Using games to activate students in PBL: Reflections from a CPD workshop
By Patrick Bijsmans & Anna Harris One of the key characteristics of Problem-Based Learning (PBL) is its emphasis – or even dependence – on active student engagement. One way of activating students in such a context is the use of…
How to make peer feedback a constructive group effort
By Yf Reykers Peer feedback is often included in courses as a tool for collaborative learning. Yet, is it always so collaborative and constructive? In theory, providing comments on another student’s assignment and engaging with the comments from peers is…
Learning while cleaning the house: Some reflections on using podcasts in teaching
By Patrick Bijsmans & Andreea Nǎstase Podcasts are rapidly becoming an important medium, with over 400 million podcast listeners worldwide projected for this year. Search for “podcast higher education” in Spotify and you’ll find yourself scrolling for quite a while…
Taking students virtually to Brussels
By Paul Stephenson How do you organise a student trip to the EU institutions in the middle of a global pandemic? What do you when you can’t cross the border to Belgium? How do you cope when the Commission and…
Technology-Enhanced Learning @ FASoS
By the Technology-Enhanced Learning Taskforce We are just over two years into a pandemic that has changed our world in many different ways, not least when it comes to teaching and learning in higher education. This is reflected in an…
On thesis supervision meetings
By Karin Bijsterveld A few years ago, I changed my way of organising individual thesis supervision meetings with BA and MA students. I know I am not the only one—I heard other teachers talking about similar ‘systems,’ but newcomers might…
Attendance matters!
By Merijn Chamon As course coordinator and tutor for the only mandatory law course in the Bachelor in European Studies, I typically start the course with a clear message to students: Law as a discipline has its own language and…
Role-play in PBL: Experiencing course content
By Ragna Zeiss As a teacher, I am always keen to engage with new teaching and learning formats. While preparing for the Globalisation and Development (GDS) course ‘Science and Technology Studies for Development in a Global Context’, I encountered an…
