Morten Strømme, Mimi den Uijl and Pim Linnenbank created a Makerspace bot, which the students could use to ask questions about the Biomimicry minor, to brainstorm on their project, and to find tools and materials in the Makerspace.

Coyan Tromp let her students use ChatGPT for all kinds of purposes, for example to visualise the future educational landscape or to generate content for the course they had to design.

Anika Jonker let her students use ChatGPT to prepare their laboratory experiment and she created a Custom GPT which her students could use to receive feedback on their practicum report.

Jasper ter Schegget, Charlotte de Beijer and Daniël Kooij focused on improving the students’ digital literacy. The students discussed the functioning and risks of GenAI, used ChatGPT for a writing assignment, and tested their GenAI knowledge in a Canvas quiz.

Autistic voices are missing from both research and (research-based) education. UvA lecturer Dr Ileana Grama found this striking. Therefore, she wanted to develop a course on neurodiversity research. This became Neurodiversity: Participatory Action in Research and Education.

Last July, the Education Research Days (ORD) 2024 took place in Tilburg, with the theme: Education of Value(s). TLC policy researchers Nynke, Lotte, Jet, Marije and Svenne were there and are happy to tell you more about it!

Teacher Byron Adams shares his experiences with implementing the Visible Learning Trajectories tool into his courses.

Paul Verhagen let his students practice their debating skills by using four different Custom GPT’s, each with their own ideological beliefs.

Lotte Tavecchio, Jorg Brunner and Ricardo Paap let their students use ChatGPT as a writing coach when writing a mini thesis. During the seminars, a lot of time was spent on discussing how to deal responsibly with GenAI in writing and research.

Koen van Elsen had his students use and compare four different LLM models that could help them with programming and writing assignments.