The Hague University of Applied Sciences, also known as "THUAS", is a higher education institution with more than 20,000 students from more than 140 different countries every year. They offer a wide range of Bachelors, Masters, Post-graduate programmes and other courses.
Rachel Kuijlenburg worked as a senior lecturer in the Facility Management programme at De Haagse Hogeschool since 2003. She is also associated as a lecturer-researcher with Mark Mobach's lectorate Facility Management and Kim Poldner's lectorate Circular Business.
The Hague University of Applied Sciences, also known as "THUAS", is a higher education institution with more than 20,000 students from more than 140 different countries every year. They offer a wide range of Bachelors, Masters, Post-graduate programmes and other courses.
Rachel Kuijlenburg worked as a senior lecturer in the Facility Management programme at De Haagse Hogeschool since 2003. She is also associated as a lecturer-researcher with Mark Mobach's lectorate Facility Management and Kim Poldner's lectorate Circular Business.
In this course, students develop their professional skills and knowledge to prepare them for the world of sustainable facility management. 120 3rd-year students collaborate on a variety of assignments designed to grow competencies towards an integrated view of the field, covering for instance, event management, facility organisation, and the UN sustainable development goals.
The instructor chose to start using FeedbackFruits tools to activate and engage students with the course material, as well as allowing them to collaboratively learn from assignments and make sense of material together. In this field, interaction and team communication are fundamental, so appropriate tooling is mandatory to ensure students develop these skills throughout their assignments.
Students read an article uploaded using Interactive Document and answer in-line questions about the text. Peers’ answers and responses are visible to all students doing the assignment, resulting in a learning environment that favours collaborative thinking. The article is used as preparation for weekly discussions in small groups where the material is analysed together.
These learning activities address the following levels of Bloom’s Taxonomy:
The activities carried out using Interactive Document were not directly evaluated by the instructor, rather, these activities were used to develop skills and competencies to be later employed in completing assignments.
Using a summative Interactive Document that includes a grading module could allow instructors to assess participation, collaboration and correctness of answers for a final grade.
Improve student autonomy and feedback skills by asking them to evaluate their best contributions
Using technology-enhanced peer review to improve student final work and save instructors time
Learn how instructor at the Hague University of Applied Sciences enhanced student engagement with study materials