VideUM – Maastricht University video portal

Some links to sections of VideUM the Maastricht University video portal, supported by the UM library.

Knowledge clips: Openshot

If you have found/made a video for your course, and you need to edit it; perhaps delete some parts of it or add a few slides in between to provide further explanations for your students, then we can tell you about openshot. A great video-editing tool.
Here is a clip that our colleagues in the library have made. You see instructions on how to use Open shot.
Openshot is a free tool. You can download and install it on your computer through this link.


Educational lunch lecture: Videos and Knowledge clips

On Tuesday April 2nd 2019 Maryam Asoodar and Jan Hensgens (both task group Instructional Design and eLearning) in cooperation with Ilse Sistermans (University Library) did a highly interactive lecture about the use of videos and knowledge clips for the Faculty FHML. This lecture was attended by about 40 staff members. The main focus was on a didactic perspective, emphasizing the necessity of an educational embedding or a video. The alignment of learning goals, the design of the education, the learning material and the clip has been discussed. Some guidelines about multi media design and some quality criteria to grade existing knowledge clips has been provided.The audience has been actively involved using the online tool Whooclap to discuss the Why, What, How or knowledge clips. Finally an overview of the production steps are provided. here (presentation as ppt file) .

Contact us via if you are interested in one of the follow-up activities:

PBL MOOC: UM presents short lectures on Problem-Based Learning

Highly informative and interesting knowledge clips were used in the MOOC. A selection of those clips are shared here.
Maastricht University presents short lectures on Problem-Based Learning: How, what and why? Features of a well-designed learning task; Designing a PBL course from four components; and the future of PBL.

You also hear student opinions on problem-based learning: process or PBL, learning effects, relevance.

Enjoy exploring and learning;)

Problem-Based Learning: How, what and why?

Features of a well-designed learning task – Heidi Maurer

Features of a well-designed learning task – Christina Peristeridou

Features of a well-designed learning task – Sjoke Merk

Features of a well-designed learning task – Piet & Ben 1

Features of a well-designed learning task – Piet & Ben 2

Features of a well-designed learning task – Menno Knetsch

Designing a PBL course from four components – Jeroen van Merriënboer

Student opinions on problem-based learning: process or PBL

Student’s opinions on problem-based learning: learning effects

Student’s opinions about problem-based learning: relevance

Future of PBL

Creative PBL Practices at Maastricht University

We have creative teachers who are adding their own spice to teaching and are practicing creative PBL methods at Maastricht University.

During 2018 we interviewed 10 of these teachers. The Instructional Design & E-learning task force (FHML) in collaboration with the Library and EDLAB have published the collection here .

Supporting students in problem-based learning curricula

Scholars tend to disagree about whether the appropriate amount of guidance is provided to students in a problem-based curriculum. Some authors argue that problem-based learning (PBL) is a minimally guided approach, in which insufficient support is provided to students to lead to meaningful learning (Kirschner, Sweller, & Clark, 2006). On the other hand, other authors suggest that PBL is in fact scaffolded in such a way that learning is actually enhanced (Hmelo-Silver, Duncan, & Chinn, 2007).

However, at a recent symposium on self-regulation at the Open University in Heerlen, prof. dr. Alexander Renkl argued that even when appropriate external regulation is provided in a learning environment, students still need to be supported in order to develop their self-regulated learning (Renkl, 2017).  Specifically, although the educator might give effective explanations, the actual learning process needs to be done by the student (Berthold & Renkl, 2010). Furthermore, it was argued in this presentation that students are not always able to optimally use the help tools that are offered to them (Schwonke et al., 2013).  Therefore, in addition to providing tools to students to guide their learning, it was argued that is also important to provide support in how to use this guidance.

“Supporting students in problem-based learning curricula” verder lezen

Neem een college op en gebruik de collegetijd (nu groepssessie) om kennis toe te passen: Flipping the classroom!

Opleiding: Bachelor Gezondheidswetenschappen, Jaar: 2
Richting: Beleid, Management en Evaluatie van Zorg (BMEZ)
Onderwerp: Wonen met zorg in Nederland
Aantal studenten: 70
Docent: Dr. H. Verbeek (Department Health Service Research (HSR))

Het standaard format (7-sprong taak met een daarbij behorend college van 2 uur) wordt vervangen door een nieuw format waarin kennis moet worden toegepast. Studenten krijgen in de voorbespreking een taak die ze in de onderwijsgroep moeten voorbereiden. De eerste vijf stappen van de 7-sprong wordt hiervoor gebruikt. Studenten gaan naar huis om zich op de groepssessie voor te bereiden. Op de student portal kan de student opgenomen videocolleges en literatuur vinden. De videocolleges zijn geknipt in onderwerpen van 10-15 minuten. De videocolleges zijn gemaakt met de desktop versie van MediaSite (meer informatie: vraag de bibliotheek).

“Neem een college op en gebruik de collegetijd (nu groepssessie) om kennis toe te passen: Flipping the classroom!” verder lezen