Are you looking for inspiration in your teaching and would like the opportunity to learn from the experiences of others? At EDLAB our goal is to provide you with various opportunities to develop new knowledge and skills relevant to your education, in collaboration with other UM teaching staff. Our new CPD activities are listed below along with the registration links but please note that these are continually being added to, so please check back regularly to find our most up to date offering. You can also follow us on Facebook or LinkedIn for real-time updates.
If you have ideas or requests for other training opportunities you would like to see in the future, please let us know by e-mailing firstname.lastname@example.org
Every UM faculty has its own CPD coordinator. If you would like more information and advice in choosing the right CPD activities for you, please do not hesitate to contact them directly.
Please note that this programme is intended for UM employees involved in the delivery of education and is not open to students or those who have not yet completed their University Teaching Qualification (UTQ / BKO).
Upcoming CPD activities (2019-2020)
Information-Wise: Designing instructions to educate informed learners
Information is everywhere around us: from (digital) books and articles to social media notifications and videos. Students should be able to deal effectively and critically with the information jungle to thrive in our problem based learning (or project centred learning) setting at UM. When researching for and writing paper assignments, as well as preparing and studying for classes, students independently find, evaluate, use, and present information – in other words apply information literacy skills. As an university our role is to guide and train students in information skills throughout their academic journey.
Team-based learning approaches as a multi-variable tool
Do you want to motivate your students to study more regularly and be better prepared not only for their final exam? Then this workshop offers you the chance to explore the pros and cons of the team-based learning (TBL) format. Click on ‘register here’ to get more information about the content of this workshop,
Workshop Grade Analysis
Making fair judgments and setting fair assessments of student performance is a challenging task for teaching staff. From clearly communicated learning goals, grading criteria, answer keys, assessment plans and rubrics, teaching staff employ a variety of tools to ensure their assessments are transparent, valid and reliable. But what happens after all grading has been completed? Are the scores higher than expected, are more students failing than usual, should certain patterns in the data instantly ring alarm bells or can we really read anything into this at all? In this workshop we’ll discuss real cases and go through examples to give you an idea of what you can glean from such data and become better informed about the quality of assessment in your departments.
Fostering students' employability, wellbeing and resilience
Are you responsible for advising, mentoring or supervising individual students? Do you always know the best place for you or your students to turn to for extra support in developing student employability, wellbeing and resilience skills? In this interactive workshop we will introduce you to UM Career Services & UM Psychologists and their services for students who can help directly with these aspects and more.
Creating and using rubrics for assessment
Rubrics and scoring sheets can make the assessment process more consistent, transparent and easier for you as an instructor and assessor. They can also help you to provide effective feedback to students. But there are so many different types of grading sheets and rubric designs to choose from, how do you know which would suit your assignments and students the best? This workshop offers you the opportunity to test out and evaluate a few different rubric types, discuss your needs and consider which types of rubrics suit your courses. Tips about rubric development, their implementation and scoring will be discussed and there will be time to share practical experiences within the group.
Item-writing for written knowledge exams
Are your responsible for writing exam questions or constructing written exams? During this workshop you’ll have the opportunity to acquire or refresh your knowledge of different types of question and answer formats. We will discuss and apply the guidelines for written knowledge exams. You’ll learn to write, review and improve test items for knowledge testing and benefit from peer review during a dynamic item-writing session. Click on ‘register here’ to get more information about the content of the workshop.
Education that Moves You: an Introduction to Standing Tutorials
Our Education that Moves You initiative aims to turn the classroom into a more dynamic space to improve the student learning experience during tutorials. Standing tutorials can create a more active and lively environment and be a healthier way to experience education.Every UM faculty has its own standing tutorial room and in this session we’ll describe a few examples of how best to use this kind of space in your teaching.
Data Science for Non-Data Scientists
Data science is an interdisciplinary field of scientific methods, processes, algorithms and systems to extract knowledge or insights from data in various forms, either structured or unstructured. To learn the trends related to data-driven technologies and understanding the rationale behind the data science pipeline are becoming important in a society increasingly driven by decision making based on data and algorithms. During this workshop for UM teaching staff, you will discuss the definition of Data Science and the application among the different fields as well as to education. By the end of the workshop, you will have a clear understanding of what the data science pipeline is and how it works.
EDLunch: A reflection on ‘problems’ in PBL Task Design
Students do not always execute a proper pre-discussion that evokes self-study motivation and mobilizes pre-knowledge. Students handle tasks as if they were little puzzles wherein keywords are hidden by the course designer to be discovered. During the pre-discussion, students merely list those keywords on the board, but once that is done, the brainstorm does not take off. I have coined this uninformed pre-discussing and shallow brainstorming as concept darting, which has detrimental effects on PBL. I argue that a significant part of the solution to challenge our students lies in carefully designing problems. But what could such problems entail?