Risbo Education NewsletterFebruary 2015
In this newsletter
Risbo has developed a new training module for teaching staff to design activating, blended learning sessions for students. Blended learning is a combination of 'traditional' teaching methods and online learning. Commissioned by the LDE Centre for Education and Learning in cooperation with ICLON (University of Leiden) and OC Focus (TU Delft), Risbo has developed this new training course for teaching staff. Supervised by expert Risbo trainers, course participants will develop a prototype blended learning session including activating elements. Once this prototype has been developed they can implement it in their own teaching activities. This training module makes use of a digital learning environment and will be offered as a blended course. Two plenary sessions are scheduled for Monday 2 March and Tuesday 7 April 2015. Taking part in the training module costs EUR 600 per person. For the brochure of the module "Designing Active, Blended Learning" and enrolment: click here Besides this module the LDE Centre for Education and Learning has developed two other modules for teachers: Module "Online Assessment" - For the brochure and enrolment: click here Module "Effective Use of Video in Blended and Online Education" - For the brochure and enrolment: click here
The EUR is highly ambitious in offering open access, online education. In 2015, the EUR is developing its first MOOCs with support from Risbo. A MOOC is a Massive Open Online Course, in other words: an online course that is freely available all over the world. By creating its own MOOCs, the EUR aims to attract larger numbers of students enrolling for Bachelor's and Master's programmes. A second aim is to further increase the international nature of the EUR student population. What's more, the MOOCs are ideal for presenting the excellent content expertise and educational quality of the EUR in the international arena. The role of Risbo in developing these MOOCs is project management. The two MOOCs that are currently being developed are: • ESE: Econometric Methods with Applications in Business and Economics • ESHCC: Serious Gaming A multidisciplinary team is required to develop a good MOOC. This team must include content experts, educational and teaching experts, ICT experts and branding experts. Successful cooperation between all of these disciplines will result in an excellent end product. This is why Risbo is liaising with content experts of ESE and ESHCC, with the EUR Media Support Center and with EUR Marketing & Communication. Both MOOCs will be offered on the Coursera platform, which is the largest international provider of MOOCs. This places the EUR right at the top with world class universities such as Stanford, Yale and Princeton. The Coursera partnership also consists of Eindhoven University of Technology, the University of Amsterdam and our LDE partner the University of Leiden. As project manager, Risbo is collecting all the relevant experience and expertise regarding MOOC development at the EUR. If you would also like to develop a MOOC please contact Kris Stabel
Risbo has conducted a study for the EUR into the possible effect of implementing the Nominal = Normal (N = N) system on the enrolment numbers and academic success rate of students. Most recently, Risbo has investigated whether the enrolment, throughput and drop-out rates of sub groups of students has changed during their first year at university. This study was conducted at five EUR Faculties who introduced the N = N rule in 2012. These five Faculties are: the Erasmus School of Economics, Erasmus School of History, Culture and Communication, Erasmus School of Law, Institute of Health, Economics, Policy and Law and Rotterdam School of Management, Erasmus University. The following method was used: the BSA data of students from these 5 faculties were linked to their personal background (sex, age, ethnicity) and their educational background (previous education, first enrolment in higher education, country of their previous education, average final grade at pre-university education) and data about disability. For each sub group, created on the basis of the variables mentioned above, the first N=N cohort was compared to the previous three pre-N=N cohorts. The results show that there are some differences in the enrolment of the sub groups of students between the first N=N cohort and the previous cohorts. However, none of these differences are large. It was suprising to find that the percentage of students with a non-western ethnic background in the first N=N cohort was slightly lower than in each of the three previous cohorts. As was to be expected, the throughput in the first year improved significantly for each sub group of students after implementing the N=N system. At the same time, the drop-out rate of most sub groups remained roughly the same. Female students are an exception to this finding: they drop out slightly less often after N=N was introduced. Risbo is currently adding the data of the second N=N cohort (cohort 2013) to this study and will subsequently publish the findings of this research.
Risbo is coordinating a new European network: 'NAOS: Professional capacity in dealing with diversity'. In a network of schools and teacher-training colleges, the NAOS project aims to improve the professional skills in dealing with ethnic differences. The project mainly consists of study visits to primary and secondary schools in nine different countries able to show good practices in the field of diversity. The following countries are involved in this network: the Netherlands, Belgium, Portugal, Norway, Estonia, Lithuania, Croatia, Greece and Cyprus. Risbo is the overall coordinator of this network. Diversity in schools here means the ethnic differences between pupils with a migrant background who are taking part in the educational programmes offered by these schools. The good practices of these schools are related to language, pedagogy and didactics such as involving parents and school-neighbourhood interaction. These study visits are focusing on the actual content of the good practice but also on the professionalization that was at the root of this good practice. There will also be classroom observations to find out how the theory is actually given shape in practice. In addition, the curricula of teacher training colleges will be analysed in terms of diversity and multicultural education. How are new teachers being prepared for this during their educational programmes? To what extent and how do these new teachers experience the way in which this theme is dealt with in their training programme? Three networking organisations are involved in this NAOS project, from the United Kingdom, Germany and Eastern Europe. They will share and implement the findings of the NAOS within their own network of schools. Two handbooks will be published about the inservice and preservice activities.
The second edition of the trajectory Senior Teaching Qualification (SKO in Dutch/ STQ) for senior lecturers is in full swing. As part of this trajectory, twelve lecturers from various faculties at the EUR, TU Delft and the University of Leiden are working on educational innovation, excellent teaching skills, blended learning and coaching. The final symposium will be held on Thursday 23 April 2015 in the Erasmus Pavilion from 13.00 to 17.00 hrs. We would like to welcome everyone who is interested in the trajectory and the work of these SKO/STQ participants. To register and for more information about this symposium, please contact Alice van de Vooren, Programme manager of the STQ trajectory.