FAPSA Super Week

Pedagogical culture and Pedagogical framework RUN EU – by Telle Hailikari (HAMK), Viivi Virtanen (HAMK), Katelijn Vanrobaeys (Howest)

This session answers several questions around RUN-EU's pedagogical culture and the pedagogical framework based on it.

• Pedagogical culture
  What does RUN-EU's pedagogical culture stand for? What are our values in relation to that pedagogical culture? How can we have a shared language and understanding of quality learning and teaching? How do we formulate clear aims and a shared vision?
• Pedagogical framework
  What does RUN-EU's pedagogical framework stand for? What is the current state of development of the pedagogical framework we intend to use within RUN-EU?
  

How we integrate EDUHUB program design with institutional FAPSA practice: case study – by Griet Lust (Howest)

In this presentation, we aim to demonstrate how we facilitate the design of short EDUHUB learning programs, such as SAP and COIL, that are aligned with (a) the research specialisms of RUN EU and (b) are sustainable for both regular bachelor students and lifelong learners at Howest. Also, we will illustrate how we integrate FAPSA-related workshops into the curriculum design and development process and share the lessons learned. Our focus will not only be on the methodology we employ but also on discussing future ideas with fellow FAPSA participants regarding the integration of EDUHUB creation and FAPSA support. This session will be a blend of presentation and structured discussion.

How we build a curriculum following a taxonomy for learning goals – by Katelijn Vanrobaeys (Howest)

Every higher education institution in Flanders has a number of learning outcomes to guide the development of their curriculum. These learning outcomes are laid down by decree and serve as a benchmark for graduation. The learning outcomes describe what students should be able to demonstrate at the end of their studies. Howest has chosen to pursue horizontal structure and vertical coherence within a curriculum. Based on the taxonomy of The Block and Heene, the decretal learning outcomes are translated into learning goals that follow the structure know, understand, apply and integrate. In this way, students are for example never asked to show something for which they have not been taught the basics. The formulated learning goals serve as a basis for assessment in the various courses. The learning goals are included in a competence matrix so that coherence can always be consulted and monitored.

Become a manager of your own ARC! – By Nele Laporte, Lien De Ketele (Howest)

With 'Healthy Howest,' we are building a health policy for employees and students at Howest. From its social responsibility, Howest aims for the maximal development of all employees and students into reEvery human being has three basic psychological needs—Autonomy, Relatedness, and Competence (ARC)—that are essential for our well-being and resilience. Through the practice of "need crafting," you can actively enhance your ARC by proactively shaping environments and situations that fulfill these needs.
In this short introduction you'll discover what need crafting precisely is. Also, you gain practical tools to become more aware of your own ARC and you'll learn how to take actions that boost your sense of autonomy, relatedness and competence.

Everything you wanted to know about COIL – by Roeland Pype (Howest)

COILs are an innovative, feasible, accessible, and sustainable way to give students access to an international dimension in their curriculum. What are the strengths and weaknesses, opportunities and pitfalls of COILs? How can you use COIL for the professional and personal development of students and their development into global citizens? How can you adopt, promote and support COIL in your institution? We will try to find answers to these, and other questions.

Assessment at Howest: How do we approach it? – by Elke Ruys, Katelijn Vanrobaeys (Howest)

In this session, we provide insight into how we handle assessment at Howest. We'll discuss our central principles and then delve into specific subtopics: What are the specific requirements for our final assessments? What guidelines do we provide regarding AI and assessment? Additionally, you'll gain an understanding of how we support our educational coordinators and our lecturers in this process.

Experiential Learning in and with Nature – by Frank Dejonghe, Ann De Jaeghere (Howest)

Experiential learning, also known as 'learning by doing,' is an active, creative, and at times challenging way of working. Experiental learning puts people into action. From this (shared) experience, conversations are initiated, creating opportunities for learning and development. Reflection on the experience is crucial in the learning process. In this session, elements of nature and/or metaphorical work with nature are used to facilitate active- and creative reflection. Experiential learning in and with nature can be applied preventively (as self-care) and therapeutically. In this session, connections will be made to frameworks such as Kolb's learning cycle, Nadler and Luckner's experiential zones, challenge by choice, and active reviewing. This session takes place outdoors, in the green area around the campus. Some words of wisdom: "There is no such thing as bad weather, only unsuitable clothing."

Campus visit & Cultural activity Kortijk

We visit the campus of our renowned gaming school Digital Arts and Entertainment. And continue for a cultural exploration of the city of Kortrijk. Our Bachelor Tourism students will guide us. Walking shoes are recommended.

Dinner offered by Howest

Campus Restaurant 't Obeetje (Howest Campus Kortrijk Weide - The Core).

International and Intercultural learning in short learning opportunities – by Alina Koroleva (Howest)

In this session, we will discuss the workshop we conducted as part of our SAP support program. Within an SAP environment, both students and teachers are confronted with an intercultural context. Therefore, we found it important to address and raise awareness of the intercultural differences that students and teachers may encounter.

Furthermore, we facilitated a 'persona' exercise, where teachers identify the type of student for whom an SAP is being developed. This helps teachers maintain focus when designing a student centred learning environment.

Lastly, we focused on the International Competences (ICOMs) that students develop through learning in an international and intercultural setting. By using the ICOMs, teachers selected several international competences to specifically integrate into their own SAP.

During this session, we will not only explain how we conducted the workshop but also share our lessons learned and how we plan to deliver this workshop in the future.

Learning environment that supports well-being – by HAMK

The aim of the session is to discuss pedagogical well-being, which elements constitute well-being and how to create a learning environment that supports well-being of both teachters and students.

Looking back at the Super week & Impact measurement of RUN EU – by Jasper Dhoore (Howest)

Looking back, what do you take away from this week? What questions do you still have? What did you miss? General information on impact measurement in RUN EU.