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Education Day

Thursday 7 October 2021 - Online

The UvA Education Day is the place to share, discuss and anticipate inspiring ideas, projects and practical examples from education, and look ahead to the (near) future of education. The annual Education Day is for organised for everyone within the UvA who is involved in education, such as teachers, other education professionals and students.

Education Day 2021

Educational Values: Reflecting on the essence of our education

The academic year of 20-21 is unforgettable for many. The pandemic has dramatically urged our University into emergency remote teaching. As we cautiously return to teaching on campus, there is a need for a moment of reflection. UvA Education Day is an afternoon of guest lectures and workshops by lecturers and facutly colleagues where we reflect on what we value in physical education. Ideas are shared about how digital efforts can enhance university education. What factors play a necessary role in the educational process? What lessons do we draw from this pandemic experience that could enable new educational conditions for the future? Together we reflect on what is essential for good education.

The UvA Education Day 2021 will be held entirely online and in English on Thursday 7 October 2021 from 14:15-17:30 pm. The program is presented by Dr Jessica Piotrowski. After the opening and interview with Rector Magnificus Karen Maex, Prof Dr Sanjay Sarma (keynote speaker) will use scientific insights to discuss what we can do as teachers to make the most of the time we have with our students on campus. This is followed by various workshops, organized by lecturers and colleagues from different faculties, in which you can participate. We discuss various topics in digital discussion cafes. The day will end with the announcement of the UvA Lecturer of the Year 2021!

The individual program parts will also take place online via Zoom.

Program

14.15 Walk in
14.30 Opening and interview with rector magnificus Karen Maex
14.40 Keynote by Prof Dr Sanjay Sarma (including Q&A)
15.10 Break
15.20 Workshops - The workshops are conducted by lecturers and colleagues of several faculties.
16.15 Break
16.25 Discussion cafés - Within the discussion cafés, different topics are discussed with participants via discussion statements (topics including hybrid teaching, digitalisation of education, summative vs. programmatic assessment).
16.55 Announcement of the UvA Lecturer of the Year 2021
17.10 Ending and opportunity to chat
Prof Dr Sanjay Sarma
Prof Dr Sanjay Sarma

Keynote by Prof Dr Sanjay Sarma

In his keynote address, Sarma will use his scientific insights to discuss what we can do as teachers to make the most of the time we have with our students on campus. What have we missed this past year, teaching from home? What should we not be doing in our classrooms, because we can do it much more effectively online? What is the right blend?

Prof Dr Sanjay Sarma is the Vice President for Open Learning. He also leads the Office of Digital Learning, which oversees MIT OpenCourseWare and supports the development and use of digital technology for on-campus teaching and massive open online courses (MOOCs). He is also the Fred Fort Flowers (1941) and Daniel Fort Flowers (1941) Professor of Mechanical Engineering at MIT. About Grasp: A groundbreaking look at the science of learning: how it works both in the mind and in the classroom, which teaching techniques are most effective, and how schools should (and absolutely should not) use instructional technology.

Workshops

Several interactive workshops are organised for you to join. Lecturers and colleagues from several faculties share their knowledge and good practices with these workshops.

  • Designing a blended learning course

    By Dr Fam te Poel & Sharon Klinkenberg (Faculty of Social- and Behavioural Sciences)

    In this workshop teachers complete a worksheet on which they give a brief introduction to their course and indicate to what extent they think it is a blended course. This is followed by a brief introduction about online, blended and hybrid teaching. Next, participants discuss in small groups how they could or want to change their course to make it more blended. Participants go home with a worksheet and tips about integrating ICT and online elements in their course.

    About the workshop organizer

    Dr Fam te Poel is lecturer communication sciences at the University of Amsterdam. Her education focusses on health communication and research methods of communication research. Sharon Klinkenberg is a lecturer at the department of Psychology. His research is focussed on the validity and reliability of adaptive assessment methods and the effectiveness of blended learning interventions.

  • Programmatic assessment - tips and tricks for setup

    By Chantal Albicher Jacqueline den Bandt-Bloemzaad (Faculty of Medicine)

    As of September 2021, the Faculty of Medicine (FdG) starts with programmatic assessment in the clinical internships in the master's program. In programmatic assessment, students are challenged to take control of their own learning process, to formulate their own learning goals and to chart their own growth. It is vital to this process that students receive good feedback from the workplace supervisors. In the past year we have worked hard to shape this method of assessment. In this workshop we would like to share our experiences with this method of education.

    About the workshop organizer

    Chantal and Jacqueline are project leaders for the project ‘Feedback en Beoordelen’ for the revised Master of Medicine at the Faculty of Medicine.

  • Live teaching via YouTube and Twitch: not just for gamers

    By Drs. Matthias Cabri (FdG) and support by Drs. Frank Smithuis and Prof. Mario Maas (Faculty of Medicine)

    Students are sometimes unable to be physically present at a lecture. Television formats teach us that interaction and engagement is increased during live broadcasting. We are going to start a live lecture with you during this workshop in which we want to show you why we are doing this and what we have learned from it. What equipment do you need? Do you need to re-purpose your classes? What is the advantage over Zoom/Microsoft Teams? How do you build an audience (followers)?

    About the workshop organizer

    Matthias Cabri is a physician researcher at Amsterdam UMC and works as a medical educator for the medical school.

  • Reflection in University Education

    By Roman Pankow (Faculty of Sciences)

    "We do not learn from experience... we learn from reflecting on experience".

    It is said pragmatist philosopher John Dewey once wrote the quote above. Reflection is often seen as an important aspect of academic education. However, explicit invitations for reflecting on the learning process are not always valued. This workshop provides room for practicing with synchronous and asynchronous ways of asking reflective questions initially developed for a first year’s research methodology course in the Bachelor’s Information Studies. The participants are provided with a practical, research based framework that consists of the reflective dimensions ‘reacting’, ‘elaborating’, and ‘contemplating’ (Surbek, et al. 1991). This framework provides the basis to work on an assignment from participants own educational experiences that could use a reflective component. There will also be space during the workshop to discuss the role (and space) for reflection in academic education.

    About the workshop organizer

    Roman Pankow is lecturer for the Bachelor’s Informatiekunde (Information Sciences), FNWI. He coordinates and teaches courses on (social)scientific research methodology and interaction design.

  • Real-time Student Feedback Loops using TicketVise

    By Dr Ana Oprescu, Ivan de Wolf and Jurre Brandsen (Faculty of Sciences)

    During a course, we strive to give students regular feedback. Unfortunately, students seldom benefit directly from the feedback they provide about courses. With quick, short and frequent feedback loops, students can feel heard. Predictive learning analytics (e.g., assignment lateness) coupled with student surveys (e.g., estimated weekly workload) could pinpoint major issues within the cohort and in the course design and yield actionable results. We posit that this approach enhances students' ownership, leading to fewer incomplete course components. In this workshop we will demonstrate TicketVise, a privacy-aware LTI-compliant tool, to understand how struggle points can be implicitly identified in a real-time manner. We will present our experiences and explorations with TicketVise and discuss with the participants how implicit feedback could be used in different courses.

    About the workshop organizer

    Dr. Ana Oprescu is Assist. Prof in the ComplexCyber Infrastructure research group in the Informatics Institute. She holds an STQ since 2020 and currently leads the UvA team for the VISION Eramsus+ project.

  • Contemplative practices for meaningful education

    By Dr Lela Mosemghvdlishvili (Amsterdam Law School)

    "…universities have forgotten their larger educational role for college students. They succeed, better than ever, as creators and repositories of knowledge. But they have forgotten that the fundamental job of undergraduate education is to [...] help them grow up, to learn who they are, to search for a larger purpose for their lives, and to leave college as better human beings." (Lewis, 2006: xiv)

    In this workshop, moments of silence, mindful attention, invitation to engage with inner dialogue, and embodiment exercises will be interwoven with the presentation of theory and applications of contemplative pedagogy in higher education. Contemplative practices are not limited to a single discipline and are widely translatable across diverse types of courses. In this workshop, examples from teaching practice at PPLE College as well as other contemplative educators will be shared (such as contemplative reading, deep listening, 'beholding', embodiment).  

    Contemplative pedagogy is a novel approach to teaching which emphasizes the need and the intrinsic value of bringing the students' first-person view into the learning process to enrich, enhance, and not substitute traditional teaching methods. Whereas in higher education, reflective - (John Dewey, Jean Piaget) and experiential learning (Daniel Kolb) has been developed, what makes the contemplative turn different – is the sustained attention inwards and the first-person focus. Contemplative practices are diverse, but all rely on moments of calm and quiet, sometimes with sustained attention or analytical thinking. The course content is presented in a way that students themselves explore and establish the relevance of what they study. This didactic approach facilitates a slow and genuine engagement with study material and the observation of own direct experience - into a mode of learning. 

    About the workshop organizer

    Dr L. (Lela) Mosemghvdlishvili is an Education Research Fellow exploring contemplative practices for university teaching. She teaches at the PPLE College and holds the position of Academic Skills coordinator.

  • Getting started as a junior teacher

    By Dr Giorgia Romagnoli (Economics & Business)

    This workshop is primarily aimed at junior teachers (PhD students and young lecturers) and comprises a set of tips and strategies to jump start a teaching career. Topics include how to engage and inspire students, how to establish a reputation as a young teacher, how to connect with students and how to stimulate continuous feedback. The second part of the workshop is a Q&A where ample space is given to questions and interactions among participants. In the last few minutes, a list of resources and support targeted to young teachers is provided, with specific references and contacts for each UvA Faculty.

    About the workshop organizer

    Dr Giorgia Romagnoli is an Assistant Professor in Behavioral and Experimental Economics at Economics and Business.

  • The PHF-method: how to foster language and argumentative skills

    By Henning Radke MA (Faculty of Humanities)

    How do you foster your students’ argumentative skills while supporting group cohesion? How do you design a concept that works both online and on-site? The PHF method tackles these questions. PHF stands for the three principles: project-based learning, hybrid class formats and flipped classroom. The core idea is simple: you combine classroom teaching with tutorial groups. The latter serve as a platform for students to work independently in groups of two and receive personal feedback on their language skills and argumentation structure. Therefore, they meet up with the teacher two or three times per block. Each time, they present a debate on a relevant topic that they have selected from a given list. The lecturer’s personalized feedback serves as a starting point for the following tutorial debate. During classroom moments, the lecturer provides general feedback to the entire group and comments on developments. Furthermore, the tutorials also serve as a platform for the students to prepare for their final project. It involves a discussion on a relevant topic (zoom recording, podcast, etc.) combined with a reflection paper. Due to the flipped classroom approach, the workload for the lecturer is quite limited. S/he can see how the students expand their argumentation skills as the semester progresses. The PHF method is suitable for all courses and disciplines in which argumentation and language skills play a role. The workshop starts off with a short presentation on the core principles of the method. Then the participants get the chance to collect ideas about how to implement (aspects of) the method in their own courses. Finally, they present and discuss their ideas with each other.

    About the workshop organizer

    Henning Radke is a lecturer of German as a foreign language and sociolinguistics at the UvA. He is conducting a PhD research on language contact in Namibian online communication.

  • Personalized feedback to student and teacher using IguideME

    By Dr Erwin van Vliet and Dr Natasa Brouwer (Faculty of Science)

    With the recently developed dashboard “IguideME”, which is integrated in Canvas, it is possible to continuously collect and visualize learning data. This allows personalized feedback to be given to students, even in large-scale courses. Lecturers can use the dashboard as an “early warning system” to prevent dropout, but also to see the effect of their course desgin. In this workshop we will show how IguideME works, what you can do with it and how it can be applied in practice.

    About the workshop organizer

    Dr Erwin van Vliet is assistant professor at the FNWI and project leader of the SURF-project “Feedback GO”. Dr Natasa Brouwer is senior teaching consultant at the TLC-FNWI.

  • Impact learning according to students

    By Rosanne van Wieringen and Katusha Sol (Institute of Interdisciplinary Studies)

    As teachers we think it's valuable to offer students education that allows them to learn about society and make impact in society as well. Within UvA faculties several ‘impact learning’ initiatives and courses take place. We’d like to create knowledge exchange and mutual inspiration, but also initiate change. How can we create more facilities and possibilities for impact learning? And how can we shape conditions for students to really make impact? 

    During the Educationday we’d like to talk about impact learning in more depth. What are forms of impact learning and how can it be applied in academic education? Hereby we involve different groups: teachers and education developers, students themselves, and stakeholders such as external clients. We’d like to discuss with them and participants how to ensure a good learning process and facilitate impact in society by real life challenges. What are experiences, what are do’s and dont’s, and what is the way forward?"  

    About the workshop organizer

    Katusha Sol works at the Education Lab at the Institute for Interdisciplinary Studies (IIS). Katusha is initiator of the interdisciplinary course Placemaking and currently works on the IIS strategic agenda and the Honours course Big/small transformations. Rosanne van Wieringen works as a teacher at Interdisciplinary social sciences (ISW). Rosanne is coordinator of the Pressure Cooker for the Education Lab (IIS) and coordinator of the leerlijn change making of the learning line new Bachelor programme Computational Social Science.

  • Meaningful assessment

    By Debby Gerritsen (Faculty of Social- and Behavioural Sciences) and Linda de Greef (Institute of Interdiscplinary Studies)

    Revitalizing the way we assess, is essential for the quality of education within academia. Society today asks for a new generation of academics who can direct and reflect on their own learning process and development. It asks for assessment designs that continuously drives student learning. This workshop gives you - as university teacher - a kick-start when you want to change your assessment practice by presenting building blocks for meaningful assessment: assessment with the right purpose in mind, powerful feedback, alignment with pedagogical beliefs, alignment with learning outcomes and authentic assessment tasks. In the second part of this workshop, we will discuss opportunities to make your own assessment practice more authentic, how to provide your students with powerful feedback and how to let students take the lead in their own learning process. This workshop will serve as a foothold to empower students to be independent self-assessors not just during their academic education but as long-life learners.

    About the workshop organizer

    Debby Gerritsen, PhD is senior lecturer at the FMG and educational developer at the Institute of Interdisciplinary Studies. Linda de Greef is Programme manager at the Education Lab of the Institute of Interdisciplinary Studies of University of Amsterdam.

The UvA Education Day is organized by the UvA Teaching & Learning Centre.

Contact
Comments and/or questions about the Education Day can be send to educationday@uva.nl.