Minor
Future Learning

Minor
Future Learning

A different learning experience

In 2020, ErasmusX launched the minor “Future Learning with Technology: Prototyping and Design”. Our goal was fairly simple, we wanted to offer students a different educational experience while immersing them in the world of EdTech (educational technology). Students were in charge of their personal learning journey and were challenged to find clever technological solutions for problems they themselves identified in their current educational programs.

Students were asked to explore the world of EdTech. They worked in multidisciplinary teams to identify core educational problems and accordingly create prototypes that could solve these problems. Alongside that, students had to set personal learning goals, periodically reflect on their progress and document it all in an e-portfolio. At the end of the minor, all student teams had to pitch their prototype to an expert panel and deliver a personal e-portfolio to showcase their personal learning journey.

In 2021, we did it again (of course while implementing all the learnings from the previous year). Below you can find the number of students we had during our minor, distributed by their faculties.

A different learning experience

In 2020, ErasmusX launched the minor “Future Learning with Technology: Prototyping and Design”. Our goal was fairly simple, we wanted to offer students a different educational experience while immersing them in the world of EdTech (educational technology). Students were in charge of their personal learning journey and were challenged to find clever technological solutions for problems they themselves identified in their current educational programs.

Students were asked to explore the world of EdTech. They worked in multidisciplinary teams to identify core educational problems and accordingly create prototypes that could solve these problems. Alongside that, students had to set personal learning goals, periodically reflect on their progress and document it all in an e-portfolio. At the end of the minor, all student teams had to pitch their prototype to an expert panel and deliver a personal e-portfolio to showcase their personal learning journey.

In 2021, we did it again (of course while implementing all the learnings from the previous year). Below you can find the number of students we had during our minor, distributed by their faculties.

Design thinking and experiential learning

To help our students work systematically, enable creativity and critical thinking, we used principles of design thinking and took some elements of experiential learning to enrich the experience. In short, students used the design thinking process as a framework to structure the team delivery. In addition, and this is where experiential learning comes in, students created their individual learning journey by crafting their own learning plan to achieve the given intended learning outcomes.

ErasmusX had predefined abstract intended learning outcomes and students were given the freedom to craft their own learning plan in order to achieve them. Every personal learning plan consists of SMART formulated learning goals, ways to reach those goals, offers evidence supporting the individual learnings. In this process feedback and reflection were crucial. 

Design thinking and experiential learning

To help our students work systematically, enable creativity and critical thinking, we used principles of design thinking and took some elements of experiential learning to enrich the experience. In short, students used the design thinking process as a framework to structure the team delivery. In addition, and this is where experiential learning comes in, students created their individual learning journey by crafting their own learning plan to achieve the given intended learning outcomes.

ErasmusX had predefined abstract intended learning outcomes and students were given the freedom to craft their own learning plan in order to achieve them. Every personal learning plan consists of SMART formulated learning goals, ways to reach those goals, offers evidence supporting the individual learnings. In this process feedback and reflection were crucial. 

Programmatic assessment

Assessing the students’ learning was the hardest part, and a traditional exam didn’t match the goal we were trying to achieve. Instead, we opted for programmatic assessment. This way of assessing, a more holistic and authentic way of assessing if we may say so, was used to assess the personal and professional growth of each student.

To measure the growth and check if the students were on track with their learning, a series of formative assessments were created. These so-called ‘data points’ collectively offer insights into the students’ growth and help them track their development. Ultimately students were asked to take all their learnings and create an e-portfolio to document their learning journey. The format was up to them. This e-portfolio was presented to an independent assessment committee, which examined the students’ learning trajectory objectively.

Programmatic assessment

Assessing the students’ learning was the hardest part, and a traditional exam didn’t match the goal we were trying to achieve. Instead, we opted for programmatic assessment. This way of assessing, a more holistic and authentic way of assessing if we may say so, was used to assess the personal and professional growth of each student.

To measure the growth and check if the students were on track with their learning, a series of formative assessments were created. These so-called ‘data points’ collectively offer insights into the students’ growth and help them track their development. Ultimately students were asked to take all their learnings and create an e-portfolio to document their learning journey. The format was up to them. This e-portfolio was presented to an independent assessment committee, which examined the students’ learning trajectory objectively.

Download our Programmatic Assessment Guide

Our Education Development Officers Fanny Passeport and Lorenzo Duchi compiled a handy guide to Programmatic Assessment based on our learnings. You can download it for free by clicking the button below.

Download our Programmatic Assessment Guide

Our Education Development Officers Fanny Passeport and Lorenzo Duchi compiled a handy guide to Programmatic Assessment based on our learnings. You can download it for free by clicking the button below.

Intensive guidance

A key element of the minor was the intensive guidance that was offered to students. There were two different sets of coaches. One coaching team guided students on the actual contents of the minor, whereas the other coaching team offered 1 on 1 guidance to help all students create their own personal learning journeys.

Students were guided from the problem identification stage up to the final presentations and everything in between. Weekly presentations were mandatory in which students had to report their progress. This ensured that the coaches could provide short-looped feedback to the students. Additionally, students were offered an additional moment of guidance and feedback during the week if they felt they needed extra guidance.

Intensive guidance

A key element of the minor was the intensive guidance that was offered to students. There were two different sets of coaches. One coaching team guided students on the actual contents of the minor, whereas the other coaching team offered 1 on 1 guidance to help all students create their own personal learning journeys.

Students were guided from the problem identification stage up to the final presentations and everything in between. Weekly presentations were mandatory in which students had to report their progress. This ensured that the coaches could provide short-looped feedback to the students. Additionally, students were offered an additional moment of guidance and feedback during the week if they felt they needed extra guidance.

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