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
The UMC Utrecht Education Center is taking many steps to improve and innovate the educational system. For example, at the end of April, the opening of the Coll@b took place. The Coll@b is situated on the 3rdfloor of the Hijmans van den Berghbuilding: the educational core of UMC Utrecht. We hope and expect that the Coll@b will become an inspiring place for teachers and other colleagues who engage in education, to come together, work together, and share their knowledge with each other. In any case, the beautiful, easy-to-move furniture paves the way for an inspiring welcome. Esmee Mocking, our intern studying Educational Sciences at the UU, had devised an interesting programme in which the teachers present were provided the opportunity to discuss topics with Educate-it employees and Blended Learning advisors from the UMC Utrecht department of Educational Technology. The turnout was beyond expectations! It is nice to see that many teachers are interested in the possibilities that could reinforce their teaching. However, not all teachers know how to bring about these possibilities. Geertje Agricola, one of the Educate-it employees who was present, talked to many of these teachers and she could see them become more and more enthusiastic while she was explaining the possibilities concerning educational innovation to them. In the upcoming period, weekly consultation hours will be held on Thursday afternoon, in which teachers can ask for more advice on educational innovation. Special meetings organised by the Coll@b can also contribute towards this. The HdvB building does not have many rooms to ask advice on and discuss educational innovation. The Coll@b as a new room is therefore a great asset to the building. Meanwhile, my colleague Hester Tekstra is working hard to renovate the UMC Utrecht Learning and Resource Center: please feel free to visit us and admire the modern furniture. Presently, Blended Learning advisors from Educate-it and I will discuss how to take educational innovation and reinforcements to an even higher level.
A new call for proposals for the Open and Online Education stimulus package has been opened. Open and online education provides opportunities to innovate teaching, improve the quality of education and boost academic outcomes. That is why the Ministry of Education, Culture and Science (ECS) is making funding available both for experiments with online education and for initiatives using open course materials. The submission deadline for your project proposal is 17 December 2018. Format: 2 tracks The current Open and Online Education stimulus package consist of two tracks: online education and open course materials. SURF is in charge of supervising the projects and sharing knowledge with the entirety of higher education. Online education track: ‘Online guidance of students’ Within this track, grants are available for either redesigning current educational offerings or developing new online education. A theme has been introduced to focus the projects and to encourage the collaborative development of knowledge. The theme for this year’s proposals is the online guidance of students in online education. A maximum of 700,000 euros in grant money will be available in this round. Each project can apply for a grant of no more than 100,000 euros. There is no lower limit; Small projects are welcome. The project must at least match the amount in its grant application with resources of its own. Projects should run for between 12 and 24 months. Submitted projects must start between 1 May and 1 September 2019. Open course material track Within this track, grants are available for experimentation with reusing existing and open course materials within communities of teachers. This will stimulate teacher collaboration across institutional borders to create and (re)use high-quality collections of open course materials. By working together, they can increase the quality of these materials and make more efficient use of their time. A maximum of 700,000 euros in grant money will be available in this round. Each project can apply for a grant no greater than 175,000 euros. To ensure that the project results will be broadly applicable, each application must be submitted by no fewer than 2 different institutions of higher learning. The project must at least match the amount in its grant application with means of its own. Projects should run for between 12 and 24 months. Project submitters can choose a start date anywhere between 1 May and 1 September 2019. Information and submitting a proposal If you are interested in submitting a proposal, it is important that you follow UU’s internal procedure to get support and the signed letter of the Executive Board. Please inform Educate-it (Educatefirstname.lastname@example.org) when you intend to submit your proposal. Educate-it can also assist with drafting your proposal if you wish. You can find more information about this stimulus package on the SURF website. Those applying for a grant will be personally responsible for submitting their proposal including all the relevant documentation (signed letter from the Executive Board, any additional letters of intent, budget) through www.dus-i.nl. Additional information about submitting a project proposal, the procedures and the assessment criteria can be found in the following flyers about the Open and Online Education stimulus package: Flyer Online Education Track 2019 (pdf) Flyer Open Course Materials Track 2019 (pdf) You should also consult the web pages on the Open and Online Education stimulus package, which include links to previously approved projects (in Dutch): surf.nl/stimuleringsregeling/online-onderwijs surf.nl/stimuleringsregeling/open-leermaterialen
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.
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.
The design of your classroom can have a considerable impact on your teaching. You may well find yourself with a new and engaging teaching method that aligns with your learning objectives, but falls flat because of how the classroom is designed. How, then, do you change that design so the room will support your chosen methods? This workshop is a companion to the online training course “The classiest of classrooms.” That course has participants create their own ideal classroom designs. In the workshop, which takes place in the Teaching and Learning Lab, you and your co-workers will hone each other’s designs. Then you’ll rearrange the room to match your design so you can have the experience of teaching in a room you designed yourself. 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.
PeerWise encourages students to actively engage with the subject matter by writing their own exam questions and sharing those with each other. This workshop features a small demo, after which you will start using PeerWise right away, coming to grips with all it has to offer. If you prefer the workshop in English, please contact firstname.lastname@example.org for a personal appointment.
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.