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Have you ever heard about robot-centred learning? by Rico Möckel

Would you like to explore how you can maintain high engagement and stimulate curiosity-driven research of students during your course (and beyond)? How you can make your course assignments engaging at a time when students are tempted to use ChatGPT? How you can provide more individual educational experiences for students despite teaching a large pool of students? How robots and AI can be used to encourage collaboration and support students during their learning experience? In this session, we'll provide concrete examples of how we tackle these questions in some of our UM courses at the Department of Advanced Computing Sciences using robot-centred learning. We'll also explain how our passion for teaching and research led to an interdisciplinary interfaculty research collaboration in which we are transferring our insights into new experiences for primary school students. And, of course, we will bring some robots for you to try out. You are not working with robots in your education? No worries, we will explore with you how the discussed concepts and insights on robot-centred learning can also be transferred to other courses.

Playful pathways: Interactive tools and games for enhancing mentoring sessions by Iris Burks & Oscar van den Wijngaard

Elevate your mentoring sessions to new heights by infusing them with playfulness and interactivity! In this session, we unveil a diverse array of tools and games that can be extremely helpful to invigorate mentoring dynamics, foster engagement, and amplify outcomes. From trust-building icebreakers to introspective activities promoting self-reflection and goal setting, participants will immerse themselves in practical strategies to enrich their advisory and coaching practices. Gain firsthand 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 revolutionize 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

As highlighted by the EdView report, the current state of PBL at UM is a trend towards more flexible approaches to PBL. We recognise that diverse forms of problem-based learning are adopted in our educational practices. At their core, these diverse approaches implement the four foundational principles of problem-based learning (the CCCS principles): learning is constructive, contextual, collaborative, and self-directed. Despite the diversity in approaches to implementing these core principles of PBL, the size of the PBL tutorial group generally remains the same. 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 groups? This working session at the UM Education Days will focus on the question: is PBL in a larger group possible? The working session will explore how constructive, contextual, collaborative and self-directed learning could be implemented in larger groups. During this working session, Nicole Kornet will share some of her experiences with implementing the CCCS principles in groups of 50 students at the law faculty with a view to discovering with participants some of the opportunities and challenges of PBL in larger groups.

Giving your course evaluation the power it deserves by EDLAB Student Advisory Board

Feeling out of touch with course evaluations? You're not alone. Many students struggle to see how their feedback makes a difference. On the other hand, educators have difficulties with getting an objective understanding of how students perceive a course if the response rates are not optimal. This workshop looks into why this happens and how we can make evaluations matter more. We'll share findings from a recent student survey, showing why evaluations for students often feel like just a formality. But we're not stopping there. We want to work together to come up with solutions that really empower the students to give feedback. This session is your chance to make a difference in your courses and make sure that the student voice is heard by teachers and educators. Grab this chance to turn evaluations from a dull task into a powerful tool that improves learning for everyone. We are looking forward to a lively discussion between students and educators!

Welcome to the Woke Classroom: Teaching between ‘objectivity’, activism and positionality by Darian Meacham and Constance Sommerey 

A live recording of the Woke as Science podcast

EDLAB Education Research Fellows workshop by Anke Sambeth

In this workshop organised by the EDLAB Education Research Fellows, we will dive into the world of educational research. Brace yourselves, you will have to work for, and of course also with, us! In a gallery walk format, the attendees will (literally) move from topic to topic and discuss how educational research can help us develop better educational activities and improve educational designs. We will seek your input on topics such as: how can technology and CCCS principles advance Problem-Based Learning in STEM? Or what are the possibilities and limitations of AI as an educational tool? And how can student evaluations become a catalyst for teachers' personal and professional growth? We look forward to seeing and walking with you!

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VR-enhanced Sense-based Learning by Roberta di Palma

In this engaging workshop, SBE's DEXLab will delve into the innovative application of virtual reality technology to enhance sense-based learning. We will present two compelling use cases demonstrating VR's capacity to create immersive, multisensory learning experiences that have the potential to benefit educational outcomes. Our first case study will focus on the use of VR for professional skill acquisition. The second case will explore how VR can transform the assimilation of academic course content.

Meaningful reflection for professionalisation in teaching and learning by Eveline Persoon

This interactive workshop, open to teachers and students alike, explores meaningful reflection, a process for analysing past teaching and learning experiences and turning them into tools for further (professional) development. After opening the session with a practical exercise to illustrate how professional events can trigger a need for reflection we’ll continue exploring various reflection models, focusing specifically on the ALACT Model by Fred Korthagen. This model goes beyond the analysis of a particular event.  It helps you identify key elements of past situations, brainstorm alternative approaches, and critically analyse the outcomes. This creates an action-driven reflection cycle to track progress and enhance professional growth. Together, we’ll explore how reflection on your actions fuels (professional) development in teaching and learning, discover the ALACT Model and its effective use, and discuss the connection between theory and practice in meaningful reflection.

Stepping outside of the classroom by Eliza de Sousa Fernandes, Xanthate Duggirala & Fleurie Nievelstein 

Problem-Based Learning (PBL) at Maastricht University allows for creative and diverse learning formats, encouraging teaching staff to enrich their teaching and learning practices, including classroom activities. A change of learning environment, by physically stepping outside the classroom, can have a positive impact on student engagement and learning, allowing students to apply theoretical knowledge in a dynamic environment. In this workshop, we will reflect on a practical assignment in which students have to systematically observe natural human behaviour outside the classroom by testing psychological theories in the field. In that way, they learn to think about how to measure a psychological construct in a real-life setting, such as the construct ‘body ideal’. They also have to think about what and who to observe in order to draw conclusions about the theoretical construct and reflect on the effectiveness of their own practices. Based on several examples of ‘learning outside the classroom’, we will share insights and good practices related to this kind of learning activities and the impact these practices have on both students and their environment. We will provide tips on how to bring your classroom outside and will discuss (ethical) barriers to consider. We will explore and think along with your ideas to shape your ‘outside-of-the classroom learning practice’.

Advising research panel: the do's and don'ts of reflection by Oscar van den Wijngaard

The value of reflection in learning can hardly be overestimated. Reflection helps students improve their academic performance, develop their competencies, become more employable, help them with decision-making, and support them in becoming lifelong learners. Many institutions in higher education, including UM, have implemented a range of pedagogical activities and tools to foster students’ reflection, such as coaching, mentoring, advising, portfolios and online learning platforms. However, these reflective activities do not always lead to genuine, or authentic reflection. There are several significant barriers for students to engage in the kind of reflection that actually helps them learn and grow. One such barrier is that reflective activities in higher education tend to be abundant, and mandatory. This quickly leads to ‘reflection fatigue’ and even resentment, making students experience reflection as busy work, another box to check. Also, reflection often tends to be geared toward ‘stirring the shit’. Students think reflection must focus on moments of failure. Consequently, students’ reflection reports or portfolios often read as a list of shortcomings. Remaining fixated on situations you failed can cause depressed feelings and hinder your growth and improvement. To avoid these and other pitfalls, reflection as part of the learning experience requires skillful design from those who develop such exercises. Based on their combined research findings, a group of UM researchers on mentoring, coaching and advising will present recommendations for those who want to help students engage in authentic, helpful reflection. The session will provide ample time and structure to discuss the purpose and conditions for authentic reflection – in general, and in the context of specific courses and programmes.

Talent scouting (and development) from a student tutor perspective by Catherine de Rijdt & Carolina Cicati

UM wants to stimulate talented students by offering them additional challenges. Therefore, PBL tutorial groups are not only facilitated by staff tutors but by student tutors as well. The UM guides student tutors through this process, assisting them in managing this amazing but serious and challenging responsibility. In this session, we will hear stories shared by (ex-)student tutors exploring the significance of taking this role for their development. What does it mean to be a student tutor? How does this role influence their academic, social, professional, psychological, and personal gains? What is the perception of trust and exercise of authority in tutorial groups facilitated by student tutors? This session is interesting for current student tutors seeking insight into the experiences of their peers in the same role. It also holds appeal to students who are aspiring to become tutors, taking a glimpse into this role. The academic and support staff working with student tutors will find this session beneficial as well.

Getting groups on track by Jean-Paul Stijnen of Team Focus

Group work can be a valuable experience for students, helping them to gain new skills and learn from each other. For teaching staff, however, it can sometimes be challenging to keep track of what is happening and facilitate the process in the best way to get the most out of the group. In this workshop, we will discuss how to empower groups to work independently and to stay on task, whilst retaining a clear overview of the process. This training session focuses specifically on facilitating effective group dynamics in project teams, and tutorial groups. We will be working on questions like: how can I ensure that the group members quickly connect with each other? How can I work on trust within a group, so that more openness and involvement arise? What do I do if the group is not functioning well? Team Focus is known for its experiential learning approach, which makes every session very insightful and meaningful but also a lot of fun. This session takes place on the grounds of Tapijn.

Are your students information wise? by Marieke Schor and Leonne Portz

With today's wide availability and easy accessibility of information, it is more important than ever to ensure students develop the skills and critical attitude necessary to work with information sources effectively and efficiently. The University Library recently completed a redesign of the skills modules developed in the 2019 Information Wise project. These shorter and more focused online modules should be easy to integrate into new and existing curricula and allow for better alignment with the programme- and year-specific aspects of information literacy. In this session, we will first present the new modules and results from our pilot integration into a first year bachelor programme. We will then discuss ideas for sustainable implementation of these modules in your programmes. Moreover, we would like to discuss desirable additions to our current suite of modules, for instance about AI-based tools and data literacy.

Moss Map your education by Burak Can

Join us for an exciting hands-on experience where you'll explore the power of nature and creativity. Using live moss and wooden printed frames, you'll create a stunning green wall mindmap that visualises a challenge in your studies or work. Not only will you discover the benefits of incorporating living plants into your workspace, but you'll also gain insight into innovative visual thinking techniques to tackle complex problems. With guidance from our expert instructor, you'll create a unique and personalised green wall mindmap to proudly display in your workspace, serving as a source of inspiration and motivation. Don't miss this opportunity to unleash your creativity and enhance your problem-solving skills! This year, we'll reflect on the plant's resilience and adaptability, and explore how these qualities relate to personal growth and emotional regulation. Join us for this engaging moss-based workshop, where creativity, art, and reflection come together.

EduGrants – promoting education innovation in the classroom by EduGrants winners moderated by Walter Jansen

Over the last three years, EDLAB awarded grants to more than 20 projects focusing on education innovations in the PBL classroom. Project topics include a.o. blended learning, feedback, VR in education, new media & education, PBL problems and creativity. During this session, previous grant winners will showcase results, products and innovations, whereas more recent grant winners will introduce their projects to you and respond to any questions and ideas you may have. Have a look at these short videos of current and previous EDLAB grant projects.

Tool taster for tea - tech tools in education by Gaby Lutgens, Iveta Dzivite and Ilse Sistermans

Curious about what tools UM offers for your education? Interested in how others adapt their course design to optimize the use of tools in their classes? Do you want to know more about how EDLAB and the library join forces in providing support for innovative educational practices? Sign up for the Tool taster on the first Education Day! We will introduce you to the e-portfolio implementation trajectory (and what this means for you). We will share practices from the VR-enhanced PBL project and will offer you a taster from the AI in Education community. But tasting is nothing without discussing the recipe and cooking yourselves, so prepare for an interactive session in which you can share your experiences and provide input for a platform on which you can find all the above mentioned ingredients and recipes on a structural basis. Intended take-aways if you join our session:

• You will have an overview of projects and innovations in the context of digitisation at UM;
• You will know what tools are available for you when you think of introducing new scenarios in your course or curriculum;
• You will feel informed on national developments that have impact on (UM) education;

We will have better insight on how we can reach out to you (to participate in projects or share your practices) and provide optimal support in the context of digitization of education.

So, we hope you can fill your plate with dishes you like, perhaps never tried before but tasting for more and leave well fed and satisfied!

Showcasing innovative teaching practices from the UTQ programme moderated by UM UTQ and CDP coordinators

Join us for an exciting showcase of various examples from teachers and educators who completed their University Teaching Qualification (UTQ) programme in which they experimented with innovative teaching practices. During this session, UM UTQ and CDP coordinators will facilitate a series of 10-15 minute interactive pitches by teachers who will explain their innovative teaching practices. Together, we will then reflect on their ideas, challenges, and insights, highlighting the importance of exploring educational frontiers while teaching at UM.

Intended learning outcomes: After this session, participants will

- have explored various innovative (successful and/or challenging) teaching practices presented by UTQ graduates

- have engaged in discussions by asking questions and/or providing feedback on the teaching practices showcased

- have reflected on their own professional development goals in relation to the innovative practices discussed, especially for those involved in UTQ or CPD.

How to motivate students by by Jean-Paul Stijnen of Team Focus

In this workshop, we will discuss how people are motivated and how you can use this to facilitate an environment in which students learn and grow. With a focus on group work and group learning, we will work on questions like: what different kinds of motivations are there? How to adapt your teaching style to foster growth in students? How to create an environment that helps students to learn and grow? Team Focus is known for its experiential learning approach, which makes every session very insightful and meaningful but also a lot of fun. This session takes place on the grounds of Tapijn.

Student perspectives on the responsible and effective use of LLMs in education by Rafael Diederen & Alexander Padula

This workshop, led by students from the Department of Advanced Computing Sciences (FSE), explores how students use Large Language Models (LLMs) like ChatGPT to support their learning. Everyone is welcome. We'll start with exercises that will help you gain insights from the student perspective and hear how students navigate these tools for educational enrichment, not as a shortcut. Together, we’ll discuss strategies for designing assignments that encourage critical thinking and creativity even in an environment rich with LLMs. We’ll also explore ways to promote ethical and effective use of these technologies, ensuring they enhance learning rather than undermine it.

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How adaptive is your expertise? by Hans Savelberg, Roy Erkens, Diana Dolmans 

Professionals increasingly encounter new and complex situations in their work, partly due to the social challenges in our society. This means, that in our education we need to train professionals not only to acquire routine expertise, but also to acquire adaptive expertise needed to respond to these new situations. In this workshop, you will get insights into how to encourage the development of adaptive expertise in education, based on results from the NRO research project Adapt at Work. We will start with a short explanation of a tool we developed based on research results, after which participants will work in subgroups to gain insights into key features of learning work environments that stimulate the development of adaptive expertise of students.

In search of a (new) story... by Niklas Wenzel

In the opening ceremony of the current academic year, UM President Rianne Letschert said: “Our culture seems obsessed with quantifiable success, status, and performance pressure. And this is so prevalent, in so many places, that it almost seems normal”. This observation, to me, rings true. At the same time, our university also seems obsessed with fostering wellbeing and happiness. And this is so prevalent, in so many places, that it almost seems abnormal to be well and happy. Naturally, the desire to be a caring university is laudable. But we shouldn’t forget to encourage our students to explore their own limits, fail, and grow from their experiences – after all, most of them will leave the caring environment we provide. This state of affairs requires a new story – one that has to emerge from within the UM community, rather than one that is imposed top-down. Therefore, in this workshop, we will start by going inward, to remind ourselves and our students why coming to UM could and should be an exciting journey. And to find out how we can encourage everyone involved to take on their role in this journey courageously.

Cultivating an entrepreneurial mindset in teaching by Roy Broersma

Join us for an interactive session designed to equip you with the skills and outlook of a true entrepreneur! This workshop will equip you with strategies to develop innovative solutions to everyday classroom challenges. You'll learn to identify opportunities to make learning more engaging and impactful for your students. Collaborate with fellow educators, brainstorm fresh ideas, and share best practices to tackle common teaching hurdles. By the end of this workshop, you'll walk away with a fresh perspective on teaching and a repertoire of new strategies.

A breath of fresh air: outdoor learning across and beyond the natural sciences by Phil Klahs

Could abundant oxygen and a change of scenery improve your student’s recall of specific topics? This workshop aims to demonstrate how outdoor spaces can be used for a range of disciplines and learning activities. Conducting learning activities outside the classroom may be an underused tool for achieving collaborative, constructive, contextual and self-directed learning. The environment beyond the classroom can provide real-world examples relevant to the curriculum, or it may serve as a unique setting for a more memorable lecture, regardless of academic discipline and subject matter. During the workshop we will discuss the qualities of suitable outdoor learning opportunities and locations, considerations for preparing effective material, and strategies for shepherding student’s attention. Taking a group of students outside the classroom may increase potential distractions but likewise can stimulate learning if expectations are clear. Navigating distractions may actually provide a more contextual learning environment, and develop skills necessary for their future investigations beyond our classrooms. These topics will be followed by an active excursion through the adjacent Tapijntuin and Stadspark areas of Maastricht. NOTE: This session will involve an outdoor excursion. We will endure regardless of weather so please be prepared.

Personalised testing - an engaging approach to assessment by Maartje Hensgens & Michael Capalbo

Are you looking to make your assessment motivating, efficient and ChatGPT-ready? Personalised Testing in TestVision might be the answer. Michael Capalbo (FPN) wondered how he could tailor his assessment to the individual student and investigated ways to increase learning and exam satisfaction for large cohorts of students. With the support of a Comenius teaching innovation grant and working with TestVision, he developed a "Personalised Test". In a Personalised Test, students can choose, beforehand, on which subjects they want to challenge themselves more. A Personalised Test contains two parts: a mandatory part and a 'distributable' part. The compulsory part offers a set number of questions that all students must complete. The distributable part allows students to distribute the questions across the subject matter themselves. This way, students can opt for more questions on a specific topic based on their interest or understanding. Michael's research showed a significant increase in perceived enjoyment, fairness and control.

Educational Design Research - bridging theory and practice by Diana Dolmans & Boukje Compen

Educational Design Research (EDR) or Design-Based Research (DBR) is an approach that helps in analysing significant challenges or problems in the field of education while also facilitating the development and evaluation of creative solutions. In this session, we will ask the participants to take on the role of stakeholders in a simulated project that aims to address an important educational challenge using the EDR approach. Our goal is to inspire the participants to start thinking about their own innovation projects in the field of education.

Understanding our first-year students by Jacqueline Charpentier, Trudie Schills & Ellen Bastiaens 

Who are the first-year students we welcome to our university every year? What drives them, what are their expectations – and what should we be aware of as we help them get started on their student journey? In this session, we will delve deeper into the social-emotional skills of secondary school students. How do secondary school students perceive their social relationships, and how are they influenced by them? What do we know about how they have been feeling lately and what matters to them? And how does this relate to the expectations they themselves create about their future studies? We present results from recent studies we conducted at secondary schools in Limburg. We then invite everyone to discuss the implications of what we found. Do these observations resonate with our experiences as we teach first-year students? Can we, as educators, benefit from a better understanding of the expectations and social frames of reference of our incoming students? To what extent should that affect the way we organize our teaching in the first year?

Using competition to create engaging assessments by Martijn Boussé

This workshop explores how a friendly competition exercise can improve student motivation and confidence, even in challenging subjects. Martijn Boussé will take you through his experience implementing a competition in his calculus course and its impact on student engagement. In this immersive session, you will experience a simple competition inspired by a Calculus course - don’t worry, no advanced math is needed! – and learn how the Constructive, Collaborative, Contextual, Self-directed principles of Problem-Based Learning can be applied to create assessments in your own courses.

Unlocking the Potential of Generative AI in Course Design by Michalina Kaminska

The landscape of artificial intelligence is rapidly evolving. In the past two years, we have witnessed the world turn upside-down by generative AI. These tools, capable of creating new content like text, images, or videos, have also significantly affected our university. Students have increasingly turned to AI technologies for assistance with assignments and class preparation, rendering many traditional educational approaches obsolete. As a result, many of us try to keep our heads above water in an attempt to maintain the quality of education. While some may prefer to avoid the use of generative AI, the reality is that it is here to stay, and we had better learn to swim. Like most innovations, generative AI stirs turmoil but also brings new opportunities. These tools can boost our productivity by helping with repetitive tasks. Moreover, we can create customized course content with less effort, such as case studies or exercises. Most importantly, by assigning AI-based projects, we can increase student engagement and collaboration. In this interactive workshop, you will explore how generative AI can assist you in your teaching tasks and become a part of your course. After a brief introduction to the technology and examples of its capabilities, you will discuss concrete ideas for AI use in sub-groups. We will pay special attention to how AI can support the learning goals and what limitations you and your students might face. You will leave the workshop with a better understanding of generative AI’s potential in course design and actionable ideas for your course.

Expert Insights: Navigating Open Science in Education by Leo Köhler, Hans Maarse, Costas Papadopoulos & Antonia Waltermann and Michel Saive

Are you seeking innovative approaches to educational materials and methods? Explore our Q&A session with an expert panel on Open Science in Education. In this session, we delve deep into the world of Open Educational Resources (OER) and how they are shaping the future of education. Whether you are looking for inspiration to revamp your teaching methods, seeking concrete tips for integrating OER into your courses, or simply wanting to deepen your understanding of Open Science in Education, our expert panel will share their experiences, insights, and practical advice.

Explore innovative approaches to educational materials and methods with our expert panellists:

1. Leo Köhler (FHML) spearheaded the TOOL Anatomy project, fostering collaboration among Dutch and Belgian universities to develop and share open anatomical learning materials via AnatomyTOOL.

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 learning materials.

4. Antonia Waltermann (LAW) shared legal open educational resources on an OER repository, promoting accessible knowledge and interdisciplinary training in legal reasoning and cognitive science through the project RECOGNISE.

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