edUMinded
The UM online Magazine on Teaching & Learning
delivering views and articles from the Teaching & Learning community at Maastricht University to all education enthusiasts.
A place to discover, read and write stories about classroom experiments, reflections on professional development, student perspectives, tips and reviews, and more.
Classroom Experiments
Students exploring research together: collaborative learning in a methods course
Alexandra Supper challenges the misconception that skills training at Maastricht University operates separately from Problem-Based Learning (PBL) principles. She argues that a research methods skills course, such as the Bachelor's course "Doing Ethnography", can effectively embrace PBL principles, particularly collaborative learning. In this reflective piece, Alexandra illustrates how this course encourages students to collaborate while making individual research progress through shared methodological reflection.
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How making videos changed my dismissive view of PBL
Much to his surprise, Stefan Maubach, a math teacher at the Department of Advanced Computing Sciences, discovered that making educational videos enabled him to turn education theories from abstract concepts into practical tools.
He found out that personally engaging with the Constructive, Collaborative, Contextual and Self-directed (CCCS) principles of Problem-Based Learning made education theory come to life. The focus of his story isn't primarily on the impact of PBL on students but rather on how it altered his perspective as a teacher.
This article is connected to the article, How to quickly make videos that get "The Job Done".
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How to quickly make videos that get "The Job Done"
Do you teach at UM? Do you know that making educational videos can actually be a more fun, less frustrating and less time-consuming experience? In this article, Stefan Maubach, a math teacher at the Department of Advanced Computing Sciences, explains how he makes videos and tells you what works for him. Perhaps his tips will also help you create your own videos!
This article is connected to the article, “How making videos changed my dismissive view of PBL”.
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How to teach students to learn how to learn? Making theory practical
As educators, we often focus on teaching our students domain-specific skills and knowledge. But the one skill that is perhaps the most valuable and transferrable of all is the ability to learn. Therese Grohnert and colleagues at the School of Business and Economics have developed a project-based approach to help their students learn how to learn in a motivating and engaging way.
In this article, Therese shares her experiences and the tools she and her colleagues have designed.
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My experience with authentic assessment: smiles, surprises and some wobbles
Jacob Ward introduced an authentic assessment format in a course module of the Bachelor's programme in Digital Society. He wanted to apply an assessment method that would be "more authentic to a professional setting outside of the university". How did his students react to his idea?
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Ready. Set. Integrate! Revitalising the lost art of integration in calculus through student competition
Martijn Boussé implemented an integration competition in a calculus course for engineering students. How did it turn out? Is competition feasible in PBL education?
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Enhancing self-regulation: the power of practice testing and the role of self-assessment
Self-regulated learning is an essential aspect of Maastricht University’s educational vision and a key feature of professional autonomy. With the support of an EDLAB Education Grant, a team of researchers at the School of Business and Economics investigated two strategies to support students in becoming self-regulated learners. Laurie Delnoij shares their observations.
Insights and Reflections
The Student Voice
Yes, students complain, but let us also listen to their suggestions
In her experience as EDLAB Innovation Coordinator and a former UM student, Lena Gromotka has encountered four types of student voices - the Complainer, the Critic, the Idealist, and the Suggester. In this reflective piece, she envisions a larger role for students' perspectives in education.
Testimonial
A community of practice in search of an identity
In the spring of 2022, EDLAB set up a Community of Practice (CoP) for a group of teaching professionals, study advisors and students around the topic of blended learning. But the experiment soon ran into an identity crisis. The two CoP leaders Annechien Deelman and Hans Savelberg share the story.
Tips and Reviews
Writing for edUMinded
edUMinded is a collegial collaboration where the EDLAB editorial team works directly with educators and researchers to publish articles for a broad audience.
edUminded accepts contributions from anyone who feels connected with the Teaching & Learning community of Maastricht University. Articles are generally related to one or more of the following perspectives:
- I did/made/tried/learned/found out about this, and here is why you should know about it.
- I read/saw/heard this, and here is why you should know about it.
- I think this, and here is why you should know about it.
- I know, researched (and possibly published about) this, and here is why you should know about it.
Why edUMinded
edUMinded is a platform where Maastricht University teachers, education professionals and students showcase their expertise, share insights and connect with colleagues in key areas of UM education and educational research:
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problem-based learning education
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the international classroom
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global citizenship education
- diversity and inclusivity
- educational innovation
- educational research
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support for teachers and education professionals