Engaging students on societal impact of technology
Case owner | Dr. L. (Lotte) Asveld |
Course | Bio(farmeceutische) technologie en maatschappij (LB1082) [2018-2019] |
Period | 1st year Bachelor |
Group Size | This approach works for any groupsize |
Tooling used | Brightspace: amongst others: Assignments; Videos; Other resources |
Key words | Active Learning; Brightspace; Student engagement |
Short summary
In this course students need to deal with technological concepts, but also with academic skills like oral presentation and with the implications of biopharmaceutical technologies in a societal context. It was hard to get the latter across for students. To cope with this, we applied a (more) blended approach.
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Our challenge was about how to engage students in thinking about and actually process these implications in a societal context and at the same time fitting that into the limited available time we had for teaching the course and for students to follow the course. I aimed to offer my students a more active learning experience, leading to a high quality learning experience and at the same time more efficiency for me. -
In this course we added digital assignments which could be assessed automatically and we recorded guest speakers for future use. We also created and used video recordings of guest speakers; made better use of existing online materials including Quizzes, and we made a stronger and clearer connection between learning goals and learning activities, while adding more variety in learning activities. We made online resources available in an activating way. Before I just offered the resources, but now I connected them to a specific assignment.For instance, we aim to add role-play to discussions which adds a lot to the learning experience and learning outcomes of students, without leading to more time for me to assess. But you need to watch a video first to be able to participate in the role play discussion. I am sure this helped to better achieve the learning goals we set.
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The quizzes worked really well, and we added short lectures which lead to a lot of interaction which students seemed to value highly. I am also quite excited about how we managed to increase engagement among students in the societal discussions. Students need to prepare by self-study in Brightspace and then engage in active discussions about specific topics in a roleplay discussion. -
I aimed to offer my students a more active learning experience, leading to a high quality learning experience and at the same time more efficiency for me. -
I aimed to offer my students a more active learning experience, leading to a high quality learning experience and at the same time more efficiency for me. -
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I would definitely recommend to include students or student assistants, and possibly learning developers in setting up your Brightspace course.
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We had the luxury to be able to design the course in parallel to a first course run, while being able to apply the new setup in a second course run in this academic year. This helped us think about the course and about changes while doing, and we had the luxury to do this in collaboration with a learning developer.
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Our student assistents set up Brightspace differently. Their input, from a student perspective, really helped to increase the quality of the Brightspace environment. Before I did not understand why certain information I added to Brightspace was unclear for students, but the student perspectivce of student assistents helped a lot to make this clearer.
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Dr. L. (Lotte) Asveld
- +31 15 27 86691
- L.Asveld@tudelft.nl
- TU Delft page
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Room 58.C0.360