Imagine the following situation: you are holding a course of lectures, carefully explaining all the terms and definitions and providing your students with learning material every week. Some students are always well prepared and have questions to ask when they come to the lectures. Others only seem to learn what is absolutely necessary. Why is that? And what can you do so that as many students as possible learn in depth? One approach is known as constructive alignment.
Know that feeling when everything’s just getting too much? When the thought of everything you have to do causes pressure and tension? A lot is required of both students and staff at universities. And…
When formulating intended learning outcomes, many people think of Bloom’s taxonomy or language exercises that tend to be quite boring. This blog post shows that intended learning outcomes in the academic arena involve much…
Agile management originated from software development, where it has been applied successfully for many years. Today it is used in many other areas, such as marketing and customer support. In the following, we illustrate…
When it comes to teaching, many only think of seminars or lectures. But office hours also make up an important part of a university lecturer’s day-to-day that is often underestimated. They are a valuable…
