Eleven EDLAB education innovation grant winners for 2025!

Education grants

We are pleased to announce the 11 new education innovation projects that have received an EDLAB grant for 2025!

Have a look at the projects in the (alphabetical) overview below. This year’s winners will a.o. look into innovative use of generative AI in learning, gamification of learning, self-regulated learning and global citizenship education. 

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

 

Name/FacultyProposal abstract
  
Raffaele Altara (FHML)

Cross-faculty societal impact projects: engaging students in community-driven solutions

The project aims to expand Maastricht University's Societal Impact Projects (SIPs), engaging students from multiple faculties to collaboratively address societal challenges. Students will work on socially relevant projects, culminating in presentations and receiving diplomas. Surveys will evaluate their development and the societal impact, fostering cross-disciplinary engagement and community partnerships.

René Braüer (SBE)

Global Citizenship Education (GCEd) vision & creativity workshops: from personal visions to educational implementation

Let’s change the story around GCEd at SBE from a mandatory requirement to an inspirational opportunity for teachers’ authentic expression. We’ll design GCEd vision & creativity workshops to (1) clarify GCEd and create awareness, (2) inspire teachers to explore GCEd identities and roles, and (3) develop specific educational implementation plans.

Kirsten Kleijkers-Peetoom (FHML)

The Constructive Alignment game: a ludodidactical tool for curriculum co-creation

The project aims to develop a collaborative board game to improve staff and student understanding of Constructive Alignment. It combines Intended Learning Outcomes, Teaching and Learning activities, and Assessment, enabling course co-creation. The game fosters hands-on learning and will be tested and evaluated in various academic contexts.

Sree Showrya Kotala (FSE)

AI-based virtual coach for first year students in mathematics courses

In this project, we want to build an AI-based coach for first-year computing sciences students to assist them with mathematical preliminaries. The goal is a free applet that can evaluate and helps educate students through conversation. The project will develop an individualised, yet scalable solution that provides insights to educators.

Lutz Krebs (SBE)

Supporting formative feedback and fair grading with Generative AI

The project aims to test the usefulness of generative AI to help instructors provide consistent formative feedback, addressing two separate but linked aspects: "How can I as an instructor use AI to increase the consistency of feedback, and provide study advice that is usually outside of my time or capabilities."

Bastian Küppers (FSE)

Code Golf for programming education

In this project, we aim to improve programming education by using gamification. We want to introduce Code Golf, a game in which the goal is to use the least amount of characters for solving a programming task, into education with puzzles tailored to education at DACS.

Ainsley Loudoun (SBE)

Supporting global competence: a practical rubric for assessing and developing Global Citizenship competencies

This project aims to create a rubric for assessing global citizenship competencies – including intercultural communication, ethical reasoning, and transformative engagement. Through mixed methods approach involving synthesis of existing rubrics of sub competencies, stakeholder analysis, and a pilot test, the project will produce a validated and applicable framework for supporting students' global citizenship competencies.

Rico Möckel (FSE)

Collaborative, contextual, constructive and self-directed learning with Educational Modular Robots

In this project, we, a team of colleagues from all UM faculties, team up to turn EDMO, the Educational Modular Robotic platform, into an educational tool for collaborative, contextual, constructive and self-directed (CCCS) learning that can be used across all faculties of Maastricht University and beyond. 

Monica Salvioli (FSE)

Linear Algebra card game for enhanced conceptual understanding in FSE and SBE programmes

This project introduces a Linear Algebra card game, designed to enhance collaborative learning and conceptual understanding. Using ludodidactics, the game encourages students to connect concepts, boosting engagement and comprehension. Integrated across multiple UM programmes, it aligns with PBL philosophy and marks a flagship initiative for the Maastricht Centre for Mathematics.

Maxime Theys (LAW)

Pebble Pad as an asset for Self-Regulated Learning and its assessment

The use of Pebble Pad as an asset to create more opportunity for Self-Regulated Learning by students. The use of more in-depth assignments in combination with its assessment through effective feedback creates the autonomy and freedom needed for students to become self-regulated Learners and results in more student success overall.

Matthias Wibral (SBE)

Don’t insult my (artificial) intelligence

Students frequently use GenAI in a “mindless” way (put exercise into ChatGPT, copy output without further reflection) and for a narrow range of tasks. This project will develop PBL tasks for a large first year course that foster a more creative use of GenAI. Students are encouraged to explore the wide array of potential applications (including the most relevant ones for the labor market) and to critically reflect on the outputs.

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