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!
Feedback is an important part of the educational process. It shows students where they are in the learning process and what they need to improve. For that reason Educate-it organises this February the (peer) feedback month. Do you as a teacher want to get started with assessing written assignments? Do you want your students to offer each other well-structured feedback on assignments? Or an online environment in which students can place pitches? Offer for teachers Teachers interested in learning about (peer) feedback and the best ways to use them in education will be invited to take part in various workshops, online trainings and IT tools. A comprehensive list of our offerings can be found on the Educate-it (Peer) feedback month page. Good feedback bridges the gap between the student’s current level of ability and the level they need to achieve. For feedback to be effective, it must be aligned with the course’s learning objectives and it must motivate students to strive for the ability level that is expected of them. With peer feedback, students receive most of their feedback from their classmates. Are you interested in knowledge clips but too busy right now to take part in any of our activities? 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 March, our theme will be Engaging education.
On 27 January, the strengthen-your-education-week will start with a diverse and wide range of activities aimed at strengthening and innovating your education. The programme is now online with numerous workshops, lunch meetings and tailor-made advice, organised by the partners of the Centre for Academic Teaching. The programme is of interest to all UU teachers, whether you give a few lectures, supervise one thesis a year, coordinate multiple courses, and even if you’re already working on strengthening your education. What are you going to choose: a round table discussion on programmatic assessment, one of the teaching toolworkshops to strengthen your education, a faculty educational lunch or the Wintercourse on blended learning? And how about a ‘professional consultation à la carte’ with an education expert for tailor-made advice for your education? These activities are spread over different university sites. Take a look and register for one or more of the 27 activities!
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. Photographer: Fridolin van der Lecq
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 firstname.lastname@example.org for a personal appointment.
Have you performed digital assessments with Remindo before? Would you like to analyse how that went? Then this is the workshop for you. We will answer the following questions: What does analysis in Remindo look like? How do you interpret what it tells you (P, Rir, Rit, Cronbach’s alpha)? What do you do when your students perform very poorly on the assessment? How do you handle questions that either everyone gets or everyone misses? Can you remove questions? Accept ‘wrong’ multiple- choice answers? How do you evaluate the quality of your questions? (This workshop is given in Dutch by default, if you want a workshop in English please say so in the registration form)
In this workshop, you will look for ways to engage your students. More engaged students tend to absorb subject matter better and more quickly, which frees up time for in-depth treatments in the classroom. The way to make that happen is by flipping the classroom. The first part of the workshop will focus on the teaching methods you can implement in your course. We will also examine how your classroom and online teaching interact with each other. That’s why you will spend the second part of the workshop working with a tool to organise your teaching effectively. You’ll have a choice of Xerte, FeedbackFruits 2.0 (interactive document) or Scalable Learning. When you come to the workshop, please bring a laptop and the learning objectives for your course. If you don’t have the use of a laptop, please email ahead: email@example.com. The workshop is usually conducted in Dutch. If you’d prefer to take it in English, please email firstname.lastname@example.org for a personal appointment.