Risbo Education Newsletter

May 2016

STQ has started! Initial experiences of participants

The kick-off meeting for the senior teaching qualification (STQ) course was held on April 7. Sandra Langeveld (RSM) and Richard van Kleef (iBMG) are participating in the course and talk about their initial experiences, the reason why they are participating in this course and the innovation project they are going to work with during the STQ. Follow this link to read their story.

MOOCs Innovation Management and Serious Gaming launched

In March and April, two EUR MOOCs were launched on Coursera: Innovation Management from RSM and Serious Gaming from ESHCC.

During the process, Risbo experts helped to answer questions like:
- How do you develop a good story board?
- How do you make sure that all activities in the MOOC are aligned with the learning objectives?
- Which e-tivity best suits which learning objective?
- How can you assess participants' learning?
- How do you ensure that the video is concise but contains all the relevant information?
- How do you keep the participants involved during the entire MOOC, but also during the viewings of the videos?
- Are the assignments and rubrics of good quality?

Curious about the MOOC Innovation Management? Please follow this link to check it out.

Curious about the MOOC Serious Gaming? Please follow this link to check it out.

New MOOCs ECZ and ISS/RSM in development

Work on developing two new MOOCs recently started.

The first is from the Erasmus Centre for Healthcare Management (ECZ). The aim of this MOOC is to equip healthcare professionals with knowledge of as well as a variety of perspectives on healthcare organisations, management and financing. The ECZ has launched this MOOC because the market and target group for the MBA in Health seems to be changing and because it may be worthwhile to garner greater international recognition. Furthermore, the ECZ wishes to raise access to the MBA in Health for people from various backgrounds, and the MOOC may be an instrument in achieving this ambition.

MOOC ISS and RSM: Pluralist economics
ISS/RSM's MOOC offers a pluralistic perspective of economics. The lecturers involved are of the opinion that the way economics as taught at universities currently is too one-sided.
They want to help students to develop their critical thinking skills and to challenge them to discuss contemporary economic dilemmas and view such dilemmas from various perspectives instead of merely solving theoretical models. Moreover, these lecturers wish to contribute to the students' personal development.

Want to know more?
Would you like to find out more about these MOOCs or how MOOCs are developed? Or perhaps you would like assistance in developing your own MOOC? If so, get in touch with Kris Stabel, Marit Nieuwenhuys or Remy Fermont.

Effects of Nominal = Normal

Risbo conducted a follow-up study into the effects of introducing Nominal = Normal (N=N) on the academic performance of students in the first and second academic years.

The follow-up study shows that:
The percentage of students with 60 ECTS at the culmination of the first year increased substantially following the introduction of N=N. This is true for all sub-groups of students formed on the basis of background and prior education characteristics.
The first-year drop-out rate did not change significantly at all following the introduction of N=N.
For a number of bachelor programmes, the number of ECTS obtained by students after two years of studying is higher following the introduction of N=N. However, for a number of other bachelor programmes, the average number of ECTS obtained after two years of studying is around the same level as before the introduction of N=N.
In the majority of bachelor programmes, more than half of the students do not compensate a single fail. In all programmes, only a small proportion of students compensate more than two fails in the first year with higher marks in other courses.
An examination of the effects of the compensation scheme shows that, for a number of programmes, there is little to no difference in the number of ECTS obtained after two years of studying between the various compensation groups (students who compensated 0, 1 or 2 or more fails in the first academic year). This is often because of the low numbers in the compensation groups. Nevertheless, a number of other programmes do exhibit a difference in the number of ECTS obtained between the compensation groups following two years of study. In these cases, the students who do not compensate a fail in the first year do better than students who choose to use the compensation scheme.

Activating students during lectures

In the period January through March, Risbo supported Erasmus School of Law (ESL) Student Activation During Lectures working group.

This working group answered the following questions:
Which functions does the working group think lectures can serve in the area of problem-driven learning at ESL?
Why is it important to activate students during lectures?
How can you make lectures more interactive?
Which technological aids can be used to make lectures more interactive?

Risbo provided the working group with input from scientific literature in order to answer these questions and assisted it in dealing with the above questions.
The working group produced a memorandum containing concrete answers to the four questions and offered a recommendation regarding the next steps Erasmus School of Law could take to implement student activation during lectures in practice.
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