Conference | Education Festival
The new normal: Teaching and learning after Covid-19
- Thursday 27 January 2022
2312 NV Leiden
Covid-19 has had a huge impact on university teaching and learning over the past two years. Forced by circumstances we adapted ourselves to a digital future in a way that would otherwise have taken years to accomplish. What we have learned during the pandemic is likely to lead to a ‘new normal’, in which tools and insights from our online experience are integrated with familiar real-life forms of teaching. To discuss what the new normal will be like, the Leiden Teachers Academy organises its annual Teaching Festival.
Lectures, workshops and presentations
The festival features a keynote lecture, two rounds of parallel workshops, information stands, poster presentations and lots of opportunities for informal contact with your colleagues.
In the first round of workshops, colleagues share their experiences (both positive and negative) with online and hybrid teaching in different sorts of settings (big and small lectures, workgroups, tutoring, thesis supervision). Workshops in round 2 focus on the digital tools that we learned to use during the pandemic. Which of these can be meaningfully integrated with real-life teaching, and what is the best way to do so? Workshops will include hands-on demonstrations and guided instructions as well as group discussions.
Throughout the afternoon there will be information stands for the Erasmus+ programme, Comenius fellowships and the Senior Teaching Qualification (SKO).
Awarding of SKO certicates
At the end of the festival Rector Magnificus Hester Bijl will award the SKO certificates for the round of 2021.
The teaching festival on January 27, 2022 has been cancelled because of corona measures. The festival will be postponed to a later date, most likely June 2022. More information will follow as soon as possible.
- Welcome, registration, lunch
- Opening by Rector Magnificus Hester Bijl
- Keynote lecture
- Workshops: Digital didactics
- Workshops: Digital tools
- Panel discussion: What will be the new normal?
- Drinks, awarding of SKO certificates
Why don’t we teach what we want students to learn?
Fred Janssen (ICLON)
The challenge of educating students presents at least choices about media, methods and content. Most of the action rotates around media en methods. However, many shortfalls we want to address by newer methods and media are often more a matter of what we try to teach. For example, many educators would like students: to ask creative and critical questions; to get grip on complex ill-structured problem situations (swamps); to see connections within and between subjects; to make responsible choices et cetera. I will argue that the content we teach is often not organized in a way to do those things. I will introduce an innovative curriculum tool for reorganizing existing content in a so-called perspective: a connected, sequentially exfoliated family of questions.
Fred Janssen is Professor of Science Education at ICLON. His research program focuses on perspective-based education in primary, secondary and higher education. He has received a Comenius Senior Fellow grant for his work on perspective-based higher education. See for a quick overview Hoe kunnen studenten grip leren krijgen op complexiteit? - ScienceGuide (article in Dutch).
Workshops Digital didactics
Iwan Wopereis and José Janssen (Open University)
Looking for inspiration to use the virtual classroom in your course? Join our workshop on collaborative learning techniques (CoLTs) for synchronous online learning. Central to the workshop is the introduction of an electronic handbook that includes guidelines, templates and scripts to design, develop, and deliver such techniques. We will discuss CoLTs like the fishbowl and the jigsaw and provide you with examples that have been piloted in university programs in law, environmental, and educational sciences. The handbook is a deliverable of BISON, an innovation project at the Open Universiteit which was co-funded by the Ministry of Education, Culture and Science.
Jan Sleutels (Faculty of Humanities/Honours Academy)
During the pandemic we gained experience with different forms of hybrid teaching, both synchronous (live streaming), asynchronous (prerecorded) and supplementary (blended learning). Rethinking the didactics has been a costly effort, but we learned to appreciate both some benefits of online teaching and the value of real-life social interaction. In this workshop I share my experiences with hybrid teaching in larger and smaller courses (20-100 students. Hybrid teaching allowed me to combine plenary sessions with group assignments in a new and very efficient way. We will discuss how this might work for you as well.
Yentl Croese and Emma Wiersma (Centre for Innovation)
Playful learning is an educational approach in which students learn valuable skills such as persistence, collaboration, experimenting, and failure. This is done by facilitating a creative, explorative, experimental, active, and immersive state. It stimulates intrinsic motivation and flow (colloquially known as being in the zone) and a mindset in which students take more risks, which can increase their self-esteem and make them more resilient. In this interactive workshop, learning experience designers from Leiden University's Centre for Innovation will provide you with best practices of playful learning at Leiden and other universities, and brainstorm ways to apply it in your own course.
Alexandra Langers (LUMC)
Multiple choice questions (MCQs) are commonly used in assessments to test knowledge in the (medical) curriculum. Although there are several advantages of MCQs, they mainly test recognition of the correct answer instead of active production of knowledge. Very-Short-Answer-Questions (VSAQs) are free-response type questions that require active production or application of knowledge by the student. They are easy to mark in software programs used for digital and online examinations, like Remindotoets® and Pratique®. Also in BrightSpace this type of question can be used, although the marking of the results is a bit more cumbersome. In this workshop, we will discuss some of the advantages and possible disadvantages of the use of VSAQs and share our experience and practical tips for the development of VSAQs.
Chantal de Beun and Daniek Bosch (Centre for Innovation)
In our teaching we try to engage with society and through active learning we hope to teach students skills such as creative thinking, daring to take risks and collaboration. A powerful way to combine these teaching ambitions is to ask students to solve societal challenges with Design Thinking. Design Thinking is a process for creative problem solving that is characterized by its a human centered and iterative approach. It invites students to emphasize with the people they are designing for and quickly test assumptions about possible solutions to a problem. In this workshop you will experience what the design thinking process entails and brainstorm ways to apply it in your own course.
Florian Schneider (Faculty of Humanities)
This workshop introduced participants to gamified teaching, that is: methods for course participation and assessment that are geared towards motivating students by applying the mechanics of feedback and reward commonly encountered in games. Participants in this workshop will discuss what games can tell us about how people learn, and they will explore how we might integrate lessons from videogames, tabletop games, and pen-and-paper rollplaying games into our course designs to help learners overcome fears of failing and cater to the diverse abilities and learning preferences. The workshop will also critically discuss the downside of gamified teaching, and it will explore how to integrate gamic elements into the curriculum, both through online and offline strategies.
Daisy Smeets (Faculty of Social and Behavioural Sciences)
Due to the covid pandemic, we had to renew our education regularly over the past two years. First from on campus to online, and now back to on campus again. Yet we may want to keep some elements of online education that worked well. But can we just implement those aspects when teaching on campus? In this workshop I will give some personal examples of how I changed my course set-up to fit perfectly with online education, and how I am now struggling with keeping (some of) those aspects when teaching in the classroom. There will be plenty of room for discussion and to get inspired!
Lionel Laborie and Annebeth Simonsz (Faculty of Humanities)
The lockdown declared in response to the pandemic forced teachers to switch their classes online overnight half way through the semester. Although platforms like Kaltura, Ms Teams and Zoom have provided quick and viable alternatives to physical teaching and interaction with students more generally, the transition was not always smooth and natural for everyone. This workshop will present some of the most successful and evidence-based practices collected from teachers across the Humanities. We will discuss key findings from their experiences, both positive and negative, and demonstrate some creative and inspiring uses of online teaching to deliver the best possible learning experience for students.
Workshops Digital tools
Robert Sokolewicz (Center for Innovation) and Arjen de Vetten (ICLON)
How can course data from online learning tools, such as Brightspace and Kaltura, help you to improve your teaching? In this workshop we explain the concept of learning analytics and show what data are available and how to use these data to evaluate your teaching. We present examples of novel applications of learning analytics within Leiden University. This input forms the starting point for discussing how the participants can use data from their own courses to evaluate and improve their education.
Jesse Bruins (Administration and Central Services)
What will lecturing look like in ten years? In this session policy advisors from Strategy and Academic Affairs present the board’s vision of Blended Learning and the connected campus. You will discuss what challenges universities are faced with in an age of digitization and how Blended Learning on a connected campus are a solution. There will be plenty of room for the discussion of these ideas and how we aim to implement these ideas in our programs.
Fresco Sam-Sin (Things That Talk, Faculty of Humanities)
Things—the objects, tools, and artifacts of everyday life—are the material expression of human experience. Without them, we would lose track of what makes us who we are. Things That Talk (ttt) is a place for learning the language of objects. It was built in times where the need for digital pedagogy was more urgent than ever before. ttt is a durable, living archive of stories about the interconnected world of things. The platform facilitates storytelling by giving contributors all the basic curation, sequencing, and visual tools they need to narrate an object. This workshop will highlight the academic, societal and communicative value of ttt for the portfolios of our students and staff.
Ludo Juurlink and Anne-Martine Gielis (Faculty of Science)
This walk-in workshop provides you with the opportunity to learn which options are currently available for formative and summative testing at Leiden University. Beyond standard assessment options within BrightSpace, the university has active licenses for ANS, Remindo, and Cerego. After a brief introduction to these four options, knowledgeable colleagues are present to help you set up a test and improve your skills in applying them. Bring Your Own Device (BYOD)!
Thomas Vorisek (Faculty of Humanities)
Even before the pandemic video as an educational tool was widely adopted by academic institutions around the world. Now, video has become an unavoidable if not crucial ‘participant’ in the classroom. In some cases for the better, in others for the worse.
In this workshop we will take a deep dive into video not as a necessity, but as an effective didactic tool. We will look at its potential to be fully designed and directed by teachers in order to reach didactic goals, whether it be to increase student engagement, improve student-teacher dialogue for on campus class and/or effectively explain complex subject matters amongst others.
Anthea Aerts (ICLON)
Whether it’s taking polls or quizzes, forming word clouds, or asking open-ended questions, these tools can help you interact with your students. When do you use what tool? What are they best used for and what are their limitations? Find your answers to these questions, while you experience and experiment with these tools.
Eveline Hoebe (Faculty of Science)
Feedbackfruits offers various evidence based pedagogical tools that keep students engaged with the learning experience. How can you as a teacher implement these in your current teaching practice? Because Feedbackfruits is integrated in Leiden University LMS Brightspace, it is easy to setup and streamline assignments e.g. withing groups, track individual students progress and manage grading. In this workshop Academic Skills teacher Eveline Hoebe demonstrates how she uses the tools Interactive Presentation, Peer Feedback and Interactive Document. Participants in the workshop will get a taste to experience Feedbackfruits as a student.
Erna Sattler (University Libraries)
Copyright plays an important role in all aspects of teaching. We make use of a PowerPoint or other presentation during our lectures in which images are incorporated. What is (not) allowed? How do we make the best use of teaching tools such as FeedbackFruits without violating copyright law? And what do we tell our students about copyright when they set out to make their assignments, whether in written form or as audio or video material? These and other questions will be answered during the Workshop Copyright. Bring your laptop with a PowerPoint presentation and we will help you make these copyright proof.