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Toolkit for designing active learning. To be done with lecturers in a group session.

Published in: Education
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  2. 2. A students Electrodermal activity doi: 10.1109/TBME.2009.2038487
  3. 3. Changes in failure rate. Freeman S et al. PNAS 2014;111:8410-8415 ©2014 by National Academy of Sciences
  4. 4. Learning module
  5. 5. 04-11-2013
  6. 6. 04-11-2013
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  8. 8. 04-11-2013 13.00 – 13.45 hrs: Startup 13.45 – 14.15 hrs: first design round 14.15 – 14.30 pitches, evaluation and scoring 14.30 – 14.45 break 14.45 – 15.15 second design round, concluding with pitches 15.15 – 15.30 pitches, evaluation and scoring 15.30 – 16.00 next steps
  9. 9. 04-11-2013 Are the activities contributing to the final exam? Are students supported to spend and divide their time over the course schedule? (formative assessment) Return-on- investment: how many runs of this course can be done in this way? Will this course be sustainable in this format? Who will continue with this design? Do you as a staff member have enough support to continue? Do activities contribute to the story line of the course? Are the activities focused on the right level of learning objectives? Do the course objectives, activities and assessment tie in with the curriculum of the programme?