Programme
Konverentsi toetab osaliselt Euroopa Regionaalarengu Fondi ASTRA programmi projekt Per Aspera.
The conference is partially funded by the project PER ASPERA (ASTRA programme, European Regional Development Fund).
Tuesday, January 23
Pre-conference workshops
09.00 – 10.00 Registration
10.00 – 13.00 Workshops (includes one coffee break 11.15 – 11.45)
Erik de Graaff, Implementation of Different PBL Models
Rhonda Wynne, Community-Based Learning: Context, Outcomes and Models
James Groccia, Student Engagement: A Multidimensional Perspective
Ivar Männamaa, Simulation Games: Design, Facilitation, Debriefing
14.00 – 17.00 Workshops (includes one coffee break 15.15 – 15.45)
Erik de Graaff, Teaching in a PBL Curriculum
Kimmo Vehkalahti, Open Data Science: Experiences and Possibilities
Andy Penaluna and Kathryn Penaluna, Hindsight, Insight, Foresight – New Way Forward
The workshop is supported by the European Union's European Social Fund in the framework of the Entrepreneurship Programme "Edu ja Tegu".
Linda Helene Sillat and Kairit Tammets, ABC Learning Design
Leon Robinson, Re-thinking values in a not-quite-secular world
Wednesday, January 24 | ||||||
09.00-10.00 | Registration | |||||
10.00-12.00 | Conference opening Plenary presentation Peter Felten, The Undergraduate Experience: What Matters Most for Student Success?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. | |||||
12.00-12.45 | Lunch | |||||
12.45-14.15 | Parallel sessions | |||||
Trends in Higher Education (Struve I) | SYMPOSIUM
| Students' Perceptions of Teaching (Peterson) | Learning Environment (Struve II) | Course and Curriculum Design (Parrot) | Field-Specific Differences in Learning and Teaching (Pirogov) | |
TRENDS 2018: Learning and Teaching in European Universities, Zhang | Educational Innovation in University Pedagogy on the Example of LIFE Projects at Tallinn University, Reiska, Jõesaar, Kangur, Koort, Sillaots, Uusküla | “When You Know Who Stands Next to You, It No Longer Matters Who You Face” – Teacher Collaboration in CLIL, Boltovsky, Piirimees | Teaching Experience with MOOCs in Analytical Chemistry at the University of Tartu, Helm, Leito | Using Creative Design Methods in Curriculum Development, Rehepapp | How to Teach Values and Engage Students? Experience from Teaching Education for Sustainable Development, Kalle | |
Pedagogical Innovation Projects: Sharing an Experience of the University of Porto, Remião, Maria Pinto, Ilda Ginja, Pedro Teixeira | Self-Assessment as a Tool for Enhancing Competence Development and Learning in Entrepreneurship Education, Täks, Õunapuu | What Do MOOC Video Watching Patterns Reveal about Student Learning? Marling, Miliste, Tammekänd, Piir, Krull | Mapping Student Learning in a Kinesiology Class, over the Three Stages of Performance of the Teaching for Understanding Framework, Lysaght | Open-access Biodiversity Data in the Teaching Process – Some Possibilities and Lessons Learnt in Estonia, Kana, Runnel | ||
The Results of the Survey of the 2015 Alumni of Estonia's Higher Education Institutions, Roosimägi | Teacher’s Perspective vs Learner’s Perspective – How to Create Effective Communication?, Ugur | The Significance of Self-Regulation in Digitalized On-line Courses, Pyrhonen | Course Design, Academic Procrastination and Students' Learning Experience, Värv | Student Teacher Ecological Self in the Context of Education for Sustainable Development – A Longitudinal Case Study, Raus | ||
Use of E-portfolio in Pharmacy Education – First Experiences from the Social Pharmacy Course at the University of Tartu, Volmer | ||||||
14.15-14.45 | Coffee break | |||||
14.45-16.15 | Parallel sessions | |||||
WORKSHOP (Baer) | Reflections on Research Practice (Struve I) | Student Engagement (Peterson) | Learning Environment (Struve II) | Field-Specific Differences in Learning and Teaching (Pirogov) | Innovations in Teaching (Parrot) | |
European Principles for the Enhancement of Learning and Teaching, Zhang, Purser | Beginning University Teachers and Their Approaches to Teaching and Professional Self-Perception, Švaříček | Impact of the Digital Tools on the Learning and Teaching Processes: Both the Students’ and the Teacher’s Perspective, N. Lepik | Examining the Unspeakable - a Critical Exploration of Learning Technologies, Robinson | Didactics of National Defence - Combining Teaching and Learning between Different Levels of Education, Kõlli, Karton, Ermus | Do Simulation Exercises Provide Significant Learning Experiences? Polikarpus | |
Reflection on Formative Approach in the Academic Writing Course, Jurāne-Brēmane | Measuring Attention and Attendance with the Help of Clickers, Longarela | Information Culture of Students in the Academic Environment – Finding One’s Way through Studies, K. Lepik, Kannukene | Student’s Education on the Use of Command Support Systems in Command Posts during the Military Decision Making Process, Biernacik, Marczyk | Constructing Student Centered Learning Environments at the University of Eastern Finland – on the Way to Excellence, Heide, Haapaniemi | ||
Two Sides of the Same Coin – University Teachers´ Experiences with Applying and Receiving Scholarship of Teaching and Learning Grants (SoTL) for Studying Their Teaching, Remmik, Lepp | Teaching for Learning – Informal Education for Children at Universities: a Case Sudy at Tallinn University, Estonia, Puusepp | Pedagogical Ecology, Kangur, Arro | Perceptions, Beliefs, and Attitudes of First Year Engineering Mathematics Students: An Empirical Study of Irish and Estonian Students, Brown, Uukkivi, Labanova | Feedback to the Students' Efforts – an Essential Tool for Improving Teaching and Learning, Tavits | ||
Master's Thesis - Why Is It So Difficult? Uibu | ||||||
16.30-18.30 | Plenary presentations Andy and Kathryn Penaluna, Future Proofing Education, the Entrepreneurial ImperativeThe 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. Hilkka Hiiop, Art Detectives. The Natural Sciences and Infotechnology in the Service of Art ResearchThis 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. | |||||
19.00-22.30 | Social event 19.00-19.30 Excursion at the University of Tartu Museum 19.30-22.30 Conference dinner at the University of Tartu Museum, White Hall (Lossi 25, Tartu) | |||||
Thursday, January 25 | ||||||
09.00-10.00 | Plenary presentation Erik de Graaff, Teaching Self-directed LearnersThe 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. | |||||
10.00-10.30 | Coffee break | |||||
10.30-12.00 | Parallel sessions | |||||
WORKSHOP (Struve I) | Co-operation in Teaching and Learning (Struve II) | Self-Directed Learning (Baer) | Student Engagement (Peterson) | Approaches to Teaching of Academic Staff (Pirogov) | (Lobby) | |
(Lobby) | Co-Teaching – One Mind in Two Bodies, Johnson, Põlda | Campus Engage Ireland: Promoting Civic and Community Engagement in Higher Education, Wynne | How to Trick Students into Self-Directed Learning?, Konsa | Disciplinary Thinking in Cultural History: Student Engagement as a Structured Experience, Oruaas | University Teachers' Understandings about Teaching in the Context of a Pedagogical Course, Skaniakos, Karm, Sarv, Niilo | |
Changing Learning and Teaching Cultures at University, Karu, Aava | Developing Deeper Understanding of the Profession at the Beginning of the Studies: Based on the Example of the Estonian National Defence College, Aus, Kütt | Fostering Students' Creativity in Engineering Graphics Courses, Kukk | Self-Evaluation of Pedagogical Competencies of Academic Staff of Tallinn University of Technology in the Context of Career Management, M. Lõhmus, Rüütmann | |||
Engaging Students and Faculty in Joint Learning Experiences, Bachmann | Students’ Perceptions of the Enhancing and Hindering Elements of the Teaching-Learning Environment (TLE), Uiboleht | Measuring the Impact of a Lecture in a First Year Undergraduate Course, Langemets | Why Do We Need to Engage Practitioners and Real Organizations While Teaching Communication Management at the University? Taur | |||
Development Seminar – Best Practice of Creating Real Transferrable Learning, Adler, Bogdanova | ||||||
12.00-12.45 | Lunch | |||||
12.45-14.00 | Parallel sessions | |||||
WORKSHOP (Pirogov) | Approaches to Teaching of Academic Staff (Struve II) | E-learning (Baer) | Student Engagement (Peterson) | Problem-Based Learning (Struve I) | Multicultural Classroom (Parrot) | |
Collaboration in project work, de Graaff | Beliefs, Identity and Teaching Practice of Academics in the Context of Structural Reform and Changes at the University, Jõgi, Ümaril, Põlda, Saia, Toros, Oder, Kangur, Puusepp, Pata
| Teaching Academic and Work Life Communication Skills Online: Student and Teacher Perspectives, Gamache, Alanen, Männikkö | How to Nurture Learning and Feed Understanding in a Flexible Learning Environment. An Example from Food and Nutrition Education at Umeå University, Tieva, Malmros | Implementing Research Based Teaching in an LLM Program, Schäfke, Kristiansen, Eghol Elgaard | Contribution of Communication Theory to Understanding University Teaching: Cultural Discourse Analysis of Latvian - American Undergraduate Interaction, Ločmele, Burke | |
Expectations to Academic Staff (Academics and University Teachers), Mets-Alunurm, Karm | The Impact of E-teaching on the Components of Learning: Comparing In-Class and Online Study Groups, Beitane, Braghiroli | Supporting Meaningful Discussions and Interaction in the Classroom, Karm, Sarv, Voolaid, Miliste, Niilo | Teaching Linear Algebra through Problem Based Learning, Hallik | CLIL Teacher Training at the Narva College of the University of Tartu: First Outcomes and Future Perspectives of the International CLIL Programme, Raud, Orehhova | ||
Characteristics and Behaviours of Excellent Teaching: Perceptions of Military Educators, Soomere, Mansour, Groccia | Domain-Specific Digital Competences for Providing High-Quality Professional Training in Higher Education, Sillat, Tammets, Laanpere | Flip or not? Velling | Problem-Based Learning Case Study in Biology, Hindrikson, Voolaid, Öpik, Mägi Sõõrd | Cultural and Lingual Diversity Challenges Finnish Teacher Education, Kyttälä, Sinkkonen | ||
14.15-15.15 | Plenary presentation Anneli Saro, Performative Power of TeachingPerformativity 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. | |||||
15.15-15.30 | Closing session | |||||
Gamified Assessment as Student Motivator, Hynninen, Paturi
Design Thinking – A way to Increase Students’ Cognitive Flexibility in Engineering Education, From
Too Much Freedom? Kiisla
How To Support Collaboration as a Study Skill Among Students Participating in an Online Course? Koni
The Impact of Implementing Scenario Planning as a Teaching Method on the Students’ Learning Process, Koor
The Importance of Motivation Increasing Techniques in Achieving Better Learning Outcomes, Koorits
"Oh Please God, not an Oral Presentation”. Effectiveness of Feedback on Oral Presentations in Foreign Language Teaching: the Students’ Perspective, Kostina
How to Evaluate the Influence of the Course that Helps to Go Over the Main Points of Basic Mathematics, Kraav
Practical Teaching in the Context of University – a Young Teacher View, E. Lõhmus
Building Educational Improvement in Kinesiology Using the SoTL 4M Framework, Lysaght
Forcefully Engaging into Creativity Learning, Revisited, Oja
Encouraging Learning-Oriented Approach through Continuing Education of Academics. Case Study of Rīga Stradiņš University, Centre for Educational Growth, Ratinika, Zarina
Content and Language Integrated Learning (CLIL) in the College of Justice: New Approach and Possible Path of Development, Rubtsova, Jamnes, Kitsing
Integrating Problem-Based Learning Elements in Teaching Ecology and Nature Protection, Shanskiy, Erik, Sihver
Syllabus Update – Estonian for Academic Purposes, Zupping, Norvik, Vija
Encouraging Students to Review Complex Topics in Science, Tamm
Specialty Dependent Differences in the Development of Transferable Skills in the Higher Education Curricula of the Estonian Entrepreneurship University of Applied Sciences, Õunapuu, Einpaul