Conference
Leiden Teachers’ Academy Education Festival
- Date
- Thursday 1 November 2018
- Time
- Address
- PLNT
Langegracht 70
2312 NV Leiden
Time to act!
Our drive to explore, innovate and generate new knowledge is the essence of our academic DNA. In research we do this all the time. Why do we find it so difficult to apply this curious attitude when teaching and (re)designing (new) courses? The 2018 LTA conference provides you with insights, tools, and inspiration; motivating you to use your own drive and curiosity as a researcher in your teaching and future (educational) career.
Amongst other things, we offer:
- Design Labs in which you can directly design or redesign your course(s)
- Round table sessions providing you with novel research insights that may change your (view on) teaching
- Question & Answer sessions giving you the opportunity to get to know more about educational budgets, innovation subsidies, careers in education or the Learning@LeidenUniversity programme
- Non-stop ‘Ask me anything’ session for all your questions on education strategies, exam design, ICT tools, etc.
Programme
|
12.00 ‑ 13.00 |
Walk-in lunch & welcome |
|
13.00 ‑ 13.05 |
Opening: Hester Bijl, Vice-Rector Magnificus Leiden University |
|
13.05 ‑ 14.00 |
Panel discussion with the audience:
You’re invited to discuss the future of academic education |
|
14.15 ‑ 17.00 |
Parallel sessions (see below) |
|
17.00 ‑ 18.00 |
Drinks |
Parallel sessions
|
14.15 ‑ 17.00 |
3 Design labs
|
|
14.15 - 16.45 |
5 Round tables
|
| 14.15 ‑ 15.45 |
3 Q&A sessions
|
|
16.15 ‑ 17.00 |
1 Q&A on Learning @LeidenUniversity
|
|
14.15 ‑ 17.00 |
‘Ask me anything’ session
|
More information on programme components
Practice what you speech: Create an educational podcast
Do you receive regularly repeating student questions, over and over again explain basic concepts in your course or run out of time to in depth discuss latest insights in your research field? Then it may be time to implement an educational podcast in your course!
An educational podcast is ideal for explaining part of a theory or a frequently used concept. It is highly suitable for blended-learning courses. In contrast to recordings of ‘regular’ lectures or presentations, a good knowledge clip requires a storyboard to speed up the process of recording and improve the quality.
In this Design Lab you are offered support to design storyboards for your own course! We use a toolkit that helps you in writing the storyboard, which definitely speeds up the recording process. So bring your lecture slides and ideas for knowledge clips and design one or more storyboards!
Design a Team-Based Learning course
Team-Based Learning (TBL) courses have a recurring pattern of instruction that is typical of many flipped classrooms. Students prepare before class and then spend the bulk of class time solving problems together. TBL gives you a straightforward whole-course framework to design and implement your flipped classroom.
In this Design Lab you will learn how to design your own TBL course, and experience the benefits of a TBL format.
A typical TBL course is divided into five to seven modules. Each module has a similar rhythm, opening with the Readiness Assurance Process that prepares the students for the activities that follow, and then moving to Application Activities that often grow in complexity and length as the module progresses. As the module draws to a close, you provide some closure and reinforcement.
Module length varies in different contexts. In some courses an entire cycle is completed in one long session and in other courses the cycle may be spread across multiple class meetings. As the next module begins, the familiar TBL rhythm starts to build: out-of-class preparation, the Readiness Assurance Process, followed by Application Activities. (also see Dean Parmelee, Larry K. Michelsen, Sandy Cook & Patricia D. Huges (2012) Team-based learning: A practical guide: AMEE Guide No. 65, Medical Teacher, 34:5, e275-e287)
TBL objectives
- Students learn to apply the knowledge in concrete settings in preparation for later professional practice
- Students learn to actively participate in a module that is possible due to the knowledge they have developed prior to the course
- Students learn to take responsibility for their own learning path, both in preparation and during the activities in the course
Jolanda Mol's LinkedIn profile
How to implement inquiry learning with limited time, large groups and so much to teach
Inquiry-based learning is at the core of the Leiden University's vision on teaching and learning. Although valued by many teachers, the implementation of inquiry-based learning can be rather hard due to restrictions such as limited time and resources available, the often large student groups and much content to cover. In this Design Lab, we will introduce a practical toolkit that - within these restrictions - supports you to convert your regular teaching approach towards that of inquiry-based methods.
For more than a century it has been suggested that the ways students learn in higher education should more closely approximate the ways of learning in research practice. Instead of first explaining new facts, concepts or procedures, we should reverse the order and start with questions. The importance of inquiry-based learning is stressed because it promotes more engaged and deeper learning of both content and domain-specific ways of thinking. Students not only learn developmental psychology or evolution, they also learn how to think like a developmental psychologist or an evolutionist.
In this Design Lab we will briefly introduce and demonstrate the practical toolkit and then support you to use the toolkit for redesigning your own teaching practice. Please bring teaching materials related to the course you would like to adapt to this workshop.
Fred Janssen is a professor of science education at ICLON, Leiden University. Both his teaching and research (17 ongoing PhD projects and 4 ongoing Postdoc projects) centre around two issues:
- How to explain the limited classroom impact of many innovative teaching approaches
- How to support teachers to continuously expand their innovative teaching repertoire
- His explicit focus lies on articulating and exploring domain-specific ways of thinking because of their fundamental role in learning and teaching.
Contact: fjanssen@iclon.leidenuniv.nl
Michiel Dam is an assistant professor who works alongside Fred Janssen in science education research. His focus lies on inquiry-based teaching and learning as well as domain-specific features of science topics and ways in which teachers can use specific student data to direct their own professional development.
Contact: m.dam@iclon.leidenuniv.nl
Insights on how Neuroscience can change your teaching
Educational Neuroscience is an emerging research field where the aim is to bridge the gap between brain sciences and education. Unfortunately, little attention is paid to the use of neuro-based principles of learning in educational practice. During the LTA, Marjolein Versteeg will present some common neuromyths about the learning brain, and their implications for teaching and learning. Additionally, she will show examples of her own research that illustrate the application of Educational Neuroscience in the classroom.
Short CV Marjolein Versteeg
Marjolein Versteeg studied Biomedical Sciences and completed her research master in Neuroscience & Cognition at Utrecht University. Currently, she is a PhD candidate focusing on Medical Education at the LUMC. In her research project she investigates students’ conceptual understanding on medical physiology concepts, under supervision of Prof. Dr. P. Steendijk. She is particularly interested in learning processes associated with conceptual understanding, including conceptual change, cognitive inhibition and metacognition.
Marjolein Versteeg's LinkedIn profile
Insight on common myths in education
In the search for what does and what doesn’t work in education, is the end in sight? Why do we continue to believe in a ‘quick fix’? Why are we still so influenced by so-called myths in education? And even more important: how do we keep these myths out of the classroom? In this workshop we will take you into the world of the most important truths and untruths in education and we will look for ways of handling these in our own teaching practices. Bring your laptop!
Insights on how group dynamics may affect your teaching
Arjaan Wit, Social and Organisational Psychology
In interdisciplinary study groups, students exert pressure on one another to consider the knowledge and interests that they have in common. One the one hand, students may stress convergence on a shared understanding of the task. Without the use of specific techniques, innovative perspectives that contradict the emerging group consensus may never get expressed, however. On the other hand, pressures to consider common interests cannot be strong enough: Mutual agreement that students should contribute their fair share of the collective burden promotes cooperation, but also increases the temptation for some to free ride upon others. Additional measures may be needed to prevent non-cooperation. How can a group(leader) deal with these two opposing role requirements?
Insights on how to include all students in your course
The teaching techniques that teachers usually use in their lectures seem to fit in with what the 'average' or 'typical' student needs to master the course. However, it has hardly been investigated whether lecturers in academic education meet the different needs of the very diverse student population studying at the university, including students with a functional disability. Suzanne Mol investigates to what extent adjustments to lectures have an effect on the learning and satisfaction of students. In this session she will show several evidence-based educational techniques that can be included in your lectures to make sure all your students will master your course.
Grants & subsidies for innovations in education at Leiden University
This session focuses on 2 subsidy programmes for education and the opportunities to apply for them: one national funding scheme for innovation in teaching and one international funding scheme for international cooperation and exchange.
The Dutch national programme for innovation in education is the Comenius Programme. This programme aims to foster innovation in educational practice to directly benefit students and the teaching community. Teaching staff members can apply for three different kinds of scholarships: Teaching Fellow, Senior Fellow and Leadership Fellow.
The international programme for cooperation and exchange is the Erasmus+ programme. Attention will be drawn to opportunities in the E+ 'International Credit Mobility' programme for incoming and outgoing exchange of students and staff members with universities outside Europe. Small exchange projects can be applied for to establish new partnerships and study-abroad opportunities and to enforce already existing international ties. Other Erasmus+ funding opportunities will be briefly discussed as well, such as 'Capacity Building', 'Strategic Partnerships' and 'Joint International Master Programmes', which facilitate international collaborative projects, for example, to jointly develop new curricula or promote innovation in educational practice.
The session will start with a brief overview of these different national and international opportunities for funding, followed by a FAQ session that revolves around your questions on this topic. For example, questions on how to apply, the benefits of application, the rules and procedures of a funding scheme, what assistance is available, etc. The session will be hosted by Kathelijne Smits, Subsidy Adviser for Education, department of Student and Educational Affairs (SEA).
Test your test
How do you write a good test question? Can you use multiple choice to test more than just factual knowledge? What are the pros and cons of rubrics to assess students and give them feedback? These are just some of the questions you can ask the ‘test your test’ helpdesk.
As an education adviser, Floris van Blankenstein has given test training courses to teachers at different universities and universities of applied sciences. Tests are an important part of the learning process of students, and this is why he is passionate about helping teachers design and evaluate tests. You can approach him for knowledge and tips about designing test questions and rubrics, interpreting psychometric test analyses, assessing practical assignments and implementing peer feedback.
If you have a question about testing, ask Floris via the ‘test your test’ helpdesk. Bring your test and assessment form with you, so we can get down to work straight away!
ICT tools
There are dozens of ICT tools that you can use in your teaching to strengthen your didactics. For example, ask your students questions during your lecture using Presenterswall or Mentimeter, let your students provide each other with feedback on pitches via Pitch2Peer, or on a scientific text via Turnitin.
Do you have a question about an ICT tool or do you want to look behind the scenes of different ICT tools? Then come to the helpdesk to test a diverse range of ICT tools!