, using the new e-learning module on clinical diagnostics. That module contains theory, practice, and many videos and exercises. During practicals, the more distressing procedures will no longer be performed on live cats, but on dummy animals (called ‘fluffy cats’), so that students can practice basic procedures under the auspices of the teacher. These fluffy cats are also used for the so-called station exams in the bachelor’s degree programme. Students can prove they possess the required skills and expertise to pass their exam using the dummy. It is inspiring to see how actively teachers are innovating their teaching. And our students share that excitement, since the modules allow them to review and practice as often as they like. I make myself useful to teachers by helping them procure funds and whatever (educational, technical or practical) support they require. I also connect teachers interested in starting similar projects. Obviously, my ‘Education Sandwich’ meetings also provide teachers a platform for sharing their educational accomplishments and developments. Future editions have already been scheduled and will address very different subjects: January 22nd: Chantal Duijn will talk about her doctoral research into EPA’s in veterinary education. February 5th: Ruurd Jorritsma will address sideways entry into the Farm Animals and Veterinary Public Health master’s degree programme. In closing, I would like to share that our students are also developing courses, such as our didactics elective. A teacher had asked them for help: How do I get students to show up for practicals properly prepared? Here’s what they came up with: https://educate-it.uu.nl/wp-content/uploads/2019/01/voorbereiding-praktica-leerlijn-DHV.mp4 Enjoy!
The first virtual classroom at a Dutch university is here. Utrecht University staff will be able to book this space from January 2020. In the meantime, there are a lot of experiments going on. But what is a virtual classroom? Currently, simultaneous online education often happens via webinars. A major disadvantage of webinars is that interaction between teacher and students is limited. The virtual classroom solves this problem. In the 'classroom', all students are visible to both the teacher and the students, just as if they were sitting in the front row. The teacher stands in front of a wall with six screens, each showing six students. Each column of screens has its own camera. This ensures that when the teacher addresses students on the right-hand screens, they see that he is actually looking at them. At the bottom of the six screens are two more screens on which the teacher can see his presentation, quiz results and online questions. The virtual classroom simulates the interaction from traditional classrooms as much as possible and actually goes one step further. An example from a typical lesson could be: The teacher starts with an explanation of two theories. After 15 minutes he notices that the students are less involved. So he decides to start a quiz at that moment. He asks which of the two theories can best explain a particular item from this morning’s news. The teacher sees the students’ answers on the screen of each student and shows all students the distribution of the answers. The teacher then asks two students in person (the name of each person is shown on their screen) to explain their answers. A discussion arises. Meanwhile, the teacher sees that there are several 'silent questions' coming in from students who do not understand the difference between the two theories. The teacher closes the discussion and answers the students' questions. Fotographer: Fridolin van der Lecq
At Utrecht University it is now possible to teach in a virtual classroom. The classroom is the first of its kind at a Dutch university and is used for simultaneous real-time online education and for collaborating remotely. In a virtual classroom, the instructor operates from a studio and has video contact with all students; as though they are all in the front row. The virtual classroom - in the Teaching & Learning Lab in the Buys Ballot Building - was officially opened during the Autumn Festival by Annetje Ottow, Vice President of the Executive Board, and Isabel Arends, dean of the Faculty of Science. Over the next two years, the UU will invest in new IT and audiovisual resources that are tailored to the needs of teachers, researchers and staff in order to be able to collaborate and teach remotely. In this way, the executive board also encourages universities to travel less. The virtual classroom contributes to innovating our education and promote internationalization and sustainability. Annetje Ottow is pleased that almost all internal facility & service providers (like the audiovisual department) and the Faculty of Science are working together to achieve this. "The virtual classroom is an asset to Utrecht's education system, but also contributes to sustainability. By using IT/AV resources, we make remote learning and collaboration possible. It is also ideal for collaborating within our strategic alliances with TU Eindhoven and WUR, CHARM-EU and in the context of LERU. Of course, it's important that you meet colleagues or students abroad live. But sometimes that is possible in a digital way too, and the virtual classroom helps in this effort." Tailored to the needs of users The virtual classroom is the first audiovisual facility to be delivered as a result of the investment in new IT/AV resources. Both the Educate-it and Sustainability Programme are working together to create a series of new facilities for all employees of the university. There will be plenty of experiments with the virtual classroom in the coming period. Successful experiments will be scaled up. Educate-it already uses this method successfully to make teaching tools available. Instead of filling the university with the technology of which the added value has not yet been proven, the UU opts to facilitate good solutions for online collaboration that are tailored to the needs of users. More facilities will soon be available for experimentation: the Governance Lab at USBO and the Hybrid Active Learning Classroom on the Bolognalaan. Join in! Do you want to collaborate online but don't know how to organize this? Do you want to participate in experiments with advanced equipment or do you have a good idea? Call the Educate-it desk at 030 - 253 2197 or mail to firstname.lastname@example.org.
By using knowledge clips in education, students arrive at their lecture, tutorial or practical well-prepared to participate. This frees up classroom time for in-depth exploration of the subject matter. Using knowledge clips in education increases the motivation of students, they are given (even more) responsibility for their own study process. That’s why Educate-it organises the Month of the Knowledge clip. 40% of UU teachers use knowledge clips in their education. They use these in 50% of their courses. This was shown in a survey conducted by Educate-it in 2019 among nearly 500 teachers. Instructors who do not yet use knowledge clips indicate that they are too busy or do not have sufficient knowledge about the possibilities. Reuse of knowledge clips increases About a thousand new knowledge clips are recorded each academic year. The reuse of previously recorded clips is growing. Of the 3,114 knowledge clips used in education in 2018/2019, 66% were reused knowledge clips, which were recorded in previous years. Once recorded, knowledge clips can be used several times in subsequent courses, so the investment of time pays back for itself and it can even save time. The knowledge clip recordings can be shared by teachers and reused within courses, curriculum, UU wide and beyond. Knowledge clips partly replace lectures. The time that has become available as a result of reuse is used for student guidance. Offer for teachers Teachers interested in learning about knowledge clips and the best ways to use them in education will be invited to take part in various workshops and IT tools. A comprehensive list of our offerings can be found on the Month of the Knowledge clip. Are you interested in Knowledge clips but too busy right now to take part in any of our activities? The next Month of the Knowledge clips is in May 2020. Naturally, the online training courses are available year-round and you can always get in touch with us to get the support you need. In February, our theme will be Feedback.
In this workshop, you will learn when offering a knowledge clip is effective. You will also experience how a good knowledge clip affects the learner and take your own initial steps toward designing an effective and attractive knowledge clip for use in your own courses.
Animations are useful when a subject demands some kind of visualisation. Moving images can and often do help impart knowledge. An animation may also make absorbing new information a more attractive prospect. Subjects well suited to animation include procedures, dramatic themes and complicated concepts. The workshop will cover when and how to use animations in your teaching and how to write scripts for them. Obviously, we will also address UU’s Vyond animation platform and its many features. Afterwards, you will experiment. You’ll write a script and play around in Vyond, familiarising yourself with the controls.
This workshop will offer some rules of thumb for composing a good exam and good (open or closed) exam questions. As an exercise, we will critically examine your past exam questions, looking for ways to improve them and learn how to write even better questions in future. We will also get our hands dirty: you’ll learn how to transfer your exam questions into Remindo and use them to compose an assessment. You’ll also learn how to re-use your questions in later assessments. By working this way, you will start to build a database of questions and answers that will benefit you for years to come. You will be working on your own questions in the workshop. Bring one of your past (summative or formative) assessments with you! You will also need to bring your own laptop. The workshop is usually conducted in Dutch. If you’d prefer to take it in English, please email email@example.com for a personal appointment.