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 EDVANCE project collects and synthesises good blended practices in PBL. EDVANCE aims to provide answers to the main question: “What is the optimal setting for blended or technology-assisted PBL and how do we achieve this setting within the CCCS principles?”

The taskforce 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.

Recent research at UM has shown that students experience difficulties to self-regulate their education. Following the successful implementation of Study Smart, this project aims to deepen our understanding of ‘self-regulation’ in learning and build towards a curriculum that supports self-regulated learning at UM.

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. More information will be coming soon.

This project researched the difficulties that students have in their self-study. Study smart has its own website where you can find evidence-based resources and trainings in order to improve students’ self study through improved practice, raising awareness, and increasing reflection.

The Technology Enhanced Education project aims to improve the educational support within the UM environment, with a particular focus on blended education. It is based on the lessons from the COVID 19-related impact in higher education.

The goal of this project is to develop 360° videos of a tutorial group, which can be integrated into several UM-wide PBL tutor trainings. The main theme of the 360-degree videos is managing group dynamics by the tutor, enabling more authentic teacher professionalisation.

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.

Together with the VR/AR expertise centre DEXlab (SBE), EDLAB has started a project about ‘VR-enhanced PBL’ in the academic year 2022-2023. The aim of this project is to see how far VR can enrich PBL learning formats and strengthen PBL learning principles of‘ constructive’, ‘contextual’, ‘collaborative’ and ‘self-directed learning’.

This video series explains the educational principles of Maastricht University (UM), namely that learning should be collaborative, constructive, contextual and self-directed (CCCS). The intention is to guide 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.

Based on the need to familiarise students with different backgrounds with our educational approach, this project developed five guiding principles to improve the design of PBL introductions based on the CCCS principles and provides illustrative examples from all faculties for inspiration.

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 to provide information for teachers about PBL and research skills in education and support improved quality of education within and across faculties.

What is the optimal setting for blended or technology-assisted PBL and how do we achieve this setting within the CCCS principles? Answers can be found in the EDvance report. The report includes an overview of good blended educational practices in PBL and strategies to support students and educators.

The field of Information and Communication Technology (ICT) has opened up a multitude of possibilities for education. In light of this, EDLAB adopts an evidence-based approach to facilitate the use of digital educational tools to improve teaching and learning scenarios.