INATBA, the International Association for Trusted Blockchain Applications, is a trade association with 170+ members from private and public sectors, ranging from the smallest of start-ups to major international corporations. We provide our members opportunities to network, make a difference in policy development and contribute to the adoption of blockchain and other distributed ledger technologies. INATBA has 15 Working Groups ranging from Climate Action to Finance to Education and participates in events around the world.
In preparing for a transition from online interactions to a more in-person setting at conferences and meetups, INATBA wishes to evaluate its perception by the blockchain community compared to the actual experience of past and present members. We would like to discover any differences between how we market our value proposition to what members actually take away (or lack) when joining our association.
We offer our PREMIUM team the chance to conduct research in a dynamic and international environment and interact directly with member companies from diverse sectors in the context of an exciting, up-and-coming technology. Selected students will make a real difference in the association, determining in how we market ourselves and where we allocate future resources.
The outcomes from this PREMIUM project will be key in helping INATBA develop its business strategy in the context of post-COVID operations and offer a better experience for new and existing members. Members are the “lifeblood” of INATBA and it is imperative to us as an organization that we meet their expectations and offer a membership experience that is enriching and beneficial. In doing so, we aim to provide a platform to advance the global blockchain ecosystem, leveraging the most innovative aspects of the technology to transform blockchain applications in key areas like climate action, finance and social impact. We want to support our members in reaching their business goals and in turn contribute to a more innovative world. In return, we are excited to offer PREMIUM students the opportunity to work with a wide variety of our member companies in the context of a very exciting disruptive technology.
INATBA is the leading convener in the global blockchain ecosystem, offering developers, companies, and users of blockchain/distributed ledger technology a forum to interact with regulators and policymakers and bring blockchain technology to its next stage. INATBA currently has 170+ active nonprofit and enterprise members and is advised by more than 40 academic institutions and 23 governmental organisations and agencies from 15 countries across Europe, North America, Africa, Oceania and Asia. INATBA often issues research and commentary on blockchain regulation and policy from its 14 workgroups spanning finance, governance, education, healthcare, identity, climate action, and more. The mission of INATBA is to develop transparent and inclusive governance and cooperation models for blockchain applications, to inform policy and regulatory measures that may contribute to harnessing the many opportunities of blockchain through a close dialogue with policymakers and regulators, and promote regulatory convergence that drives potential impacts for society and the economy from these technologies.
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On June 1 and 2, EDLAB will host the first UM Education Days. During these two days, a range of topics will be presented, discussed and developed in workshops led by members of the UM teaching & learning community. Between sessions, there will be further opportunities to meet colleagues and talk education during plenary sessions, a working breakfast and a world café lunch. Throughout the two days, two special ‘theme spaces’ will be dedicated to two important current issues, ‘Technology Enhanced Education/Blended Learning’, and ‘Feedback and Assessment’.
For those who do not have time to attend the programme in full, it will be possible to register for specific sessions only.
Come to EDLAB at Tapijn, to inspire and be inspired.
Step 3: Align means and ends
This exercise provides a first introduction to PBL and the seven-step approach.
As collaboration is an important aspect of PBL, the topic of the first task they discuss is group development and group dynamics – reflecting the situation they are actually facing.
By making group work the subject of study and discussion, it becomes easier to talk about the real-life experiences and expectation student have. This way, a more personal reflection on learning is combined with a first glance at doing and using research, making a critical discussion of the literature a logical next step during the post discussion.
After the session, we also evaluate this first discussion, using questions such as:
–> Can you describe what happened during the discussion?
–> Was this what you expected of a PBL discussion?
–> What went well? And what could be improved?
Stage 1: Mapping teaching & learning styles – Stage 3: Align means and ends
At DKE, we identified a set of key features that define our Project Centered approach to learning. We then created a playful approach for our introduction, revolving around one essential aspect of PCL: team work.
At the start of the 2020-2021 academic year, DKE students took part in an alternate reality game, a Covid-proof interactive event designed for the introduction days of the academic year of 2020-2021. Students were confronted with various strange situations. Those who logged in early to their faculty introduction programme encountered unexpected footage: before the virtual welcome address, men and women in black could be seen combing the lecture halls and escorting speakers in and out.
Through a series of online puzzles disguised as group assignments – a hallmark of the project-centred learning method of the programme – students uncovered a wild plot as they raced through puzzles, collaborating within and outside of their group through Zoom, Google Docs, Whatsapp and UM’s custom-built social media platform.
Through the game, students are actively exploring and practicing many aspects of Project Centered Learning:
–> It was not clear in advance where it was going (the plot only became clear along the way: kidnapping, bomb, villain, etc.)
–> After an introductory presentation in groups of 6-8ish (online, Zoom), with a supervisor we started with two assignments – varying from a quiz (clear assignments) to a fake broken webpage (very vague, much self-direction needed)
–> Division of roles in groups stimulated by the supervisor (who takes minutes, who coordinates with other groups, etc.)
–> Assignments all had double bottom / hints to solve the bigger plot > extra effort from students was needed to bring it to a successful conclusion (problem solving) instead of just doing the assignment stupidly
–> Group dynamics were made challenging as each group had to send someone away to an assignment on location (and keep in touch as well).
–> All groups then had to work together, organize / exchange information to solve the big problem.
Stage 3: Align means and ends
At the Maastricht Sustainability Institute, teaching and learning in the master takes place in a ‘flipped classroom’ format. Small groups of 5 to 6 students first work independently on learning objectives, and subsequently report back in a plenary meeting with around 20 students. This puts a strong emphasis on the self-directed and collaborative aspects of learning. To prepare for this, at the beginning of the programme, students do an exercise in group work. They also draw up a Team Charter that describes how they will collaborate.
Stage 5: How are we doing?
This activity aims to get students to reflect on their experiences with PBL, especially those that have been less positive, thinking first about what caused the disappointment, then possible solutions. The activity involves a 10-15-minute individual reflection activity, followed by some 30 minutes of small group discussion of causes and solutions to problems. The tutor’s role (not described in the exercise) is to monitor the discussion and ensure suggestions are collected in a useable form.
Stage 4: Keeping up the spirit
At the MSc Learning and Development in Organisations, learning is based on the principles of constructive, contextual, collaborative and self-directed learning. The constructive and collaborative aspects of learning in particular, are seen as very similar to learning and working in a professional context. In the coaching that is an integral part of this programme, reflection on what is learned and how it is learned become two sides of the same coin. Goal setting and self-evaluation by students concerns the development of competencies and the way in which these are acquired through learning.
Stage 2: Mind the gap to previous experiences
We used a flipped format to deliver PBL information during Introduction days. We set up a canvas course dedicated to Introduction days were students could find all sort of information, including websites, contact information and student manuals related to their selected study programme. Within this canvas site, we added an Introduction days schedule with embedded welcome videos and/or documents. In the week prior to Introduction Days, participants received an email (via Canvas announcements) asking them to go over the event’s schedule on Canvas and watch a ~40 min video with a detailed explanation on how PBL works. During Introduction days the panel was organized as follows:
— Panel chair briefly summarized the main concepts related to PBL
— The tutors/coordinators and current students panelists introduced themselves and shared (informally) their thoughts and experience with PBL
— The chair opened the room for questions from new students
Unlike previous years that used a simple PBL presentation (passive listening), the flipped approach allowed us to provide the factual information before hand and opt for a more active PBM meeting for optimal engagement of participants during the event. Participants asked many questions, often building up from answers provided by the panel. Having a diverse panel answering questions was an added bonus, as the participants quickly realized that different coordinators/tutors might approach PBL differently, depending on the content and focus of the course. The current student perspective was very valuable as they provided examples of how they prepare for PBL and act as chairs or scribes. In Period 2 we asked the new students to provide feedback about Introduction Days and they commented quite favorably about the active PBL panel.
Stage 1: Mapping Teaching & Learning Styles
This activity is designed to get students to compare their expectations of teacher and student roles, with the hope of revealing underlying cultural perceptions so that all are aware of them and they can be addressed. When grouping the students, try to select diverse nationality groups. Time stage A so that students discuss their (national) cultural expectations before learning in detail about PBL. Carry out stage B after they have received some input about what PBL is.