Problem-based Learning (PBL) is known all over the world as a successful method for the innovation of higher education. Aalborg University in Denmark is one of the leading institutes in the development of PBL, in particular within the field of engineering. The integration of skills and knowledge from different disciplines in a problem-based learning environment, prepares the students for the kind of challenges they will encounter in real life practice. Self-directed collaboration in small groups is a core characteristic of PBL. Students are expected to run their own group-meetings and to plan their own study activities. Implementing PBL entails a process of organisational change. The allocation of responsibility for tasks like educational design and assessment of learning outcomes must be re-considered and the teaching staff should acquire new competencies. For the people involved, adjusting to the process of educational innovation implies a process of cultural change. Introducing Problem-Based Learning (PBL) in a traditional University is a challenge. The professors are settled in their ways and it takes a lot of effort to shift them. In a situation where the experience of both the staff as well as the students is limited the traditional teaching and learning environment, many people will choose to continue the ways they have known all their life. Changing to PBL involves a paradigm shift and the criteria for “good teaching” will have to be adjusted.
Higher education institutions are increasingly keen to engage with society in a more structured and organised way. Such engagement can take multiple forms including collaborative research projects, student and staff volunteering, public participation in science, and students learning in community settings.This workshop will commence with a broad overview of university engagement with society and will look at some of the agendas and drivers in this area, while also considering the philosophy and values inherent in social responsibility or community engagement endeavours. This will set the context for the more detailed discussion on Community-based Learning (CBL). This term is understood differently but for the purposes of this workshop will be used as a broad concept to discuss the what, where, when, why and how of students learning in community settings. Community-based learning is a form of experiential education with a civic underpinning. It connects classroom learning with communities, and students gain academic credit for participating in, and reflecting on, a community project or experience. It is becoming more established as a pedagogical approach within higher education as it involves students in ‘real-life’ learning, builds social and civic graduate attributes, and contributes to learning outcomes such as team work, communication skills, problem solving and leadership. This workshop is based on the experience of considering Community-based Learning within a large research-intensive institution. One of the challenges is the variety of terminology in place and the multiple models, with subtleties and distinctions that are not always obvious. Discussions with academics and practitioners reveal a degree of confusion about the language and models in place nationally and internationally. Is it a project, a placement, a volunteering activity, or an event? Could it be all at the same time?! Community-based learning is organised variously to reflect the multiple ways students can learn from community experiences. Three different models will be presented to highlight the variety of approaches that can be adopted to suit institutional context – a student project approach, a volunteer learning module, and a collaborative research activity. Questions of process, assessment and partnership working will be considered. The workshop will be active and participative, with several tasks along the way to ensure discussion and involvement. In advance of the workshop, consider ways students from your discipline could contribute to a community organisation or a non-governmental organisation, and come ready to think and talk!
The concept of student engagement has played an increasingly significant role in efforts to understand and improve university student learning and persistence as well as overall institutional quality. I will present a multidimensional model that expands the definition and application of student engagement in higher education and discusses the increasingly important need for engaging today’s university student. The impact of student engagement in learning, teaching and research as well as with faculty, community and other students is explored and suggestions are provided as to how the entire academic community can support these activities. Although comprehensive in scope and analysis of student engagement, this workshop is not, of course, the last word on the topic. Rather, it represents the current state of our understanding of student engagement and its effects on students as they navigate the tricky waters of higher education. There will be time for teachers, staff, and administrators to discuss how opportunities for this multidimensional view of student engagement can be created and supported on each of our universities.
In this workshop characteristics and application types of educational games will be discussed, with special focus on simulation games. After experiencing couple of short simulation games we will reflect on possible educational situations where use of simulation games is appropriate and discuss on conditions when simulation games as educational means are effective. Most common reasons for possible failure of gaming sessions will also described. General principles of simulation game design will be introduced, participants of the workshop will asked to discuss on facilitation and debriefing methods of the game-sessions. The selection of the sample-games to be demonstrated during the workshop depends largely on the number of participants, but if possible, preferences of the participants will be considered.
Learning in a PBL curriculum differs from learning in a traditional environment. Both for students and for teachers it is a challenge to adapt to the PBL conditions. Teaching in a PBL curriculum requires a different mind-set. Instead of being concerned with the learning content the teacher should focus on the student, aiming to support the self-directed learning process. The biggest challenge for traditional teachers is to stop teaching and to step back, accepting a role as facilitator of the learning process. A PBL teacher must be able to observe students behaviour and to make interventions without taking the lead. A PBL curriculum provides the conditions to stimulate self-directed learning, like group rooms and projects to work on. However, since the PBL mind-set of the teacher is such a dominant factor, teachers can also work in a PBL fashion within their own courses. In this short workshop teachers will get the chance to reflect on their own ‘compatibility’ with the PBL principles. The workshop will engage the participants in practical exercises and interactive sessions aiming to enable practical application of PBL methods into their own lectures and courses.
The idea of the workshop is to discuss, demonstrate and practice the various possibilities of openness related to Statistics or Data Science education. Openness refers to open courses, open materials, open software tools, open datasets and - in general - an open mindset that is needed when opening doors of higher education for wider audiences.
Evidence across the globe demonstrates the need for innovation, new solutions and creative approaches to respond to todays and tomorrow’s opportunities and challenges. Informed by neuro-science this workshop explores the implications and consequent strategies for teaching, learning and assessment to develop creative thinking, opportunity recognition and problem solving skills. The workshop focusses on an exploration of assessment strategies, drawing distinctions between assessment for innovation and assessment of implementation. The workshop is supported by the European Union's European Social Fund in the framework of the Entrepreneurship Programme "Edu ja Tegu".
One of the most important aspects of learning today is the increase of blended learning due to distance learning. Therefore, it is necessary to find ways of implement the curriculum in blending face-to-face lectures and online learning. Workshop will facilitate the subject of curriculum implementation with the aim of increasing collaboration among the academic staff in planning student centered learning design; changing the curriculum to more blended format; integrating technology into learning and teaching process.
It is an interactive workshop intended to explore and critique values and values awareness in education. Drawing on moral and philosophical traditions both religious and secular, from sacred texts, folk wisdom and popular culture, the workshop will explore questions and concerns about values in contemporary education. The session will seek to map the territory of “values” in an increasingly complex world, where ideas of meaning, value and purpose are highly contested. A variety of tools, lenses and conceptual frameworks will be explored and critically examined, and their suitability tried against the most pressing concerns of participants. The main focus will be on university education, but the principles will be applicable to all levels of education. The session will draw upon a wide range of traditions, and no familiarity with these will be presupposed. Contributions from all perspectives will be encouraged and welcomed.
In our book The Undergraduate Experience (Jossey-Bass, 2016), my co-authors and I identify six core themes that matter most for student success: learning, relationships, expectations, alignment, improvement, and leadership. This interactive keynote will explore the research that demonstrates why these themes are critically important not only for students but also for instructors and for institutional culture. During the session, we will critically consider what each of us can do, no matter what our context and role, to cultivate a generative culture of learning and teaching.
The world of work is becoming increasingly complex, it changes quickly and the knowledge of today may not be the knowledge required tomorrow. Knowledge, is not enough on its own, the task of harvesting knowledge suited to solving a new task or problem becomes more important than recollection of facts or figures. This requires new skills and thinking, so an educator has to be able to demonstrate they too can become more entrepreneurial – through their teaching approaches. Hence becoming an entrepreneurial educator is an integral part of developing entrepreneurial learners, but what are the factors involved? This presentation introduces the educator to why entrepreneurial forms of education have evolved, offers insight into his/her personal/relevant skills and knowledge through alignment with the EntreComp Framework, and sets the scene for further discoveries in entrepreneurial learning.
This presentation introduces the shift towards the interdisciplinary research of art, combining methods from arts and sciences and uses contemporary information and communication technology (ICT) for acquiring, processing, archiving, contextualising and visualisation of data. This type of research binds scientific investigation of the material, physical and technical sides of the artworks with traditional art historical methods: work with historical sources, stylistic analyses and iconographical interpretation. Research projects that integrate the humanities with the exact sciences create an excellent platform for tying different fields of knowledge together in both science and education. The presentation introduces two major research projects, The Rode Altar in Close-up (2013-2016) and Christian Ackermann – Tallinn’s Phidias, Arrogant and Talented (2016-2020), both of which are founded on broad-based interdisciplinary cooperation, one in analysing the medieval altarpiece of St. Nicholas’ Church, and the other in analysing the oeuvre of Christian Ackermann, the top-notch master of baroque art in the territory of present-day Estonia. An important keyword for both projects is the popularisation of the field of heritage, and tying this heritage in with educational work at both the local and international levels.
The past decades Universities around the world innovated their education, introducing methods like Active Learning, Problem-based Learning and Project Organized learning. There are many different varieties, but a common characteristic appears to be a shift from teaching to learning. The role of the teacher has to change. Instead of imparting knowledge the teacher has to find ways to support the students in becoming independent learners. In a ‘flipped’ classroom the roles are even reversed and the students are to do the teaching. This keynote lecture will explore strategies for teachers to cope with the challenge of letting the students take the lead.
Performativity is a term that unites theatrical performances (incl. theatre) and educational practices. They both aim certain change through interpersonal interaction and use more or less theatrical devices to achieve this goal. In my talk, I am going to compare different forms of theatre and teaching, and will analyze their pros and cons from the perspective of participants.