A look back on the 2015 LINQED workshop

01 Oct 2015

Logo IPH  ITM                                                  

                                                             

Thirty-six participants from across the world travelled to Bangalore, India, for the 7th LINQED workshop which focused on three topics: 

-      How to stimulate cooperative learning in group work;
-      How to set up a health financing course on the basis of an innovative design model;
-      How can a thesis supervisor encourage a Master student’s critical thinking.

 

Day 1 Act Share Group Work Cases

Group work is one of the most commonly used learning methods in higher education. Although most of us are fully convinced of the potential benefits of collaborative learning, in practice lecturers are often faced with situations where students do not engage in group work in the way it is expected. Through various interactive exercises, participants self-reflected on group work experience and identified the key components and guiding strategies that lead to effective group work.

The international group brainstormed on the 4C/ID model which advocates the use of expected learning outcomes as a starting point to select and structure the learning/teaching tools. Devadasan, the director of the Institute of Public Health, provided a case where a state agency has to monitor a national insurance scheme. This triggered a series of questions about the design process of the course: “What tasks are students expected to perform?”
"What knowledge, skills and attitude do students need to acquire in order to be able to work efficiently at the expected level?”, etc. 
Day 1 Cooperative Learning Act 2

The development of critical thinking is one of the essential goals of thesis writing. Supervisors often face challenges while giving feedback on their students’ writings. Some of these are related to weak and poorly constructed arguments, lack of a clear and sustained line of thought, others to inappropriate evidence to substantiate or challenge an argument. In the workshop, participants exchanged tips on qualitative thesis supervision. Through joint analysis of real life examples,  i.e. actual texts, particular supervision strategies were illustrated and proposed. These strategies aim at providing meaningful feedback in order to improve the student’s thinking, writing and learning. 

 

How did participants experience the workshop?* 
“It was a very interesting and enriching experience. We had the opportunity to study the 4C/ID model on the basis of a real life case. This way enriched our understanding of the model and gave a better feeling on how to apply it.” – Justine Bukenya, School of Public Health, Makerere University, Uganda

 

“The session on thesis supervision was super interesting. Why? I think it is because the session had directly to do with our daily work. It is great to talk with other supervisors and exchange experience and tips.” – Bea Vuylsteke, Institute of Tropical Medicine, Belgium

 

“I would definitely recommend my colleagues to attend LINQED workshop. In addition to the fact that all topics are very relevant, the way this workshop was organised is unique. For instance, we practiced the cooperative learning methods ourselves during the workshop.” – John Mugisha,  Faculty of Health Sciences, Uganda Martyrs University, Uganda

 

2015 Workshop group photo
Group Picture Bangalore
For general information
ljiang@itg.be