Education grants

Announcing the 12 Education Innovation Grant winners of 2024!

EDLAB is pleased to announce the 12 new education innovation projects that have received an EDLAB education grant for 2024!

This year’s winners will look into using VR and generative AI in learning, co-creation between teaching staff and students and facilitating student self-regulation, among other topics.

From February onwards, we will post videos of the grant winners in which they introduce themselves and their projects further. Stay put!

Overview of 2024 Edugrant projects (in alphabetical order)


Name/Faculty Proposal abstract
Ian Anthony (FHML Teaching with an interactive charged particle optics website
Charged particle optics is important for understanding many modern scientific instruments and fields of study. However, it is a difficult topic to teach in an interactive setting such as PBL. An interactive website facilitates interactive teaching, but completing the website requires a time investment that this grant could help fund.


Maryam Asoodar (FHML) Fostering responsible integration of ChatGPT/AI in academic writing education at FHML
This FHML proposal addresses the responsible integration of ChatGPT/AI into academic writing. Steps include redefining learning outcomes, designing aligned teaching activities, and ethical integration of ChatGPT/AI in assessments. The study aims to enhance faculty training and guide participants to leverage ChatGPT/AI as a constructive learning tool, fostering responsible AI use in academic writing.
Niels van der Baan (FHML) Supporting course coordinators in interpreting the results of course evaluations
It is challenging for course coordinators to make sense of course evaluations (CE) and improve their courses accordingly. This project aims to build a tool informed by constructivist learning principles that 1) supports course coordinators in interpreting the results of CE and 2) provides suggestions for enhancing their course.
Kyle Jazwa (FSE) Immersive 360˚ video for archaeology PBL
This grant will enable the recording of 360˚ videos for implementation in a new Landscape Archaeology course (INT3011). With the course focusing on human-environment interaction and spatial relationships, virtual immersion in the case study’s landscape (Kleonai Valley, Greece) will facilitate innovative PBL sessions and experiential archaeological education.
Nynke de Jong (FHML) All aboard! Intercultural awareness in 360°
Maastricht University encourages its students and faculty to be global citizens. Whether they go on exchange, internship, field study, or even stay in Maastricht, they will end up in intercultural situations. In this project, bachelor students in Global Studies will develop a 360-degree video on intercultural situations usable in all faculties.
Mindel van de Laar (SBE) Policy dissemination of research ideas
Student research output often does not get disseminated. Through this project, we will train students to translate their research results into a short policy memorandum that can be used to report research results to policymakers or inform research participants. It also helps students build writing skills considered valuable by future employees.
Stefan Maubach (FSE) Visual and multi-layered problem feedback: Easy to make SL-modules 
We want to design a more interactive self-study tool/method (SL-modules). The tool can potentially have layers (hints), different approaches, a list of common errors, etc. The goal is to make it easy for the educator to put new content in, so this tool/method continues being used after the grant dries up.
Ricardo Orsini (FHML) The use of VR in medical training and healthcare studies
With this proposal, we want to develop one full clinical VR scenario of a common disease (gallstone disease). With both 360 video and 2D video all put together in one VR ‘bubble,’ we provide students with a real clinical experience that can be used in problem-based learning.
Martina Paric (FHML) Co-creating a guideline for the responsible use of Generative AI in thesis trajectories Generative AI (GAI) is a transformative educational resource, but its implementation requires care. This project aims to empower students to use GAI responsibly. We propose an education innovation to design and pilot a co-creation process during which students and staff formulate a guideline on GAI use during thesis writing.
Katharina Schneider (FSE) Enhancing student engagement and self-directed learning in the PCL setup through co-creation
The Intended Learning Outcomes and Teaching and Learning Activities (TLAs) for the Bachelor projects at the Department of Advanced Computing Sciences are determined by project examiners. We plan to let students, in co-creation with project stakeholders, shape their TLAs, allowing for increased self-directed learning and leading to improved student engagement.
Judith Sieben (FHML) VidEd transformation: Spotlighting new teaching roles
At FHML, the Bachelor of Medicine programme implements an innovative PBL approach to emphasise self-regulated learning. Learning team coaches support students’ intentional learning and agency. This project will create video clips to prepare staff for this new teaching role.
Sonja Zaar (SBE) Integrating an online tool for reflection and evaluation in PBL
This project involves the (further) development of an online tool for reflection and evaluation (OREA) and its implementation and evaluation in a master course. The aim is to support students in structured reflection and self-monitoring their learning progress. This activity offers foundations for enhancing self-regulated and lifelong learning.


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