Learning from similarities and differences: Reflections on a trip to Maastricht University
By Christopher Huggins In February 2023 I had the privilege of visiting FASoS at Maastricht University as part of an (Covid-19 delayed) Erasmus+ staff mobility. The University of Suffolk (my home institution) and Maastricht University are very different. Suffolk is…
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…
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!
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…
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…
