On 12 and 13 September 2018, a training conference organized by the Working Group on Judicial Training Methods of the European Judicial Training Network (EJTN) took place at the Hungarian Academy of Justice in Budapest, Hungary.

This dissertation focuses on teacher professional learning and collaboration in secondary schools.

How do secondary school teachers’ professional learning preferences relate to teaching experience and the school context?

The Academy for Professionals project started in November. The project will focus on further developing existing and new educational programmes for professionals. ‘This is part of taking valorisation seriously.’

Why do we give students fictional assignments when there is a multitude of real-world problems just waiting to be solved? Leiden University, Leiden University of Applied Sciences and the Municipality of Leiden are joining forces with partners from the public sector in the Learning with the City project,…

A number of calls for proposals have been launched to finance innovative educational projects. An overview is given below.

The aim of this research project was to increase understanding of which collaborative learning approaches already exist in conservatoire education, and how implementation of collaborative learning could be supported.

The active learning network joins together everyone interested in the subject to move the theme further within Leiden University. The SALTSWAT pilot program researches the ways forward for Leiden University.

What are relationships between student teachers’ personal characteristics, learning experiences and perception of external environmental aspects impacting teacher career and their commitment to teaching?

How do lecturer-researchers at Dutch Universities of Applied Sciences perceive their academic identity after expanding their teaching-only work portfolios to include researcher roles, and how do they navigate attached identity-based role transitions, while balancing personal goals, institutional expectations,…

It was time for a celebration in the Faculty Club on 11 December. Twenty driven lecturers were awarded their Senior Teaching Qualification by Vice-Rector Magnificus Hester Bijl.

Engaged, active students who can see the links within their discipline. These are key aims of the University vision on teaching and learning, but how do you achieve them? An interdisciplinary research team led by ICLON has developed an inventive method that helps lecturers do just that.

The Senior Teaching Qualification is for experienced lecturers who have done more than lecturing alone. Ten quotes from the first ten lecturers to receive the STQ award.

One of the ambitions of the Learning@LeidenUniversity vision on teaching and learning is to foster an international and inclusive educational community in which everyone feels welcome, regardless of religion, sex, sexual orientation or cultural background. One student service that promotes inclusion…

Lecturer in Old and Middle English Thijs Porck was awarded the annual Leiden University Student Platform (LUS) Teaching Prize at the opening of the academic year. The jury praised his endless supply of innovative teaching ideas.

What are the characteristics of impactful education for student application of inclusive design principles in design and technology programs?

Which basic characteristics and skills and knowledge influence the use of and actions based on real-time student data presented on a teacher dashboard in primary education?

Thanks to Ian Cook’s ‘Who Made My Clothes?’ MOOC, thousands of students have researched where their clothes come from. How does this geographer from the University of Exeter manage to inspire such enthusiasm in his students? He and his student Zahra Ali will explain all during the Education Festival…

2 joint initiatives began in 2019 which attempt to connect the various efforts around active learning at Leiden University: the active learning network, and the Saltswat project.

How small steps can lead to big change: that was the theme of the Leiden Education Festival. Students and lecturers came to Scheltema on 9 May to share their experiences of educational innovation.

The aim of this thesis was to examine what teachers want to learn themselves. The main research question was: what, how and why teachers want to learn? And does this depend on their years of teaching experience and the school at which they work?

The aim of this research is to gain insight into the approaches of learning to teach. Teacher learning processes, feedback in novice-expert interaction and the impact of the interaction are explored.

More and more, software incorporates components of Machine Learning. Joost Visser, professor at the Leiden Institute of Advanced Computer Science (LIACS), is invited as keynote speaker at the seventh Dutch national symposium on software engineering (SEN) to talk about this topic.

University-school partnerships are important constellations for teachers’ professional learning. The present study investigates how both teacher characteristics and contextual factors are related to teachers’ motivation to participate in the university-school partnership, and the relationship between…

Three types of PLCs are studied, varying on the dimension of autonomy of and interdependency between teachers: Joint work, Aid and assistance and Shared practices.

In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams.

You win the Leiden Teaching Prize and suddenly all eyes are on you. Three past recipients reflect on how this student-awarded prize has changed how they work and improved their teaching – and how they chose to spend the money.

The eight ambitions of Leiden University's vision on education - Learning@LeidenUniversity - were the key theme of the packed Education Festival on 19 June. More than 200 lecturers and students came to PLNT, Leiden's innovation hotspot, for inspiration and best practices in the field of educational…

Exploring the value of data-driven approaches in education: collecting, analysing, and interpreting data from educational environments to improve teaching and learning outcomes.

L1-oral language education is widely regarded as essential for developing communicative competence and critical thinking. However, as a research domain it remains relatively underexplored. The aim of this study was to identify effective elements and challenges within oral language education and to contribute…

How can reciprocal learning of mentor and mentee about PCK (Pedagogical Content Knowledge) during the secondary school internship be established?

The Learning@LeidenUniversity vision on teaching and learning proposes eight ambitions and their associated actions.

In this dissertation (titled: Exploring the Synergies between Transfer in Reinforcement Learning and Procedural Content Generation) we explore how the two research fields named in the title, namely Transfer in Reinforcement Learning (TRL) and Procedural Content Generation (PCG) can synergize togethe…

Leiden University has taken 18th place in the SustainaBul, the sustainability ranking of universities and universities of applied sciences in the Netherlands. A total of 32 institutions took part in this the tenth edition of SustainaBul. Although Leiden University is two places higher than last year,…

Despite the value of technology integration for educational equity and quality being emphasized by numerous studies, many gaps exist about how technology integration can be approached in policy plans, implemented in pedagogical practices, and embraced by teachers, students, and parents.

Do you have a creative idea for improving contacts between Dutch and international students? Work out a plan and you could win the Van Bergen Prize and earn 5,000 euros to put your idea into practice. Deadline 22 October.

In deep reinforcement learning, searching and learning techniques are two important components. They can be used independently and in combination to deal with different problems in AI, and have achieved impressive results in game playing and robotics. These results have inspired research into artificial…

The programme focuses on the medieval dynamics of intellectual life in the Rhineland and the Low countries, nowadays divided over five countries (Switzerland, France, Germany, Belgium and the Netherlands) but one cultural region in the later Middle Ages.

The present investigation aims at exploring whether the instruction provided at secondary schools in the capital meets the requirements of Communicative Language Teaching and whether the aims of improving learners’ communicative proficiency are met.

Our teaching methods make use of technological innovations, our lecturers share their knowledge with one another and they are constantly alert to possibilities for innovation and depth in their teaching.

Teaching in The Hague is firmly based on research. Alongside bachelor’s and master’s programmes, the University provides school children, professionals and others with an interest the opportunity to develop.

The ambition to have flexible learning pathways is about creating possibilities to improve the content and form of students’ learning process, and to link learning to students’ needs. Students who have access to a flexible range of learning pathways can align their university career with their own personal…

In what way can teachers support and enlarge student engagement in a blended learning context?