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.
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…
You’re a visual learner. We only use 10% of our brains. Best teaching is value neutral. Educational myths often appear in the form of phrases and platitudes. Although many of these questionable beliefs about…
When it comes to using AI tools, prompts are very much in vogue. Many people wonder what a good prompt looks like in order for AI to show the desired performance or deliver good…
The goal of university teaching is achieve optimum learning for “all” students. At the same time, this poses the greatest challenge. Optimum learning is not necessarily reflected by good grades but by the integration…
