Zoekresultaten
Ter ere van de Internationale Dag van het Onderwijs presenteert de Universiteit Maastricht met trots de nieuwe interactieve video van EDLAB, het hart van de onderwijs- en leergemeenschap van de UM.
Teaching and mentoring roles often intersect, creating opportunities for academic development and personal interactions between students and tutors.
12
jun
13
jun
09:00
- 14:30
… advisory and coaching practices. Gain first-hand experience with these transformative tools and unlock insights into their integration within various group settings, including academic advising and mentoring. Whether you're a seasoned mentor or just starting, discover innovative approaches to enhance the impact and enjoyment of your group advising and coaching sessions. Don't miss this opportunity to revolutionise your mentoring approach—join us and embark on a journey toward more vibrant, fulfilling, and effective mentoring experiences. Problem-based learning in large groups by Nicole Kornet: Problem-based learning is commonly understood to be small-scale education with a maximum group size of 15 students. But is it possible to foster constructive, contextual, collaborative and self-directed learning in larger … 2. Hans Maarse (FHML) , Emeritus Professor, published UM's first open textbook via Maastricht University Press, "Health Policy Analysis, An Introduction," advancing open science in the field of public health and policymaking. 3. Costas Papadopoulos (FASoS) integrated OERs into the course design via #dariahTeach, enhancing student engagement with interactive open learni ng materials. 4. Antonia Waltermann (LAW) shared legal open educational resources on an OER repository, promoting accessible …
… & Learning has been granted a Npuls-CTL subsidy totalling nearly €500,000 for the period 1 September 2024 to 1 September 2027. This subsidy presents an opportunity for EDLAB to implement various initiatives to enhance education in collaboration with faculties and service centres. The proposed initiatives outlined in the subsidy proposal are designed to make EDLAB more impactful, visible, and efficient as a Centre for Teaching & Learning. These initiatives include: Developing, implementing, and evaluating a programme to strengthen teachers' and students' digital literacy and critical digital skills. Establishing Teacher Information Points (TIPs) within faculties and coordinating an overarching TIP network, including non-faculty partners. Creating a UM-wide education-related information platform to support teachers. As project lead, EDLAB will, in the coming months, draft short project plans in close … the Corporate Information Office (CI-Office), the Student Services Centre, and faculties. These plans will lay the groundwork for implementing activities in September 2024. For more information about the Npuls programme, please visit the Npuls website or check our information in the EDLAB group on UMployee . Or contact our colleague Gaby Lutgens, Coordinator Education & Technology | UM programme manager Npuls at npuls-edlab@maastrichtuniversity.nl . … We are delighted to announce that EDLAB …
25
okt
15:00
- 16:30
… organised by EDLAB, we will offer insights and share good practices related to (inter)disciplinary learning activities that can be conducted outside the classroom, with a special focus on the city of Maastricht and its region. Speakers Emilie Sitzia (FASoS) – Teaching in the city and cultural institutions: senses-based learning in context Fleurie Nievelstein (FPN) – Behavioural observation and interaction with ‘humans of Maastricht’ Phil Klahs & Jessica Nelson (FSE) – Outdoor teaching in the …
… and shared reflection. During the first tutorial, we provide students with a few short snippets of academic texts. All excerpts revolve around practices of using the internet and mobile phones, based on various methodological approaches. In small groups, students discuss which of these texts seem to come from the research tradition that our skills training focuses on, ethnography. This allows students to recognise some of the abstract methodological principles they have learned, and to … wipe over the windows with his free right hand to ensure a smear-free finish in the diminishing daylight. (Tutt & Hindmarsh, 2009) This is an opening anecdote of an academic text based on ethnographic research, but the quote ends before the analysis starts. Some students identify this snippet as being ethnographic because it appears to be based on an approach of participant observation. Others argue that this is not an ethnographic text because it resembles journalistic writing and lacks analytical …
Consortium New Science of Mental Disorders (FPN)
femke.kools@maastrichtuniversity.nl
Redactie
Marketing & Communications
Maastricht University Office
annabel.reker@maastrichtuniversity.nl
… PBL in his own way. The Past Yes, that teacher is me, just to be clear. And to tell this story, I need to go to The Past . I used to be a researcher who liked teaching. I even liked teaching so much that after 15 years of research work, I voluntarily chose to drop research in 2015 to focus almost entirely on teaching. I wanted to teach, and in my case, teach math, as we can all agree that math is beautiful – and if you don't believe it, I'll convert you :-) Faculty of Science and Engineering … always under the same name. At first, I thought nothing special about PBL or its underlying CCCS principles. I just thought of it as another thing “to satisfy the education researchers”, of whom I wasn’t one. However, my perspective changed when I started teaching a linear algebra course for Business and Engineering, and that’s the story I’m telling here. The Incentive In this course, I was confronted with the following problem: The course came with only one weekly lecture, whereas all courses I … was almost automatic. I didn't go all the way with it, but as the weeks went on, it became more and more natural to apply PBL and the "collaborative" part of CCCS. It also unearthed "new" difficulties: for example, I "only" gave 4 out of 26 (from 13 groups x 2) weekly tutorials myself, and it was necessary also to instruct the other tutors, who had diverse expertise and experience. This was quite a challenge, and I wouldn't say I 100% succeeded. Some of the tutors were professional tutors (and …
Redactie
Marketing & Communications
Maastricht University Office
annelotte.huiskes@maastrichtuniversity.nl