International teaching innovation week at IBS 11-13 April, 2018

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"I am glad that we had organised our first Erasmus International Staff Training Workshop for our partners between 11-13 April, 2018 and we received some very positive feedback from our staff and faculty with regard to the guest lectures by the representatives of our Erasmus partner institutions. The week consisted of group-specific workshops, discussion rounds and social events." Etelka Dombora sums up the Teaching innovation workshop

"We learned about innovative teaching methods on how to instruct and observe high functioning student teams, how to deliver interactive seminars and apply novel teaching methods, e.g. the "flipped-classroom approach". Several best practices and case studies were analysed at the workshop sessions." Etelka Dombora

Reka Felleg (UvA):
Interactive lectures with Shakespeak

Reka introduced the Shakespeak software in an interactive manner. The software is useful in lecture settings to turn a ‘monologue into a dialogue’, i.e. to transform one-way frontal teaching into two-way interactive teaching. The software enables voting (asking preset questions of the audience with preset Yes/No, or multiple choice answers) and posting (asking open-ended questions or inviting contributions of questions or comments from the audience) anonymously.

The interactivity of the software enables using it as ice breakers (building rapport based on common background, common knowledge, inside jokes), as pretest (review or survey of what the audience knows), and also as test of knowledge. As a test of knowledge, the advantages of the software are that it engages students, provides a quick and dirty test of understanding/knowledge with instant feedback to both the tutor and students, and also opportunity for the tutor to provide corrective feedback.

Jean-Francois Vuylsteke (EPHEC Brussels):
Benefits of the flipped-classroom approach

Jean-Francois discussed what the flipped classroom approach is and the advantages of the teaching method, as well as provided a detailed illustration of the method in use.

Traditionally students listen to lectures in class, which is a waste of the time of the teacher because listening is not what students need help with. Students learn at home, and that, i.e. homework what they need help with. A flipped classroom approach flips the activities of the student between the lecture and the home.

The flipped classroom approach works with preliminary assignments, individual preparation prior to activation in class, by involving students and requiring proactivity from them. This way the student is an active partner in the learning process, s/he is the learning project manager. The teacher is a facilitator, coach and learning partner, but is ‘not responsible for what the student doesn’t know’. Teaching essentially becomes feedback provision.

Flipping in the illustration requires redesigning one’s pedagogy: change in organization of sessions, change in lecturer-student relationship, peer-to-peer learning, use of digital tools (e.g. mind mapping, booklab). in practice it requires the lecturer to put text and multimedia resources online, and add related activities, quiz, etc, then the student checks the information and studies it. The lecturer can monitor and analyze the online activity of the student.

The biggest advantages of the flipped classroom are that (especially the weaker) students do better and lecturers enjoy teaching more.

Yves Orlent (EPHEC Brussels):
MS Office and Business Intelligence – Support outside the classroom

Yves showed the audience the platform (portal and softwares) that support the flipped classroom approach at EPHEC. Specifically, articulate360 as the platform (product) was introduced with Rise, a software integrated into the platform. The flexibility and ease of using the platform was illustrated: putting digital material online, various formats/media of digital material, creating the (work)flow for the student, quizzes as test materials, etc.

Alexandra Montague (Zuyd University Maastricht):
Flipped learning and student engagement in the IB classroom

Alexandra has introduced and illustrated their application of the flipped classroom in teaching Spanish IB. Youtube generic videos or self-produced videos are made available to students to prepare from prior to class. In class students in groups of three work through the preset material (portafolio) in their own order and at their own speed. The teacher circulates to provide help and feedback, and monitor progress.

Advantages of the flipped classroom approach are: students’ electronic devices are ‘occupied’ by the learning material, students have greater freedom structuring their own learning, students receive instruction when they are receptive, efficient use of teachers’ input. In addition, discussion challenges (dominators, disconnection, dead silence, dead ends) are tackled by using new strategies (structured silence, circle of voices, strategic note-taking, snowballing, based on Stephen Brookfield).

Andreas Thomsen (CPH Business Academy):
Flipped-classroom approach in teaching marketing

Andreas discussed experiences of implementing the flipped classroom approach. Important characteristics of the new approach are that lecturing (‘doing’ the lectures) takes place before class, the teacher becomes a facilitator of students’ learning, the method enables the development of the right student competencies and skills.

Various digital tools were also introduced and illustrated, such as Moodle, Panopto, and kahoot.

Lászlo Tóth and Éva Radvány (IBS):
Using simulations in teaching finance and business strategy

Lászlo and Éva introduced the group to their applications of simulations (online business games) in teaching Global Finance (using StockTrak) and Strategy (using Glo-Bus). They both emphasized student independence and proactivity being instrumental in students’ learning. Furthermore, both of them uses a reflective essay as a major teaching/assessment tool in the simulation-based course.

Dea Frankó-Csuba (Spark Institute at IBS):
Data-driven strategies and practical applications

Dea introduced the executive teaching at the Spark Institute. They teach today’s knowhow to develop the ‘disruptive leader’ of tomorrow. They work mostly with digital companies to develop data analysts, data scientists, etc. They teach mindset first and skills later to enable these leaders to keep learning.

Adam Hájer (ReactorLabs):
Data visualization workshop

Adam has introduced the audience to Tableau, a software supporting data visualization. He used a sales database to illustrate the ease of producing high quality visuals in support of one’s presentation of data.

Testimonials

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