When we place the pedagogical framework of RUN-EU alongside the theory of the 6 learning activities, we see many similarities. As a result, thinking about the 6 learning activities is also good way to meet the pedagogical principles expected within RUN-EU.

We explain it further below:

Student-centred teaching:

RUN-EU places students at the centre of their learning by engaging students as active participants in their own education. RUN-EU emphasizes personalized learning, collaboration, and critical thinking and allow students to take ownership of their learning journey. If we want to let students learn that way, the choice of learning activities will certainly play a role in making this possible or not.

For example, the learning activity 'Investigation', where students search for information on their own, lends itself well to this. Depending on their own prior knowledge and/or interests, they will delve into different information.

Through the learning activity 'Practice' you can introduce short exercises, in which you, as a teacher, gain insight into the differences in prior knowledge, but also with which students can test their own starting situation.

Through 'Production' and 'Collaboration' students can use their own ideas, creativity, interests, whether or not combined with those of fellow students, to achieve concrete results.

Deep approach to learning:

Here the emphasis is on getting students to actively engage with the learning material to achieve meaningful learning. Either by searching for new knowledge themselves, or by interacting with fellow students, or through concrete exercises or projects.

Actually, almost all learning activities support this principle very strongly. The only exception is 'Acquistion'. There, students rather passively acquire new knowledge. So it is important not to put too much emphasis on this in your learning opportunities and to alternate moments of 'Acquisition' quickly with, for example, concrete exercises, moments of discussion or moments when the students themselves go in search of in-depth information.

Collaborative learning:

Here the emphasis is on learning from and with each other. The learning activities 'Collaboration' and 'Discussion' obviously respond very strongly to this.
What is also important here is that students are also stimulated to work together interdisciplinary. Be sure to take this into account when formulating your target group and the conditions for enrolling. Moreover, think about how you can let these different backgrounds be an added value in your learning opportunity and how you will facilitate the interdisciplinary cooperation to the maximum.

Competence-based learning:

Here the goal is to create possibilities do demonstrate competencies in various ways and contexts. This strongly indicates that having a variety of learning activities is also very important.

However, this still does not mean that it is necessary to include all learning activities in your learning opportunities. Make well-considered choices here, also taking into account the learning principles mentioned above.

In addition, this learning principle emphasises the importance of creating links to real life phenomena. Include real-life cases and questions from the work field, site visits... in your learning opportunity and make sure there is a more integrated assignment/project in which various competences should be combined. The learning activities 'Production' and 'Collaboration' will lend themselves best to this. But you can also use 'Acquisition' and 'Investigation' to ensure that students acquire knowledge linked to concrete practical examples.

In turn, the learning activities 'Practice' and 'Discussion' ensure that students can evaluate their own competence development in time. For example, via self-tests or self-reflections.

During the workshop on the bootcamp day, we will also work with concrete teaching method cards, to further inspire you around concrete approaches for your learning trajectories.