edUMinded magazine: Ideas and insights
Educational practice does not only generate new approaches, but also new questions. This collection brings together reflections, research insights and personal perspectives on teaching, learning and academic development.
This collection is part of edUMinded, Maastricht University's online magazine on teaching and learning.
When university discussions work – and when they don't
Discussion lies at the heart of Problem-Based Learning, but not every discussion unfolds in the same way. In this article, Johannes Kugel, a third-year Bachelor's student in International Business at Maastricht University, reflects on two tutorial discussions with very different outcomes.
If a machine can write a flawless essay, what’s left for the writer?
UCM graduate Robin van Wasen traces how writing has shaped her learning, identity, and voice, and asks whether AI, despite its fluency, can ever replace the intent, authenticity, and connection that define human writing.
More than another ‘to-do’: how the UTQ helped me rethink my teaching
For Elian Sieben, a teacher-lecturer at University College Maastricht, the UTQ trajectory turned out to be far more meaningful than expected. In this article, Elian reflects on his experience and how it made him grow as a teacher.
How I rely on my university-taught writing skills, now that I use ChatGPT as my daily assistant at work: perspective of a recent graduate
How does a recent graduate transition from using AI tools with caution at university to embracing them at work? In this article, Helen Frielingsdorf shares her experience of adapting to AI, particularly ChatGPT, in her professional life.
How making videos changed my dismissive view of PBL
Making educational videos enabled math teacher Stefan Maubach to turn education theories from abstract concepts into practical tools.
Feeling lonely in PBL: a personal reflection
As a student, constant changes in Problem-Based Learning (PBL) groups at Maastricht University left Carolina Cicati feeling lonely sometimes. This experience, in contrast to her later supportive role as a student-tutor, highlights the challenge of building trust within short-term learning settings.
A Community of Practice in search of an identity
In the spring of 2022, EDLAB selected a group of teaching professionals, study advisors and students to form a Community of Practice around the topic of blended learning. How did the participants embark on this new experiment? "We soon found ourselves in an identity crisis," explain the two CoP leaders...
