Summer Schools

The ESI department is currently involved in the organization of two Summer Schools, which will be held from 7-11 July, 2025.

Summer School: Empowering Educational Developers to Train University Teachers

Designed as more of a community than a workshop, this summer school aims to bring together those who partner with university teachers in improving their teaching effectiveness. The primary focus of this school will be on 1) conversations and learning between educational developers, 2) designing new, or re-design existing, teacher training programmes in participants’ own institutions and 3) receiving feedback on your training methods. During the week, participants can expect to create a new (re)design of current work they do in university teacher education. Professional trainers of the school will prompt and guide the process but in the end, hope not to be a ‘trainer’ of the group but rather a facilitator of the group’s learning/sharing.The emphasis is on the community of people learning from and with each other. We aim for a group that includes those with varying experience levels to further enhance the perspectives in this community. In the end, we hope your own professional development programme will be designed or improved through the tips, tricks, and advice you learn from this community of practitioners.

Summer School: AI in Higher Education

Although the number of AI tools for education is vast, the field is still in its infancy. As a result, there is limited understanding of how to use the tools effectively in educational settings. Only a few scientific studies have examined the impacts of integrating AI integration on educational activities and assessments. This raises an important question: How can educational activities be (re)designed to be AI-compatible while minimizing risks such as overreliance and deskilling?The program covers the impact of AI on all three components of Constructive Alignment (Learning outcomes, Learning activities and Assessment) and addresses the different impacts on different Bloom’s levels (Bloom et al., 1956).