edUMinded magazine: The bigger picture
Education does not exist in isolation. This collection explores the broader trends, debates and societal developments shaping teaching and learning, from artificial intelligence and global citizenship to student wellbeing and the future of higher education.
This collection is part of edUMinded, Maastricht University's online magazine on teaching and learning.
When helping students isn’t helping
When does helping students start to get in the way of their learning? Inspired by The Courage to Be Disliked, Lena Gromotka explores why stepping in too quickly can backfire, and what it means to support students in ways that help them grow.
From shortcut to study partner: Student approaches to GenAI
Donna Carroll reports on a UM student survey showing that students’ unsupervised use of GenAI is often driven by opportunity, pressure and rationalisation, in line with the classic fraud triangle and helping explain why some outsource their work while others use AI more constructively.
Intelligence Augmentation: a technological revolution and paradoxical blessing
Is AI really intelligent, or simply a tool that helps us think differently? Prof. Hans Savelberg argues that the idea of Intelligence Augmentation, offers a better lens for imagining the future of higher education.
What do we really value? Rethinking our approach to education at UM in the age of GenAI
In this article, EDLAB research fellow Robyn Ausmeier reflects on her research into GenAI as an educational tool, and what this reveals about the underlying educational vision and values we hold at UM.
What student use of Grammarly tells us about writing support
In this article, John Harbord, writing advisor at the Faculty of Arts and Social Sciences (FASoS), looks at the patterns of Grammarly use and the writing challenges students face. He also explores the impact of relying on automated tools for developing academic writing skills.
PBL otherwise: senses-based learning
Emilie Sitzia explores how to (re)integrate our eight senses into Problem-Based Learning.
Moss art in education: a tool for reflection and problem-solving
Burak Can: "People actually learned a way to see their challenges as opportunities for creation."
Students exploring research together: collaborative learning in a methods course
Alexandra Supper challenges the conception that skills training operates separately from Problem-Based Learning (PBL) principles.
Enhancing self-regulation: the power of practice testing and the role of self-assessment
Researchers at the School of Business and Economics investigated two strategies to support students in becoming self-regulated learners.
Students digitise Maastricht's history with interactive museum collection
During her Master’s in Digital Cultures at FASoS, Nada Naguib joined a collaborative digital museum project at Centre Céramique. What began as a mandatory course became a valuable experience in client work, teamwork and engaging with Maastricht’s local history.
Yes, students complain, but let us also listen to their suggestions
Do students' perspectives on education matter? Should educators listen to the "student voice", and if so, how? EDLAB Innovation Coordinator and former UM student Lena Gromotka reflects on the four types of student voices: the Complainer, the Critic, the Idealist, and the Suggester.
