EDview: The Symposium

The EDview symposium was the final product around the EDview research project. The event was not, however, only a presentation of the results. We invited engaged students, academic staff, managers, and educational experts to take a hard look at the current state at education at Maastricht University and to discuss possible pathways into the future.

It's a wrap!

At the EDview Symposium on October 23, 2018, Sophie Vanhoonacker, Dean of FASoS, presented a response to the EDview results on behalf of the UM Executive Board and the Deans of the six UM faculties, embracing EDview’s conclusions.

Additionally, in her closing speech at the symposium, Rianne Letschert, Rector Magnificus of Maastricht University, reflected on the history and future of PBL at UM and expressed commitment to EDview’s recommendations. She announced the installment of a steering group that will coordinate EDview’s follow up, headed by Erik Driessen, Chair Department of Educational Development and Research FHML.

We are delighted with this support from UM leadership to translate EDview’s results into the practice of education at UM.

We are looking back at a successful research project and symposium, and we are excited to continue working with all UM students and staff to shape the future of education at UM!

About the content:

What are challenges and opportunities of designing student-centered education in different disciplines? In this session we aim to collect some best practices on which educational methods fit with which disciplines. We’re looking not just for amendments to the 7 steps but also beyond, as long as it still fits into the constructive, student-centred learning environment at UM. We invited a few participants to start the session but this interactive format allows every participant to join the discussion.

About the format:

A fishbowl conversation is a participatory discussion format that can be used to discuss complex topics in large groups. During the fishbowl discussion, six to seven chairs are arranged in an inner circle. This is the ‘fishbowl’ where the discussion is taking place. The remaining participants are seated in concentric circles around the fishbowl.

At the beginning of the discussion, the seats in the fishbowl are only partly filled with participants and the moderator, and a number of seats are left empty, so that participants from the outer circles can join the discussion at any time. When a new participant takes the last chair in the fishbowl, an existing member of the discussion must voluntarily leave the fishbowl and free up a chair.

When time runs out, the fishbowl is closed and the moderator summarizes the discussion.

About the content:

This session is most interesting for staff and focuses on how we can create a vibrant educational culture at UM. Topics for discussion will be: facilitating teacher engagement, the role of HR policy, expectations from leadership, and the relationship with research culture. There is space to address the myriad of factors involved in and connected with these issues.

About the format:

This is a 1 hour session. Groups of 7-8 discuss one topic per table. They write their ideas on a flipchart. After about 12 minutes the groups rotate to the next table. There is a facilitator present at each table who briefly introduces the topic and summarizes the ideas from the previous groups. The facilitator does not rotate. After 3 rotations the facilitator of each table summarizes the key ideas on the topic in 3 minutes in a final plenary part.

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About the content:

This session will be dealing with the topic of communication about PBL. How should we introduce prospective students, current students and teaching staff to the concept of PBL and its different versions in practice? To what extent should we explain PBL as the seven steps or beyond?

About the format:

The workshop follows an altered version of the ‘World Cafe’ format.

About the content:

This session focusses on the topic of assessment in a PBL context. Current approaches to assessment at UM are often mentioned as a reason why PBL cannot live up to its full potential. How can we move beyond this persisting issue? What would an ideal assessment situation look like and how can we get there? What are practical examples of assessment forms that can be applied in a PBL environment?

About the format:

This session uses a team-based learning format to discuss a number of key questions around assessment. Providing the audience with space to discuss their thoughts and questions, a panel of five assessment experts will add their ideas, examples and comments to the discussion.

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