About the project
The training and development of research skills are crucial to any UM student in order to successfully graduate from the institution and pursue an academic, but also professional career. Currently, between and within faculties a large variety of didactic models, (non-)PBL applications and ideas for learning trajectories exists when it comes to apprehend research skills.
This project captures and analyses the quality of these differences and addresses good practices of research skills (including critical thinking, writing and argumentation, information literacy and retention and data/source collection and selection). Furthermore, it reflects on the possibilities to align research skills within curricula so research skills are trained in an integrated manner. A co-authored handbook has been developed which provides information for teachers about PBL and research skills education which can lead to improved quality of education within and across faculties. In the summer of 2017, EDLAB published a downloadable version of this handbook. Also an online library guide has been developed.
About the project
Evidence shows that students often lack knowledge about effective learning strategies. This project highlights three stages in which students should be confronted with their learning strategies and study-skills: 1) raising awareness (learn about effective learning strategies), 2) increasing self-reflection in students (learn which strategies are used and how to make them more effective), and 3) practice (internalise the effective strategies through repeated use and feedback). In March 2017, Associate Professor Anique de Bruin has received a Comenius grant from The Netherlands Organisation for Scientific Research (NWO) for research proposal of this project. This project started in the first quarter of 2017 and will be finished in 2019.
- Define faculty specific and UM-general SRL outcomes for UM students;
- Training modules:
- Designing a core training of learning strategies, focused on awareness of effective learning strategies;
- Designing a core training of learning strategies, focused on reflection on effective learning strategies;
- Designing a core training of learning strategies, focused on practicing tailored effective learning strategies;
- Adapting the core training to fit faculty-specific needs and wants; this also includes identifying the training can be implemented into academic programmes;
- Measuring effect of the SRL training on student’s academic achievement;
- Developing training of trainers who will roll out the training within their academic programmes.
About the project
To improve as a team, it is important to evaluate and share information about the different situations and processes faced by the team on a regular basis. This is called feedback.
To stimulate feedback within the group, a team of students that participated in PREMIUM, Maastricht University’s Honours programme, and the Cube design museum designed Feedbackᶾ. Feedbackᶾ is a set of 7 cubes that will help make your team feedback session easier, more natural and fun! Each of the cubes addresses a topic that should be addressed when talking about team process. Each cube has 6 statements written on them, which will provide a baseline for discussion.
About the project
In the digital age, the key for students of today lies in being information and digital literacy to become independent learners and adaptive workers of tomorrow. Today’s immense load information, in a wide variety of forms, asks students to acquire and apply a broad set of 21st century skills (e.g. critical thinking, metacognitive skills, problem-solving, and digital skills) to steer their way through this “information jungle”. Information literacy skills education is particularly important in the philosophy of problem-based learning (PBL), which strongly advocated self-directed learning. Ideally, following the PBL philosophy, student actively learn how to identify what additional information they need in order to solve a problem or question, where to find information as well as well as how to evaluate information sources to solve the problem.
- Get an in-depth and comprehensive understanding of the issues UM students and teachers face regarding information literacy skills development.
- Develop a coherent and blended information and digital literacy programme with generic and discipline-specific modules in which students from all faculties will gain knowledge about, practice, and receive feedback on their information literacy skills.
- Piloting and constructively aligning new information-literacy modules in different faculty courses to evaluate the effectiveness. This means also increasing didactic support and developing training material (e.g. a blueprint) for teaching staff guiding them to integrate information literacy within faculty curricula.
The project intends to achieve three deliverables:
- An assessment of the current state of information literacy skills at UM;
- An information literacy programme for students, with online modules that are both generic and discipline specific.
- Teacher-trainer programme and material
Project period: February 2019 – June 2020
Steering Group Education Innovation