Aiming to support teachers in promoting innovative teaching approaches for more effective and engaged student learning.
Topics should be related to strategies, methodologies and technologies for active learning and psychological approaches for the improvement of motivation and engagement.
Instruction language: English.
Registration here: https://forms.office.com/e/Vv1RmxvtiE
2024
June
Theme: The Dual Impact of AI in Academia: From Deskilling Risks to Upskilling Opportunities
Trainer: Sandra Hummel, University of Graz & Mana-Teresa Donner, Dresden University of Technology
June 25th, 15:00 - 17:00*
The workshop titled "The Dual Impact of AI in Academia: From Deskilling Fears to Upskilling Hopes" focuses on examining the complex role of artificial intelligence in education. It addresses concerns about AI potentially reducing the need for traditional skills while also showcasing how it can enhance educational practices and skill sets. Participants will engage in discussions, case studies, and receive expert advice on integrating AI in a way that benefits teaching and learning. The goal is to provide insights into AI's impact and practical approaches for incorporating it into academia.
Learning outcomes:
Upon completion of the workshop, participants will be able to:
- Consider the nuanced implications of AI integration in academia, including both the potential for deskilling and the opportunities for upskilling within the educational sector.
- Critically evaluate innovative AI-driven teaching and learning methodologies, identifying how they can be applied to foster skill development.
- Develop strategies for effectively incorporating AI technologies into academic practices, ensuring that they enrich educational approaches.
Max. number of participants: 30
Registration by: 24/6/2024
May
Theme: Teaching (for) Future Skills in Higher Education
Trainer: Beatrice Kogler
May 2, 9:30-11:30*
The 21st century is, among other things, characterised by a technology-driven economy and society. Disruptive advances can happen anytime, as the emergence of AI tools like ChatGPT have impressively shown. In such dynamic and rapidly changing times, not only subject knowledge is key to a successful career but also general intra- and interpersonal skills are required to effectively participate and quickly adapt in today's world of work. Thus, the demand of aligning higher education teaching with the so-called future skills or 21st century skills has been around for a while now. But what exactly is meant by the terms "future skills", "21st century skills", the "4 Cs" or the "7 Cs"? What can higher education teachers do in order to foster the development of these skills among their students and is it worth the effort? What prerequisites are necessary at the organisational level and what can universities really achieve?
The workshop will tackle these questions by providing input and opportunity for critical discussion in the plenary and small groups. Peer exchange and peer learning will be emphasized throughout the event. Teachers from all ARQUS Alliance universities are invited to share their approaches and practices regarding teaching (for) future skills in higher education.
Learning outcomes:
After the workshop, participants will be able to:
- explain the concept of future skills and the different terms used for it
- discuss the significance of teaching future skills at universities
- select different teaching methods and techniques in order to foster the development of future skills among their students
- compare and contrast their own approach to teaching future skills with the ones of colleagues from other ARQUS universities
- compare and contrast organisational measures to foster future skills at different ARQUS Alliance universities
Max. number of participants: 30
Registration by: 1/5/2024
Theme: Communities of Practice - Supporting innovation, promoting collaboration
Trainer: Elsa Costa e Silva - UMinho
May 20, 15:30-16:30*
This webinar will introduce and explore the concept of communities of practice (CoPs) as a way to enhance pedagogical innovation and to minimize isolation among teachers. CoPs, also called Communities of Professional Development, are "groups of people who share a concern, a set of problems, or a passion about a topic and who deepen their knowledge and expertise in this area by interacting on an ongoing basis" (Wenger, Mc- Dermott, & Snyder, 2002).
COps will be introduced as informal and non hierarchical groups, which produce explicit and implicit knowledge by promoting information sharing and collaboration among its members. Besides addressing the benefits of Cops, this webinar will also share the experience of ongoing CoPs and discuss its challenges.
Registration by: 14/4/2024
Theme: Communities of Practice - Supporting innovation, promoting collaboration
Trainer: Sílvia Araújo e Rui Lima - UMinho
May 28, 10:00 - 12:00*
This online workshop aims to support teachers in using Generative AI. A perspective from (non-expert) teachers to teachers. During the two-hour session, participants will have the opportunity to interact with each other, discussing the way teachers may use generative AI to increase their productivity and innovate their teaching and learning approaches. The trainers will propose a simplified model to apply AI in their practice, based on the following four dimensions: Summarizing, Extracting, Transforming, and Expanding.
Learning outcomes:
After the workshop, participants will be able to
- Apply Generative AI to innovate their teaching and learning approaches, using a simplified model based on Summarizing, Extracting, Transforming, and Expanding information.
Registration by: 26/5/2024
February
Theme: Analytical Dialogue – the Role of Questioning
Trainer: Donatas Murauskas - Vilnius University
February 23th, 12:00-13:30 *
Max. number of participants: 30
The workshop will focus on a distinctive method where teachers lead students through a sequential and building series of questions and answers. Although this teaching approach was developed in the US law schools, it has a universal appeal to enhance spontaneous analytical skills, vital in practical scenarios in a variety of educational fields. The workshop will illuminate how this teacher-led, student-centered dialogue not only deepens and broadens knowledge but also sharpens decision-making abilities.
The workshop will be led by assoc. prof. Donatas Murauskas (Vilnius University Law Faculty), who applies analytical dialogue in practice, including the joint course taught to Lithuanian and US students together with prof. Charles Szypszak (the University of North Carolina, School of Government), who is one of analytical dialogue method enthusiasts in the US.
Theme: How to Teach to Read Better
Trainer: Dovilė Jakniūnaitė - Vilnius University
February 8th, 14:00-16:00 *
Max. number of participants: 30
One of the main challenges in teaching new (and more experienced) university students is to overcome their anxiety and reluctance to read academic texts perceived as "difficult", "complicated", "long", or "boring" and to avoid the dreaded silence during seminars. In addition, reading for students is becoming increasingly demanding due to their diminishing attention span and external distractions. Students must become aware of these issues and the various strategies and techniques available to address them.
This workshop is designed to provide a space for educators to explore and identify possible solutions to improve students' reading and comprehension skills. During our session, we will discuss the main obstacles students face with academic reading and strategies to help them overcome these challenges. These strategies include teaching students more effective reading methods and improving our teaching techniques. We will focus on the importance of understanding different levels of reading, addressing the pitfalls of excessive highlighting, applying smart annotation strategies and formulating assignments to help students overcome their academic reading challenges.
Theme: Teaching (for) Future Skills in Higher Education
Trainer: Beatrice Kogler - University of Graz
February 1st, 9:00-11:00 *
Max. number of participants: 30
The 21st century is, among other things, characterised by a technology-driven economy and society. Disruptive advances can happen anytime, as the emergence of AI tools like ChatGPT have impressively shown. In such dynamic and rapidly changing times, not only subject knowledge is key to a successful career but also general intra- and interpersonal skills are required to effectively participate and quickly adapt in today's world of work. Thus, the demand of aligning higher education teaching with the so-called future skills or 21st century skills has been around for a while now. But what exactly is meant by the terms "future skills", "21st century skills", the "4 Cs" or the "7 Cs"? What can higher education teachers do in order to foster the development of these skills among their students and is it worth the effort? What prerequisites are necessary at the organisational level and what can universities really achieve?
The workshop will tackle these questions by providing input and opportunity for critical discussion in the plenary and small groups. Peer exchange and peer learning will be emphasized throughout the event. Teachers from all ARQUS Alliance universities are invited to share their approaches and practices regarding teaching (for) future skills in higher education.
Learning outcomes:
After the workshop, participants will be able to
- explain the concept of future skills and the different terms used for it
- discuss the significance of teaching future skills at universities
- select different teaching methods and techniques in order to foster the development of future skills among their students
- compare and contrast their own approach to teaching future skills with the ones of colleagues from other ARQUS universities
- compare and contrast organisational measures to foster future skills at different ARQUS Alliance universities
Registration
2023
September
Theme: Peer Feedback.
Trainer: Grion Valentina - University of Padua
September, 18, 10:00-12:00 *
The aim of the workshop is to stimulate awareness in the participants of the didactic potential of peer feedback and peer assessment processes. A further and parallel goal is to make teachers aware of the role of students as key agents and not just passive users or mere performers within the assessment processes.
Maximum of 40 attendees
Registration
Theme: Generative AI as a way to innovate your Teaching and Learning approaches
Trainers: Sílvia Araújo and Rui Lima - University of Minho
September 19, 10:00-12:00 *
This online workshop aims to support teachers to use Generative AI. A perspective from (non-expert) teachers to teachers. During the two-hour session, participants will have the opportunity to interact with each other, discussing the way teachers may use generative AI to increase their productivity and innovate their teaching and learning approaches. The trainers will propose a simplified model to apply AI in their practice, based on the following of four dimensions: Summarizing, Extracting, Transforming, and Expanding.
Registration
Theme: Explore first: Drawn on experience to gain a deeper understanding.
Trainer: José Lencastre - University of Minho
September 22, 15:00-17:00 *
Explore First is a pedagogical model that strives to make the student the leading actor in their learning in scenarios where digital action is merged with face-to-face activity. The purpose is for students, working in small groups, first explore a topic using their prior knowledge to consider possible solutions. By struggling, the students gain a deeper understanding of the structure of the problem and its elements. Then, students explain the best answer.
RegistrationNovember
Theme: Didactic measures to increase academic integrity
Trainer: Elisabeth Weber - University of Graz
November 30th, 9:00-13:00 *
Max. number of participants: 12
Learning outcomes
By the end of the course, participants can …
• … explain how students' academic integrity can be increased using didactic measures.
• … select and appropriately apply didactic concepts and tools as preventive interventions.
• … develop didactically sound tasks and procedures to minimize students' misconduct.
• … implement professional tools of relationship management to boost integrity in students.
Content:
The workshop will tackle the following questions:
• How can didactics help increase academic integrity in students?
• Which didactic concepts help function as preventive tools? How can these be best applied?
• How can tasks be developed to minimize students' wrongdoing? Which procedures help students show desired 'rightdoing'?
• In how far can relationship management tools support (academic) integrity?
Registration by: 23/11/2023
