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.
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…
Innovation needs space. To address this, at the University of Regensburg, we’ve carefully planned and designed an innovation lab that provides lecturers with the necessary space for developing courses, exams, and study programs. We…
Marking key terms, summarising the gist of the learning material, learning text passages off by heart – these learning strategies (and others) are often applied by students to deal with the subject matter. But…
