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12 EDLAB grant winners
In our very first edition of the EDLAB grants, we received a total of 21 proposals. Following the review and selection made by the EDLAB Advisory Board, we are pleased to announce 12 education innovation projects that have received an EDLAB grant! This article contains an alphabetical overview of the winning proposals and a short summary.
To view the collection of short videos introducing the education innovation projects, click on the button below.
|Johan Adriaensen (FASOS)
||Implementing a Portfolio assessment through blended learning (BLENDED PORT)
The project aims to develop a series of asynchronous learning activities (videos, curated reading & a step-by-step guide) to help students’ prepare for the portfolio used to assess “EUS2001 Policy Domains”. I aim to overcome students’ lack of experience with the different assignments in the portfolio without overloading tutorials.
|Rene Bräuer (SBE)
||Creativity Coaching Trajectory for Tutors in Entrepreneurship Education
The Creativity Coaching Trajectory for entrepreneurship tutors is an eight-week program to more effectively support students in the inherently uncertain, ambiguous and oftentimes ‘mysterious’ creative process. Tutors will be trained in creativity and how to most effectively support students’ creative processes with the help of the Habits of Creativity model.
|Bruna Ferreira Da Silva Calado (Centre for European Studies/SSC) & Eveline Persoon (EDLAB)
||Application of a tutorless PBL format supported by micro-evaluations for international students at Maastricht University
Research indicates the importance of formative assessment to support tutorless PBL groups. This proposal focuses on the application of micro-evaluations to PBL tutorless contexts at UM. Participants fill out a micro-evaluation after each tutorless PBL meeting and the aggregated results are discussed with the course coordinator in between sessions.
|Carolina Cicati (LAW)
||Peak-end rule: how to efficiently end PBL tutorials
This proposal aims to determine how the peak and the end moments in an educational activity (i.e., tutorials) influence the students’ motivation and enthusiasm to dive into the self-study step of PBL and their level of attendance during the following educational activities.
|Laurie Delnoij (SBE)
||Self-assessment as a stepping stone towards tackling the statistics hurdle
In this project, a self-assessment intervention is implemented and evaluated in a quantitative methods course. The aim is to support students in monitoring their learning process and becoming effective self-regulated learners. Such assessment procedures provide suitable conditions for lifelong learning and align with UM’s broad and feedback-oriented vision on assessment.
|Inken Gast (SBE)
||Supporting the development of problem identification skills in the PBL classroom
The PBL classroom is the perfect setting to develop employability skills such as problem-solving skills. However, students often struggle with problem identification. I aim to develop a tool to help students with developing problem identification skills by helping them to better identify the core problem in complex PBL cases (fictional/real-life).
|Therese Grohnert (SBE)
||Reflective Academic Writing Skill Development
Many students struggle to develop academic writing skills through, e.g., written guides and lectures. We propose to develop an interactive mastery tool to help students (I) understand the principles of academic writing, (II) effectively regulate their own writing, and (III) seek feedback from tutors, peers, and thesis supervisors.
|Rok Hrzic (FHML)
||Training simulation model supported decision-making for public health policy
Simulation models support decision-making in health policy and have become key tools during the COVID-19 pandemic. However, public health professionals are not trained to use simulation models, an unfortunate gap given their potential. To fill this gap, I propose to develop and test a comprehensive teaching intervention.
|Stefan Jongen (FSE)
||Blend-IT: the card game
Teachers face difficulties in designing their education in a blended fashion (i.e. combining face-to-face and online teaching and learning activities, which strengthen each other) and incorporate lessons learned by the COVID-19 pandemic in terms of educational design. A new and innovative designed 2-player card game (Blend-IT: the card game) will help teachers to rethink their blended educational design.
|Andreea Nastase (FASOS)
||Listening to the EU: Using Podcasts as Supplements to Traditional Lectures in a BA European Studies Course
This project represents a pilot in using podcasts as a supplement to traditional in-person lectures in the framework of the course EUS1012 “Constructing Europe: Institutions, Theories and Challenges in EU Politics” (FASoS, BA European Studies, Year 1). A series of seven podcasts will be produced, each consisting of a 30-45 min interview with one or several experts in EU affairs.
|Susan Schreibman (FASOS)
||Using Design Thinking to Decolonise the Curriculum
This project will explore productive and sustainable ways to address diversifying or decolonising the curriculum of the MA in Global and Development Studies (FASOS). It does this by taking a design thinking approach to co-creation of novel student-centred PBLactivities and assessments, involving faculty, students, and alumni in the process.
|Martin Ströbel (SBE)
We enrich conventional microeconomic teaching (theory and calculation exercises) by tailor-made market simulations, which allow students to “live” markets (by participating) and to observe markets (by analysing the data). This approach will better motivate students and provide them with the necessary sensitivity about the value of formal economic models.