Innovation

This research project reflected on UM’s educational philosophy and practice around PBL. The project gave room for evidence-based educational change such as a more creative and flexible PBL practice along the principles of constructive, collaborative, contextual, and self-directed learning.

What makes students experience a sense of connection to the university? What contributes to students motivation to learn in their community? This project researches the topic of student engagement and develops workshops and trainings for a stronger community.

This research project follows up on projects like EDview and UM.online by developing an evidence-based perspective on blended learning in UM’s problem-based learning environment. Looking into effective technology-enhanced instructional design this project will offer better guidance for better learning.

Evidence shows that students often lack knowledge about effective learning strategies. This project researched this further and provides resources and trainings for better self study by raising awareness, increasing reflection and improved practice.

Education That Moves You (ETMY) is a project that introduced standing desks into the UM problem-based learning tutorials for a more dynamic approach to learning. You want to why sitting is so bad? Or how to adjust the PBL approach to get the most out of a standing classroom?

The task force International Classroom is a community of practice bound together by shared expertise and passion for the development of intercultural communication skills among both students and staff. It enables the sharing of best practices and experiences between disciplines and faculties.

This research project collected and evaluated experience of UM students and staff with emergency remote learning during the early stage of the COVID-19 pandemic. Qualitative and quantitative data was collected in order to draw lessons learned for the future of UM.

This video series is designed to explain the educational principles of Maastricht University (UM), namely that learning should be collaborative, constructive, contextual and self-directed (CCCS). The intention is to guide the teachers on how they can implement these principles in their everyday teaching methodologies.

Tired of the 7 steps? In this video series UM teaching staff explain their creative approaches to PBL such as flipped classrooms, blended learning or tutorless instruction. They follow the UM-PBL pillars of a constructive, contextual, collaborative, and self-directed approach to learning.

This project reflects on the quality of research skills and the possibilities to train them 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.