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

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.

Rhonda Wynne, Community-Based Learning: Context, Outcomes and Models

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!

James Groccia, Student Engagement: A Multidimensional Perspective

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.

Ivar Männamaa, Simulation Games: Design, Facilitation, Debriefing

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.  

14.00 – 17.00           Workshops (includes one coffee break 15.15 – 15.45)

Erik de Graaff, Teaching in a PBL Curriculum

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.

Kimmo VehkalahtiOpen Data Science: Experiences and Possibilities

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.

Andy Penaluna and Kathryn Penaluna, Hindsight, Insight, Foresight – New Way Forward

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".

Linda Helene Sillat and Kairit TammetsABC Learning Design

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.

Leon Robinson, Re-thinking values in a not-quite-secular world

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.


Wednesday, January 24

Conference opening

Plenary presentation 

Peter FeltenThe 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.

Presentation at the UTTV

12.45-14.15Parallel sessions

Trends in Higher Education

(Struve I)



Students' Perceptions of Teaching


Learning Environment 

(Struve II)

Course and Curriculum Design


Field-Specific Differences in Learning and Teaching


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, LeitoUsing Creative Design Methods in Curriculum Development, RehepappHow 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, LysaghtOpen-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, RoosimägiTeacher’s Perspective vs Learner’s Perspective – How to Create Effective Communication?, UgurThe Significance of Self-Regulation in Digitalized On-line Courses, PyrhonenCourse Design, Academic Procrastination and Students' Learning Experience, VärvStudent 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

14.15-14.45Coffee break
14.45-16.15Parallel sessions



Reflections on Research Practice

(Struve I)

Student Engagement


Learning Environment 

(Struve II)

Field-Specific Differences in Learning and Teaching


Innovations in Teaching


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, RobinsonDidactics of National Defence - Combining Teaching and Learning between  Different Levels of Education, Kõlli, Karton, ErmusDo Simulation Exercises Provide Significant Learning Experiences? Polikarpus
Reflection on Formative Approach in the Academic Writing Course, Jurāne-BrēmaneMeasuring Attention and Attendance with the Help of Clickers, LongarelaInformation Culture of Students in the Academic Environment – Finding One’s Way through Studies, K. Lepik, KannukeneStudent’s Education on the Use of Command Support Systems in Command Posts during the Military Decision Making Process, Biernacik, MarczykConstructing 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, ArroPerceptions, Beliefs, and Attitudes of First Year Engineering Mathematics Students: An Empirical Study of Irish and Estonian Students, Brown, Uukkivi, LabanovaFeedback to the Students' Efforts – an Essential Tool for Improving Teaching and Learning, Tavits

Master's Thesis - Why Is It So Difficult? Uibu


Plenary presentations

Andy and Kathryn PenalunaFuture Proofing Education, the Entrepreneurial Imperative

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.

Presentation at the UTTV

Hilkka HiiopArt Detectives. The Natural Sciences and Infotechnology in the Service of Art Research

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.

Presentation at the UTTV


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

Plenary presentation 

Erik de GraaffTeaching Self-directed Learners

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.

Presentation at the UTTV

10.00-10.30Coffee break
10.30-12.00Parallel sessions


(Struve I)

Co-operation in Teaching and Learning

(Struve II)

Self-Directed Learning


Student Engagement


Approaches to Teaching of Academic Staff


Poster session



Co-Teaching – One Mind in Two Bodies, Johnson, Põlda

Campus Engage Ireland: Promoting Civic and Community Engagement in Higher Education, WynneHow to Trick Students into Self-Directed Learning?, KonsaDisciplinary Thinking in Cultural History: Student Engagement as a Structured Experience, OruaasUniversity Teachers' Understandings about Teaching in the Context of a Pedagogical Course, Skaniakos, Karm, Sarv, Niilo
Changing Learning and Teaching Cultures at University, Karu, AavaDeveloping Deeper Understanding of the Profession at the Beginning of the Studies: Based on the Example of the Estonian National Defence College, Aus, KüttFostering Students' Creativity in Engineering Graphics Courses, KukkSelf-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
12.45-14.00Parallel sessions



Approaches to Teaching of Academic Staff

(Struve II)



Student Engagement


Problem-Based Learning

(Struve I)

Multicultural Classroom


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, MännikköHow to Nurture Learning and Feed Understanding in a Flexible Learning Environment. An Example from Food and Nutrition Education at Umeå University, Tieva, MalmrosImplementing Research Based Teaching in an LLM Program, Schäfke, Kristiansen, Eghol ElgaardContribution 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, BraghiroliSupporting Meaningful Discussions and Interaction in the Classroom, Karm, Sarv, Voolaid, Miliste, NiiloTeaching Linear Algebra through Problem Based Learning, HallikCLIL 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, GrocciaDomain-Specific Digital Competences for Providing High-Quality Professional Training in Higher Education, Sillat, Tammets, LaanpereFlip or not? VellingProblem-Based Learning Case Study in Biology, Hindrikson, Voolaid, Öpik, Mägi SõõrdCultural and Lingual Diversity Challenges Finnish Teacher Education, Kyttälä, Sinkkonen

Plenary presentation 

Anneli SaroPerformative Power of Teaching

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.

Presentation at the UTTV

15.15-15.30Closing 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