EDU_LAB

Laboratory of teaching, learning and education.

EDU_Lab teachers, experts and professionals are ready to fill the gaps in the teachers’ competences using the experience of our university and our international partners.

About EDU_Lab

University is a place providing studies for adults, who already have life experience. Usually the teachers learn how to teach through experience; often they lack time and possibilities to explore and study innovations in education methods.

EDU_Lab didactic policy is to ensure that the process of the University’s studies involves the use of contemporary learning and teaching methods consistent with the current reality that provide conditions for the effective involvement of students in the learning process and thus help the students to develop their professional and general competences contributing to their personal development, active citizenship, social integration and employment.

EDU_Lab:

  • Develops and introduces the system for development of the contemporary didactic (learning and teaching) competences at the University.
  • Motivates teachers to choose and apply the suitable and innovative didactic (learning and teaching) methods to ensure the quality of studies. It is a new space for experiments and improvement.
  • Believes and promotes different philosophy of teaching and learning consistent with the contemporary educational trends. Delivers consultations, helps teachers to collect the latest knowledge of teaching, to rediscover what was forgotten during the long-standing teaching practice. Also, EDU_Lab encourages sharing good practices and organises workshops for teachers
  • In the ever changing environment it encourages the teachers also to change, to integrate into their activities deep professional knowledge and contemporary work methods.

Jurgita Barynienė ( coordinator); Audronė Daubarienė; Aleksandras Targamadzė; Asta Daunorienė (head); Raimunda Česonienė; Darius Eidukynas; Neringa Dubauskienė; Jurga Vitkuvienė; Ramūnas Kubiliūnas; Vilmantė  Kumpikaitė – Valiūnienė;  Jovita Vasauskaitė, Vitalija Jakštienė; Miglė Kriuglaitė-Jarašiūnienė; Vida Malinauskienė; Akvilė Čibinskienė; Vaida Jonaitienė.

 

Teaching Excellence Framework

Basic Didactics

Basic Training for Development of Didactic Competences

Objective of this training:

To motivate the teachers to choose and apply appropriate advanced didactic methods for assurance of the high quality of studies. Together with other fellow participants you will have a possibility to examine and assess your teaching skills and to improve a general structure of your study module.

Training programme:

Day/Time Content What will we learn?

Day 1

(9:00 – 15:00)

Creation of educational activities:
– process of teaching and learning;
– learning outcomes;
– structure of the study module.

– Study module creation/evaluation procedure.

– Closer look into learning outcomes.

– Study module structure analysis.

 

Day 2

(9:00 – 15:00)

Teaching:
– teaching methods.

– Teaching methods used for working with large groups.

– Teaching methods used for working with small groups.

 

Day 3

(9:00 – 15:00)

Teaching:
– blended learning;
– mini-lecture or workshop delivered by the participants.

– Blended learning methods’ choice and application.

– To provide constructive feedback.

 

Day 4

(9:00 – 15:00)

Assessment:
– assessment methods;
– quality assurance before and after assessment.
– To choose suitable assessment methods.

 

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

For more details please contact us: edu.lab@ktu.lt

Teaching in Foreign (English) Language

Objective of this training: 

improvement of skills of teaching in English. You will have a possibility to demonstrate your skills of teaching in English, prepare or improve a study module for international students as well as prepare a plan for improvement of your language skills.

Training programme:

Day/Time Content

Day 1

(9:00 – 16:00)

– Particularities of teaching in foreign language.
– Lecturer’s competences and challenges.
– Content planning and communication during lectures. Analysis of practical examples.
– Theory and discussions about communication peculiarities while teaching in foreign language in small groups. Analysis of practical examples.
– Presentation of Academic Wordlist and its application, practical tasks.

Day 2

(9:00 – 16:00)

 – Presentation and analysis of the study module in foreign language prepared by you.
– Theory and discussion about peculiarities of assessment and provision of feedback in foreign language.
– Presentation of the fragments of pilot lectures or workshops and discussion.
– Preparation of the individual plan for improvement of English language skills
– Review of the training and discussion of its outcomes.

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

Important:
Training is in English language. Participants of this training should have B2 level English language skills. 

For more details please contact us: edu.lab@ktu.lt

Empowering students to learn using metacognitive skills *

Objective of this training: 

to acquire theoretical knowledge about metacognitive thinking and practical skills on how to enable and motivate students to learn actively and independently.

Training programme:

Day/Time Content

Day 1

(9:00 – 16:00)

– The changing role of the teacher.

– Metacognitiveness in the context of modern learning.

– Attitudes of a successful teacher.

– The influence of motivation on effective learning.

Day 2

(9:00 – 16:00)

 – Self-directed learning.

– How to teach students to learn.

– Enabling independent work using metacognitive learning strategies.

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

* The training program has been prepared and financed in accordance with the project “Optimization of study programs and strengthening of pedagogical competencies of teachers of physical and technological sciences” No. 09.3.1-ESFA-V-738-01-0004.

For more details please contact us: edu.lab@ktu.lt

Technology Takeover

E-learning Tools and Methods

Objective of this training: 

To introduce new learning tools and methods, to learn how to organise the integrated learning process for the students, who are present in the classroom and for those, who are studying remotely and are unable to be present at the lectures. You will have a chance to work with several e-learning tools and systems in practice. Practical experience shows that students are interested in e-learning; it makes them more active, improves the quality of learning and increases its effectiveness.

Training programme:

 

Time Content

Before lunch

(9:00 – 12:00)

  • Tools and methods of e-learning, links to traditional learning, introduction of learning activities in virtual environment.
  • Practical experience of learning and its outcomes.

After lunch

(13:00 – 16:00)

  • Practical session with tools and systems of e-learning.
  • Several e-learning tools and systems are introduced to the participants, who practice working with them.

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

For more details please contact us: edu.lab@ktu.lt

Improvement of E-learning Skills

Objective of this training: 

acquisition of deeper knowledge and skills in organisation of virtual and blended learning with the help of e-learning tools and methods.

Training programme

Time Content What will we learn?
Day 1
 9:00 – 17:00

Review of the basics of work with AC.

How to: login as an external student, work with windows, prepare for the lecture, prepare voting tools, prepare and conduct surveys, use chat window, find a video and prepare it for work.

Scenario of virtual synchronous mutual learning.

Key elements of the scenario of virtual synchronous mutual learning.

Preparation for interactive lecture.

We will learn to prepare a lecture plan, to draw up anticipating activation elements; learn how to upload slides to AC virtual room, how to prepare survey questions and how to set a programme or a website ready for demonstration.

Conducting of the interactive lectures in practice.

Practical tasks related to: login to AC virtual room, preparation for the lecture, interactive lecture with activation of its participants, demonstration of a programme or a website on screen and in the window, use of the whiteboard, conducting of the survey.

Day 2
 9:00 – 17:00 Practical session according to “flipped classroom” scenario.

Seminars, where everybody becomes a lecturer and a speaker.

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

For more details please contact us: edu.lab@ktu.lt

MOODLE for Beginners

Objective of this training: 

Provide the lecturers with the practical skills of the application of MOODLE virtual learning environment in the study process.

Duration – 16 academic hours (4 workshops of 3 hours).

Training programme:

Day Content
Day 1

Introduction of VMA Moodle

Introduction: VMA, Moodle, organisation of e-studies at the university.

System’s homepage

System’s participants and management of personal data

Creation of a new course

Adding of the new course and login to the course

Preparation and management of the course environment

Day 2

Management of learning resources

Uploading and management of course files

Provision and management of learning material – resources in the course topics

Provision of multimedia (YouTube)

Video and audio conferences: ViPs.

Organisation of communication. Dictionary

Organisation of communication and use of appropriate tools in the course

Communication by text messages

Preparation and use of the dictionaries of terms and abbreviations

Creation of tasks

Preparation, execution and assessment of tasks

Day 3

Preparation of tasks and tests

Assessment according to the criteria and topic

Assessment of the works uploaded by students in PDF format

Possibilities for students’ self-assessment and peer-review assessment

Preparation, execution and assessment of tests

Day 4

Work with students

Methods and tools for information of the course participants

Course participants and their management

Formation of groups and organisation of the course activities in groups

Possibilities for monitoring of students’ progress

Assessment. Preparation for a new semester

Assessment and operational reports, and their management

Copying, updating of course and its preparation for new studies

Credit – individual work (60 min.)

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

For more details please contact us: edu.lab@ktu.lt

Parallel Didactics Perspectives – TOOLBOX

Problem and Project Based Learning

Objective of this training: 

To provide the lecturers with the knowledge and skills of the application of the problem-based and project-based learning in the study process.

Training programme:

Day/time Content What will we learn?

Day 1

(9:00 – 16:00)

Problem-based learning/teaching: theory and practice

IN THE MORNING:

PBL as a method/system

Advantages, stages, roles

Method application in practice

IN THE AFTERNOON:

Assessment

Discussion, homework

Day 2

(9:00 – 16:00

Project-based teaching/learning: theory and practice

IN THE MORNING:

PBL as a system

PBL (project) application methods

Formulation of the problem

IN THE AFTERNOON:

Preparation of the students

Progress of the project

Assessment

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

For more details please contact us: edu.lab@ktu.lt

Dasign Thinking

Objective of this training: 

To provide the lecturers with the knowledge and practical skills to apply the design-based learning in the study process.

Training programme:
Day/Time Content What will we learn?

Day 1

(9:00 – 16.30)

Design-based thinking: theory and practice

IN THE MORNING:

The essence of the design-based method of thinking

IN THE AFTERNOON:

Method application in practice:

Stages of understanding and monitoring

Day 2

(9:00 – 16.30)

Design-based thinking: theory and practice

IN THE MORNING:

Method application in practice:

Stages of approach and imagining

IN THE AFTERNOON:

Method application in practice:

Stages of creation and improvement

Discussion

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

For more details please contact us: edu.lab@ktu.lt

Application of the case analysis method in the study process

Objective of this training: 

To provide the lecturers with the knowledge and practical skills to apply the case analysis method in the study process.

Training programme:

Time

(9:00 – 16:00) 

 Content What will we learn?
In the morning Application of the case analysis method in the study process: theory and practice

Case analysis. Advantages, stages, roles

Lecturer’s and student’s preparation for the case analysis

Case complexity levels

Assessment

After lunch Application of the case analysis method in the study process: theory and practice

Stages of case analysis

Characteristics of a good case

Work in the classroom

Challenges while using case analysis

Discussion

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

For more details please contact us: edu.lab@ktu.lt

Challenge Based Learning

Challenge based learning (CBL) is the teaching/learning method when students and teachers work together while solving real-world problems (Education, 2011). Challenge based learning is based on the experiential learning; it encourages the cooperation between students and different stakeholders: scientists, business enterprises, public and non-governmental organisations with the purpose of defining substantial ideas, asking considered questions, identifying, investigating, proposing and implementing a sustainable solution in terms of environmental, social and economic factors (Rådberg et al., 2020). This learning method is based on the open education idea which is based on cooperation, clarity, relevance, involvement, encouragement, effectiveness and efficiency, and implemented with the use of digital tools, means and media (https://ec.europa.eu/jrc/en/open-education)

 STRUCTURE

The structure of the challenge based learning consists of three main stages: engagement, investigation and acting.

The engagement stage begins with the presentation of a “global idea”. The students are invited to ask questions to help them clarify their ideas and decide on a specific direction for the development of their solution. At this stage, it is very important to define and work with the idea that is beneficial to society.

 At the investigation stage, the students analyse the specified idea deeper and ask additional questions to clarify the additional knowledge required to solve the challenge. At this stage, the students define the activities and resources that would facilitate the successful solving of the challenge. When the collected information is organised, the received data are analysed using various tools and the help of the mentors.

At the acting stage, the students use the analysis data to search for the solution of the challenge. They do it by creating prototypes, experimenting, consulting within the teams of students, with business, society, etc. When an appropriate solution is found, the action plan is made; the drawings, detailed descriptions are prepared for its implementation, the material and indicators are selected for the assessment of the benefits of this solution. After proper preparation, the solution is implemented. Afterwards, the results and success of its implementation are analysed.

 CHALLENGES AND THEIR TYPES

We are surrounded by various challenges in today’s world. Some challenges require our immediate response, and we search for solutions here and now (for example, COVID-19 pandemic); other challenges require a reserved approach, and we come to the search for their solutions step by step (for example, the depletion of natural resources). Just imagine, if every one of us would take responsibility and dared to contribute to solving the challenge.

Challenge – a situation, circumstance or another important element defined in one word, a sentence of a brief comment (for example, climate change, learning communities, etc.).

A challenge can be proposed by a social partner, a teacher or a team of students. While preparing a challenge, it is important for the challenge stimulate significant solutions which are based on innovations and creativity. It is important to identify the knowledge of which disciplines will be required for the students to solve the challenge, to forecast the possible failures and create a mechanism for their prevention.

The process of solving of the challenge promotes the development of technical and mathematic skills, strengthens teamwork and effective communication as well as the competencies of the 21st century. When choosing a challenge, it is important to define the duration of its solution and the scope of activities (workload), the involvement level, the depth of research and the level of activities when the challenge is both solved and implemented.

The most common classification of 4 types of challenges:

Sources: Digital promise. “Challenge Based Learning”.

Nano challenge is more similar to project based learning and takes 4-6 hours of classroom and 4-6 hours of the students’ individual work (Conde et al., 2019).

Mini challenge usually takes approximately 2-4 weeks, spending at least 40 hours working on the challenge; 20-30 of them in the classroom and the remaining 10-20 hours of students’ individual work  (Conde et al., 2019).

Standard challenge – one-month or longer challenge including the intense work of the student in all the stages of the solving of the challenge. The final result of the solution of the standard challenge is an implemented challenge assessed by a respective environment. It is particularly suitable for the processes of studies when the challenge can be implemented within 3-6 months.

Strategic challenge – a challenge planned at the level of various institutions. The challenge is solved and implemented in 6-12 months or longer period. It is a complex and complicated challenge that requires significant involvement of students.

SOLVING CHALLENGES

Challenges can be solved in three methods:

  • All teams of students solve the same challenge. The advantages of this method: the teams can meet to discuss the path they have chosen, why they have chosen one or the other method, it allows the teams that have chosen less successful methods for solving their task to change their process until the end of the challenge. This way, the students learn by making mistakes.
  • All teams of students solve different challenges. It is suitable if challenges are small and there is a sufficient number of challenges.
  • The teams of students solve the same challenge, but each team analyses different parts of the challenge. In this case, when the teams meet, they discuss the solutions they have made and whether they are approaching the joint solving of the challenge.

TEAMS OF STUDENTS AND THEIR ROLE IN THE PROCESS OF SOLVING CHALLENGES

Challenge based learning method enables the creation of the general learning environment including the students, teachers and social partners interested in the result of the solution of the challenge (Renz et al., 2019). Challenge based learning provides the students with the possibility to make contacts, create partnership networks with a team and the different stakeholders in the result of the solution of the challenge. While forming the teams at the beginning of the challenge based learning, it is important to consider the knowledge and competencies of the members of the team. The teams of students can be formed in various methods:

  • the teams of students are established with regards to the project’s needs and their individual competencies;
  • the teams of students are organised according to the requests of the students;
  • the students form their teams independently for the solving of the challenge.

While organising the process of the challenge based learning, it is very important to allow the students to take responsibility for the challenge and the dynamics of the activities of the team.

ASSISTANCE

If you are interested in the challenge based learning, search for the answers to various questions – the experts of the challenge based learning will help you find the answers and integrate the challenge based learning in the study processes.

  • Asta Daunorienė (consults on the challenge based learning didactic and methodology)
  • Daina Gudonienė (consults on the issues of the open learning method)
  • Jurgita Barynienė (consults on the challenge based learning didactic and methodology)
  • Jurga Vitkuvienė (consults on the design thinking didactic and methodology)
  • Vilma Sukackė (coordinates the activities related to the challenge provider)

You are kindly invited to join the ECIU University initiative and integrate the challenge based learning process in your study modules. Contact us: edu.lab@ktu.lt.

 Join our one-hour round table organized by ECIU Partner Hamburg University of Technology. The round table discussions will address questions, ask for the feedback, exchange ideas and promote teachers’ network. More information here.

READINGS

Nichols, M., Cator, K., & Torres, M. (2016). Challenge Based Learner User Guide. Redwood City, CA: Digital Promise.

Johnson, L. F., Smith, R. S., Smythe, J. T., & Varon, R. K. (2009). Challenge-based learning: An approach for our time (pp. 1-38). The New Media Consortium.

Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Corwin Press.

Conde, M. Á., Rodríguez-Sedano, F. J., Fernández-Llamas, C., Jesus, M., Ramos, M. J., Celis-Tena, S., … & García-Peñalvo, F. J. (2020, July). Exchanging Challenge Based Learning Experiences in the Context of RoboSTEAM Erasmus+ Project. In International Conference on Human-Computer Interaction (pp. 442-455). Springer, Cham.

Kohn Rådberg, K., Lundqvist, U., Malmqvist, J., & Hagvall Svensson, O. (2020). From CDIO to challenge-based learning experiences–expanding student learning as well as societal impact?. European Journal of Engineering Education45(1), 22-37.

USEFUL LINKS

ECIU University

Edu Trends | CHALLENGE BASED LEARNING

Digital Promise

ColLab. ColLab is an ERASMUS+ Strategic Partnership about collaborating and sharing innovations in teaching and learning in higher education.

This informational webpage about Challenge-Based Learning is part of an Innovation of Education lab of ECIU university and a product of work package 3.

The European Commission’s support for the production of the ECIU University content does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Challenge Based Learning*

The objective of this training: 

To enable participants to apply a challenging based learning approach to the learning process.

Training programme:

Time   Content

First day

(9:00 – 17:00)

  • Introducing Challenge Based Learning Methodology
  • Disusing how to identify personal goals and learning outcomes
  • Discussing team building peculiarities
  • Phase I. ENGAGE: setting the purpose and discussing the essence of the big idea
  • Phase I. ENGAGE: collecting essential questions, forming the challenge
  • Phase II. INVESTIGATE: developing guiding questions, activities/resources

Second day

(9:00 – 13:00)

  • Phase II. INVESTIGATE: synthesizing research results and presenting the initial concept of the prototype
  • Stage III. ACT: developing an evidence-based research solution, creating a solution implementation, and a feedback collection plan

Third day

(9:00 – 13:00)

  • Stage III. ACT: analysing the results of implemented challenge solution
  • Disusing the reflexive teaching/learning method in the challenge based learning process
  • Empowering challenge based learning process and results in the assessment process
  • Creating a plan for adapting challenge based learning to a specific study programme/module

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively to training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order for this training to be useful to you, your colleagues and the training teachers.
  • Be not afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment, allowing you to try out the innovations, which could become useful tools in your everyday work.

* The training program has been prepared and financed according to the project ‘Optimization of study programs and strengthening of pedagogical competencies of physical and technological sciences teachers’ No. 09.3.1-ESFA-V-738-01-0004.

For more details, please contact us: edu.lab@ktu.lt

Mindset Creation

Study Programme Construction

Objective of this training: 

review of peculiarities of the study programme construction, so that we could prepare a study programme corresponding to the latest regulations of development of the programmes of higher education and to the market trends in cooperation with various interested parties (students, lecturers, social partners, etc.).

Day/Time Content

First Day

(9:00 – 17:00)

  • Study programme as a system
  • Forming of the vision of a study programme
  • Construction of the archetype of a study programme

Second Day

(9:00 – 17:00)

  • Construction of the archetype of a study programme
  • Presentation of the study programme and reflection

You are expected to:

  • Plan your schedule so that all these days could be devoted exclusively for the training.
  • Be ready to turn off your mobile phones.
  • Actively perform the tasks assigned at the training and have discussions with other participants in order this training to be useful to you, your colleagues and teachers of the training.
  • Not be afraid to make mistakes, because mistakes are our best teachers. EDU_Lab aims to create a safe environment allowing you to try out the innovations, which could become useful tools in your everyday work.

For more details please contact us: edu.lab@ktu.lt

Masterclass on LEADING AND (RE)DESIGN STUDY PROGRAMS

 

Target group:  study program directors, study program coordinators, study program committee members, university academic and administrative staff.

Short description: University programs exist and evolve in a fast changing context: expectations and requirements of the students, labor market, the technologies changing at an exponential speed, the new teaching and learning paradigm. Under such circumstances, universities are responsible for the graduates’ employability in the labor market in a long-term perspective and for meeting the social needs as well as making the difference in everyday lives. Therefore, a study program must be constructed on the grounds of satisfying the wide demand and responding to the question “Why we need what we are learning?” In this setting, the role of study program management is key. Leading study program enhancement processes in a multifaceted environment with multilayered stakeholders requires special competences, of which curriculum development and leadership are two important ones. Competences in curriculum development may help program directors to (re)design or enhance programs of good quality that meet the needs of society and learners. The competent leader has a vision and knows how to inspire and motivate people to get that vision realized. This Masterclass is devoted to both areas. In a project-led setting, and inspired by theory and examples from successful practices, participants will work on (re)designing or enhancing their study program and structure, and on creatively rethinking their leadership role.

Programme

Time Topic: Rethinking study programs Lecturer
8:30 –9:00 Registration and welcome coffee
9:00 – 9:45 Welcome speech „Future universities: what type of study programs do we have and what type of study programs are needed by learners and employers?” Assoc. Prof. Dr. Jurgita Šiugždinienė (Vice-rector for Studies, KTU)
9:45– 11:45 Strategies for curriculum development (interactive session) Dr. Irene Visscher – Voerman
11:45 – 12:00 Questions and remarks Dr. Irene Visscher – Voerman
12:00 – 13:00 Lunch
13:00 – 14:45 Empowering educational leadership in study program development process (hands-on session) Kaospilot (will be detailed)
14:45 – 15:00 Questions and remarks Kaospilot (will be detailed)
15:00 – 15:15 Coffee break
15:15 – 15:30 Roundtable and reflection Dr. Jurgita Vizgirdaitė (Director, Study quality assurance and development, KTU)
15:30 – 16:00 TOM: Twente education model: conception (presentation) Dr. Irene Visscher – Voerman
16:00 – 17:30 An excursion at research and innovations “Santaka Valley”
18:30 Traditional Lithuanian Dinner
November 23
Time Topic: Study program enhancement hands – on experience Lecturer
9:00 – 9:10 Workshop introduction Workshop objectives, overview: Why should we constantly rethink our study programs? Dr. Asta Daunorienė (EDU_Lab) Dr. Jurgita Barynienė (EDU_Lab)
9:10 – 9:30 Good practice sharing: Case of the Civil Engineering program’s development in Twente University Dr.ir. Marjolein Dohmen
9:30 – 10:30 Good practice sharing input Dynamic enhancement of a study program: impact from the rapidly changing world Dr.ir. Marjolein Dohmen Dr. Asta Daunorienė (EDU_Lab) Dr. Jurgita Barynienė (EDU_Lab)
10:30 – 10:45 Coffee break
10:45 – 12:00 Good practice sharing input Archetype of study program: what knowledge/skills/abilities/attitudes should our study programs provide? Dr.ir. Marjolein Dohmen Dr. Asta Daunorienė (EDU_Lab) Dr. Jurgita Barynienė (EDU_Lab)
12:00 – 13:00 Lunch
13:00 – 13:40 Good practice sharing input Enhancement of a study program: who are our students? Dr.ir. Marjolein Dohmen Dr. Asta Daunorienė (EDU_Lab) Dr. Jurgita Barynienė (EDU_Lab)
13:40-14:30 Good practice sharing input Leadership and team building: why is it important to work in a team? Dr.ir. Marjolein Dohmen Dr. Asta Daunorienė (EDU_Lab) Dr. Jurgita Barynienė (EDU_Lab)
14:30 -14:45 Coffee break
15:00 – 15:30 Reflections through experience All lecturers and participants
16:00 – 17:30 City tour

Key speakers

Dr. Irene Visscher-Voerman – University of Twente (the Netherlands), Head of Centre of Expertise in Learning and Teaching (CELT), Head of Programme Office of Educational Innovation, a leading person of the Twente Education Model;

Topic: “Study program curriculum development. Teaching and learning approaches. Real examples of study program redesign. A case of the University of Twente.

Dr. ir. Marjolein Dohmen-Janssen – University of Twente (the Netherlands), Program Director of Civil Engineering, Faculty member of the Faculty of Engineering Technology.

Topic: Examples of study program redesign in (Civil) Engineering. Role of study program directors and committees. Experiences at the University of Twente.

Dr. Asta Daunoriene – Kaunas University of Technology (Lithuania), Head of the Faculty Development Center EDU_Lab (Educational laboratory);

Dr. Jurgita Baryniene – Kaunas University of Technology (Lithuania), Coordinator of the Faculty Development Center EDU_Lab, Trainer.

For more details please contact us: edu.lab@ktu.lt

Sustainable Study Module Improvement Solutions

Follow up Programme

Based on this program, EDU_Lab experts, together with teachers will help to integrate the chosen didactic method into the study module. For example: Teachers completing design-based thinking training will be invited to join the workgroup. Together with EDU_Lab experts they will review the structure of the module, prepare a lecture / exercise / laboratory work plan, prepare student assignments, discuss assessment and grading system.

For more details please contact us: edu.lab@ktu.lt

padlet

Let’s creat beautiful boards, documents, and webpages that are easy to read and fun to contribute to.

www.padlet.com

Socrative is your classroom app for fun, effective classroom engagement.

www.socrative.com

mindomo

The tool that turns information into knowledge. The app helps to organize information visually and the connections between topics will become straightforward.

www.mindomo.com

kahoot_logo6

Kahoot is a game-based learning and trivia platform used in classrooms, offices and social settings.

www.kahoot.com

Opportunity for Development

Lectures Observation

Invite a mentor of EDU_Lab to your lecture and get a constructive feedback. Many teachers have already used this opportunity. A few testimonials:

Teacher Jurgita: “Mentor’s participation in the lecture was very useful, because the mentor provided particularly valuable insight on the parts of the work that are performed well and the ones that could be improved. It is very useful to get a review of your teaching practice by an unrelated person, who sees it with fresh eyes and provides a reasonable constructive feedback.”

For more details please contact us: edu.lab@ktu.lt

Self Assesment

Self-assessment stage is particularly important in every activity. It is a key step towards the improvement of the quality of your activities. Approach of the lecturer is also important in the assessment of the lecturer’s activities – lecturer’s self-evaluation, ipsative assessment, and self-assessment. It is an assessment, characterised by the person’s measurement of his/her activities under the previously created and acknowledged criteria.

For more detailed information apply to edu.lab@ktu.lt 

Consultations

Do you have questions regarding preparation of the study module card, choice of educational activities or assessment method? Would you like to add some variety to your lectures using information technologies, but you do not know which tool could be suitable for your specific audience? Would you like to know how to motivate your students?

EDU_Lab encourages all teachers to seek advice on various didactic issues.

 

Consultations are provided:

on Mondays 1.00pm – 5.00pm

on Tuesdays 1.00pm. – 5.00pm

You can register for consultations by email edu.lab@ktu.lt

Growing Experience

Teachers Cafe

Teachers Cafe is a traditional KTU event – once per month KTU teachers gather together to discuss the issues relevant to the academic community. It creates informal and safe environment for communication that enables discussion on various issues, facilitates making new connections, and finding like-minded people.

Teachers Cafe takes place in the last week of the month. Detailed information is provided to KTU lecturers by email.

Analyzed topics:

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2016

Hot questions about studies for Vice rector for studies. Organized by EDU_Lab.

Stress management techniques. Organized by EDU_Lab.

Let’s draw mandala together. Organized by EDU_Lab.

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2017

What did we learn after basic didactics course? Organized by EDU_Lab.

Lunch with EDU_Lab. Discussion on the lectures assessment. Organized by EDU_Lab.

Discussion on the MA + model and competencies, on the current situation and future perspectives. Organized by EDU_Lab.

Get acquainted with the capabilities of the Bloomberg lab. Organized by EDU_Lab and a School of Economics and Business.

Synergy of business and science. Organized by EDU_Lab and the Faculty of Mechanical Engineering and Design.

What can we learn from Design Thinking method? Organized by EDU_Lab and Faculty of Social Sciences, Arts and Humanities.

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2018

“Moodle for student engagement”, E-Learning Technology Centre, EDU_Lab

“Digital detoxification”, School of Economics and Business, EDU_Lab

“Improving the teaching of physics for students’ practical competencies”, Faculty of Mathematics and Natural Sciences, EDU_Lab

“Design Thinking: method, challenges, and applications in architectural design and urban planning”, Faculty of Civil Engineering and Architecture, EDU_Lab.

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2019

“How to help yourself, a student, a colleague: signs, opportunities, and challenges in seeking professional help”, EDU_Lab

“How to apply technology in the scientific and pedagogical activities”, Faculty of Social Sciences, Humanities and Arts, EDU_Lab

“Presentation of the Public Speaking Book – a discussion on what public speaking skills a teacher needs today”, Donald Duškin, guest of EDU_Lab.

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2020

Discussion with Arturas Laskauskas, the No.1 presentation expert in Lithuania, EDU_Lab.

“Moving to distance learning”, E-Learning Technology Centre, EDU_Lab

“Features of the interactive tool PADLET and its use in the study process”, Faculty of Social Sciences, Humanities and Arts, EDU_Lab

“How to construct and present assessment criteria”, EDU_Lab

“Results of a distance learning survey”, EDU_Lab

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2021

“Virtual learning: theory and practice”, Faculty of Informatics, EDU_Lab

“Developing assessment criteria”, EDU_Lab

“What is an ergonomic workplace, how to increase physical activity in the workplace and what to do if you have non-specific back pain after a long day” Faculty of Social Sciences, Humanities and Arts, Faculty of Mechanical Engineering and Design, EDU_Lab

“ICT in education? No need to reinvent the wheel, just your pedagogy!”, Faculty of Social Sciences, Humanities and Arts, EDU_Lab

“How to resist stress, adapt to uncertain circumstances, and not get burnt out?”, EDU_Lab

“What value does the ECIU project bring to each teacher and researcher”, Department of Studies, EDU_Lab

“How to assess student achievement using Turnitin”, Department of Studies, EDU_Lab

“What to think about and what to keep in mind when working with students at a distance”, Department of Electrical and Electronic Engineering, EDU_Lab

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2022

“Joint project: the experience of the Faculty of Civil Engineering and Architecture “, Faculty of Civil Engineering and Architecture, EDU_Lab

“Opportunities and challenges of using escape rooms in the study process”, School of Economics and Business, Faculty of Social Sciences, Humanities and Arts, Faculty of Mathematics and Natural Sciences, EDU_Lab

“Application of the case method in the study process”, Library, School of Economics and Business, EDU_Lab

“The art in science and science in art”, Faculty of Civil Engineering and Architecture, EDU_Lab

“Pearson publishing resources for the study process”, Library, EDU_lab

“Opportunities for international mobility”, Department of International Relations, EDU_Lab

“Variety of assessment rubrics and their design using the Turnitin system”, Department of Studies, EDU_Lab

“Presentation of the results and experiences of the project Enhancing Problem-Based Learning in South Asian Universities (PBL South Asia)”, Faculty of Civil Engineering and Architecture, EDU_Lab

Erasmus+ foundation

The traditional model of “Education factories” is dying. Inputs from Management, Strategic Forethinking, and Anthropology helped us understand how the world is evolving, the trends and the future scenarios we might face in a short time period. Developments in Technology have opened an unlimited set of options to support us on designing new collaborative learning models.

We are far from applying the knowledge we have gathered. Despite some front-innovators – countries like Finland; schools like La Fundació Jesuïtes Educació (Spain) or Escola da Ponte (Portugal) and alternative learning organizations like the Kaospilot (Denmark) -, Europe still hasn´t leverage on the know-how of these pilot experiences (proven to be accurate and successful) and is lagging behind other innovative knowledge economies across the world.

The Future of Learning Journey will set the foundations of a new learning Era and will guide the development of the 21st (and beyond) learning communities, facilitators and learners.

Project aims to:

  • Review and synthesise research about learning innovation;
  • Understand the drivers and hindrances that impact societal change, specifically to what concerns change processes inside educational environments;
  • Design a Learning Manifesto setting the principles, values, competences and pedagogical approach for a 21st century learning experience;
  • Design and implement an awareness campaign and a set of online tools and events to share and promote a discussion at European level about the future of learning.

Project partners

Vaizdo rezultatas pagal užklausÄ… „advancis portugal“ Vaizdo rezultatas pagal užklausÄ… „aalborg university“   Vaizdo rezultatas pagal užklausÄ… „autens“Vaizdo rezultatas pagal užklausÄ… „tampereen ammattikorkeakoulu“   Vaizdo rezultatas pagal užklausÄ… „institutio imprego“Vaizdo rezultatas pagal užklausÄ… „ktu“

Awards

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KTU  EDU_LABTHE WINNER OF GRANT FOR INNOVATIVE CASES

KTU EDU_Lab paticipated in the Innovative Case Study competition which was organized by ECIU and was selected for ECIU award of €500. EDU_Lab presented the case of the system of modern didactic competences at KTU as innovation in teaching and learning. The innovation is based on idea that to achieve a change in teacher’s perspective, it is needed to integrate teachers individual teaching tools with building of a teachers community. This innovation changes Conventional Thinking and helps teachers to rethink his/her didactic system of the course. The big value added is received from the cooperation between teachers (Teachers café, Colegue to colegue system). The difference made by the System are already evident:

  • Explosion of teacher’s confidence. Our teachers get observed and get quality feedback and support. This gives them confidence to create, experiment, learn and share findings.
  • Cooperation between teachers. Teachers become more into sharing, collaboration, cooperation and teamwork with other teachers. These sharing practices cross disciplinary boundaries and ensures exchange of both best practices and support.
  • Growing student satisfaction. Although we are at the first stages, first feedback that we receive from students is very much encouraging. Students feel that teachers are more creative, confident, involving and, most importantly, cares more about the teaching outcomes.

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KTU  EDU_LAB TEAM – ASTA and JURGITA are awarded for the 2017 year results at KTU

EDU_Lab coordinator Jurgita Barynienė was nominated and have won an award as young talent at KTU. Asta Daunorienė was nominated and have won an award as the most international employee of the year.

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Our Partners

 

Contacts

Dr. Asta Daunorienė

Head of EDU_Lab Centre of Excellence in Learning and Teaching

K. Donelaičio St. 73, Kaunas
email asta.daunoriene@ktu.lt