Doe mee aan het Herfstfestival van het Teaching & Learning Lab op vrijdag 12 november 2021
Op het jaarlijkse Herfstfestival draait het om de innovatie van ons onderwijs. Dit jaar is het centrale thema is Flexibel Onderwijs, met als subthema Hybride onderwijs. Keynote spreker Arthur Bakker neemt ons mee in zijn onderzoek naar de toekomst van het onderwijs. Verder zijn er diverse workshops te volgen waarin verschillende thema’s in het voortgezet en hoger onderwijs aan bod komen. Het belooft een mooi festival te worden met ruimte voor directe toepassingen, discussies en brainstormen over hoe we het onderwijs van de toekomst willen gaan vormgeven!
Programma Herfstfestival 12 november 2021
|12:00-12:15||(Online) inloop met een hapje en een drankje|
|12:15-12:45||Opening en keynote Arthur Bakker|
|12:45-13:00||Officiele opening Hybrid Active Learning Classroom
|16:00-16:30||Netwerken met hapje en drankje|
The COVID-19 pandemic has resulted in some far reaching developments in teaching and learning. Maybe one of the most concrete and conspicuous is the hybrid classroom, which enable students to follow classes from home or on campus. While the most serious consequences of the pandemic will wear off over time, the hybrid classroom might be here to stay. This brings a new color to our palette of choices for educational design that requires further exploration. What are the risks and opportunities of hybrid teaching and learning after COVID? Is active and equivalent learning possible in a hybrid setting? How can thoughtful design of the learning space and hybrid facilities improve the learning experience for both students on campus and from home?
Barend Last from Maastricht University and Jasper van Winden from Utrecht University will shed their light on these questions and more during an interactive workshop from the Hybrid Active Learning Classroom at Utrecht Science Park.
Tijdens de workshop van het project Future Learning spaces gaan we het concept van een Learning Plaza verder uitdiepen en vormgeven. In een Learning Plaza vinden zowel formele als informele leeractiviteiten plaats, waarbij er voor de verschillende type (leer)activiteiten verschillende hoeken zijn ingericht. Na een initiële discussie over toegevoegde waarde en beperkingen van de fysieke leeromgeving gaan we actief aan de slag met het creëren van ontwerpen voor de Learning Plaza in het Minnaert gebouw op het Utrecht Science Park.
The Living Pasts course is a Utrecht University course, in which bachelor’s and master’s students get the opportunity to uncover the rich history of Utrecht, using raw historical data and digital technologies. The students are challenged to validate, combine and visualize historical data across disciplines, focusing on a particular geolocation across the centuries. The end-product is in the form of a smartphone application (VR, AR, game or visual novel) will be reviewed by external partners and stored on the living pasts platform. During the workshop at the TLL Autumn festival we will dive into the possibilities of such interdisciplinary and practical courses, focusing on the challenges and the benefits that may arise.
Let’s shape tomorrow: Complex problems in society require a transdisciplinary approach. The Faculty of Science is developing The Science Games to encourage students from different disciplines to work together in solving these issues – in collaboration with stakeholders and experts in- and outside the university. During this offline hackathon, you will experience first-hand what it is like to join forces and face the challenges of the future. Along the way we will share lessons we’ve learned in deploying designing-as-learning in our classrooms, and how this impacts the social contract between teachers and learners.
Eindhoven University of Technology, Wageningen University & Research,Utrecht University and the UMC Utrecht are combining their knowledge by joining research and education on global issues such as climate change, sustainability, health and food. With the increased focus on- and development off online education, such collaboration has met an increase in possibilities. Students and teachers alike can follow courses from multiple locations, making cross-university collaboration more accesable. But when does such collaboration have any added value? When is the whole greater than the sum of its parts? During the workshop by Karin Rebel and Annet van Royen, participants are welcome to discuss and experience what is needed in both design and development of cross-university courses.
In this (online) workshop, I provide an introduction to the functions of Teams but I also present my attempts at making teaching at home feel more like teaching in a classroom. I’ll go over a number of possible soft- and hard-ware additions to your home office and illustrate what they can do for you in your online Teams (or Zoom) classroom. After this workshop, you’ll have a good understanding of the basics of Teams and you’ll have a fair idea of how you might want to prep or extend your home office for online teaching.
A lot of educational institutions, both in primary-, secondary-, and higher-education, are contemplating the role which online education should and could play in our educational systems. One of the big questions involved is how, with usage of online education, we can still make sure that students feel part of a community.
During the workshop by Jeroen Jansen we will dive into the difficulties and possibilities of online community creation and collaborative education. How can collaboration between students contribute to their feeling of belonging, and how can such collaborative learning methods best be applied? What should we take in mind when facilitating online-collaboration and what is the teacher’s role therein?
Although the global pandemic drove all of us unexpectedly–and perhaps, reluctantly–to online classrooms, instructors discovered ways to create an engaging and enriching learning experience for themselves and for their students. In this session, we will explore strategies that increase participation and engagement for students in online learning environments. Along the way, we will work with free and easy to use tech tools that will enhance our online teaching presence and create a vibrant and active learning space that highlights student-teacher collaboration as well as support formative assessments.
Grace Ebron works at the University of California Berkeley, creating curriculum for writing courses and providing coaching and training for faculty. Grace is a graduate of UC Berkeley and the University of Kent (UK). She is completing a doctoral degree in education at the University of California, Davis where she also co-teaches an interdisciplinary course on race and genetics. Her dissertation focuses on the educational attainment of first generation college students; she hopes to conduct research on the educational experiences of immigrant communities in the Netherlands.
As the global COVID-19 pandemic forced education to go into a state of emergency online education in early 2020, academic discourse quickly came to focus on the new situation and what could be learned from it in order to improve education. The present presentation gives an overview of the discourse on, mainly higher, education during the pandemic in publications that appeared in the top-50 journals on the Clarivate Education list in the period April 2020-May 2021. Five main themes were identified: affect, teaching practice, teaching context, achievement and assessment, and equity.
More information to follow.
Meer informatie & aanmelden
Datum: vrijdag 12 november vanaf 12:00 tot 16:30 uur
Locatie: Fysiek op het USP én online via MS Teams
Voor wie: Docenten, studenten, scholieren en iedereen die geïnteresseerd is in innovatie van voortgezet en/of hoger onderwijs.
Aanmelden: De registratie is nog gesloten.
Wil je op de hoogte gehouden worden van andere activiteiten die het Teaching & Learning Lab organiseert? Meld je aan voor onze nieuwsbrief.