Using games to activate students in PBL: Reflections from a CPD workshop

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

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…

Taking students virtually to Brussels

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…

Attendance matters!

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

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…

Transnational reflections on online teaching and learning

Transnational reflections on online teaching and learning

By Patrick Bijsmans & Simon Lightfoot It’s been over 15 months since we’ve had to suddenly move our courses online. A time during which we have learned many new things about synchronous versus asynchronous learning, about the technicalities of Microsoft…