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Quality of education

Sessions

2019 Education Day

Round 1: Context-based learning

 

1. Q&A with Prof. Sameer Ashar

After his keynote lecture on experiential learning and the added value of this educational concept at UCLA, prof. Sameer Ashar will take part in a Q&A session. In this interactive session the focus will be on audience involvement and starting a lively moderated discussion. 

2. Experiential excercises in education

Madeleine Moret, Project manager Institute for Interdisciplinary Studies
Max. of 15 participants

This active workshop focuses on the "experiential" element of experiential learning. The session consists of a short introduction about the value of theatre exercises in education, after which a number of these are demonstrated. By actually experiencing and playing, participants gain different insights and develop new perspectives. During this workshop, skills such as cooperation and empathy, but also creativity and innovation will be discussed. Participants are subjected to exercises themselves and may be able to translate these into their own education.

3. Learning by experience: (how) does it work?

Frank Cornelissen, Programme manager of the Master's in Educational Science

Experiential learning can motivate students and enrich their learning process, but does experience lead to learning? In this workshop, participants, based on theory, examples and personal experience, explore how experiential learning in our UvA education could work. What can it deliver? How do you (re) design your education? What does it require from the student and teacher? What challenges do you encounter?

4.Contextual and interprofessional learning

Vincent Geukers, AMC Pediatric Intensive Care Unit and Comenius leadership fellow
Tobias Boerboom, AMC, Head of the Center for Evidence Based Education
Rien de Vos, AMC, clinical epidemiologist and professor in Medical Education and Training, interprofessional care

This session is about contextual learning in medicine training and interprofessional learning in particular. One of the main goals of interprofessional education is to enable collaborative practice. It is therefore transferable to other contexts than medicine. Interprofessional learning involves students learning from students from other professions, as well as learning with students from other professions. Interprofessional learning and teaching can therefore take place at an academic institution (in the classroom) or in workplace environments where students gain applicable and practical experience. The AMC has recently received the Comenius Leadership Fellowship  to develop this innovative education concept.

 

Round 2: Smart Teaching

 

1. Q&A with dr. Kristina Edström

After teaching us her ‘Teaching Trick’, which enhances the learning experience of the student without requiring more effort from the teacher, dr. Kristina Edström will take part in a Q&A session. In this interactive session the focus will be on audience involvement and starting a lively moderated discussion.

2. Flipping the classroom: do’s and dont’s

Roeland Voskens, Faculty of Social and Behavioural Sciences, Social Psychology
Caroline Roset, Faculty of Humanities, Arabic
Coyan Tromp, Institute for Interdisciplinary Studies, assistant professor curriculum developer

In this session three examples of ‘flipping the classroom’ from within the UvA will be shared and discussed.

  • Roeland Voskens will present the failed flipped classroom. How he implemented the flipped classroom principle in his education, what he learned from the experience and why he will be returning to normal lectures in the coming semester.
  • Caroline Roset will present how she digitized the main parts of the course book of Egyptian Arabic on the virtual learning environment Canvas. By making quizzes, which are set with a deadline just before class, students come to class prepared so class is used to do practical exercises to reinforce newly introduced grammar and vocabulary.
  • Coyan Tromp will illustrate that the promise of the flipped classroom does not always shines like a brilliant. The results of her first effort to try and flip the classroom were rather disappointing. Upon reflection, she came to see brilliance in this failure. It taught her a very important lesson: to truly flip the classroom, the traditional order where the work group follows the lecture needs to be reversed.

3. Interactive methods for teacher guided peer feedback

Laura Lighaam, Faculty of Science, Biomedical Sciences

Max. 25 participants

While giving peer feedback is a very useful method for students to improve their own writing process, students often don’t see the value of reviewing each other’s work. They may feel insecure about their competence to give feedback or do not properly evaluate the feedback they receive from other students. Therefore, we have developed in-classroom methods for (teacher) guided peer-review, based on the rubrics used to grade the final writing assays or presentations. During this workshop, these methods will be briefly explained after which participants will actively take part in peer review activities as students would during class.

4. Real-time remediation

Sharon Klinkenberg, Faculty of Social and Behavioural Sciences, Psychology
Max. 40 participants

Two years ago at the UvA Education Day, Klinkenberg presented personalised learning in higher education. By assessing student ability, diagnosing weaknesses and remediation we aimed to optimize student performance. We concluded that the remediation part did not come to fruition yet. Now, two years later we think we're on to something. Want to find out, then come to this workshop and you will learn what did and didn't work for us. And how you can go about implementing remediation in your courses.

Register now