A-Z
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F ¦
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H ¦
I ¦
J ¦
K ¦
L ¦
M ¦
N ¦
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P ¦
Q ¦
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T ¦
U ¦
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W ¦
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Y ¦
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A
- Academic Writing in a Nutshell: How to Put This Ufora Learning Pathway into (Your Teaching) Practice?
- Academic writing skills and / or professional language proficiency as a learning path in your study programme
- Active Teaching: What is the ACTIVO Project?
- Apollo 8 - Project 3: Future proof Study Programmes
- Apollo 8 - Project 6.1: Comprehensive Video Solution
- Apollo 8 - Project 6.2: Self-authoring Tool for Interactive Learning Pathways
- Apollo 8 - Project 7: Virtual Science Labs
- APOLLO 8 projects
- Are You Allowed to Post YouTube Videos on Ufora?
- Assesment Reflection
- Assessing: Taking into Account Students’ Previous Exam Results?
- Assessing: What to Do if You Cannot Rely on Additional Assessors?
- Assessing: What to Do in the Event of Cheating, Plagiarism and Other Irregularities?
- Assessment Matrix: the Perfect Tool for Valid Assessments
- Assessment Principles
- Assessment Vision and Policy
- Assessment: How To Do It Qualitatively?
- Authentic Assessment of Communication Skills: Video Annotation as a Solution
B
C
- Case Studies in Teaching Practice: Use Real-Life Contexts
- Central Education Monitor
- ChatGPT: a Generative AI System with an Impact on Ghent University Education
- Cherry-Picking vs. Rocket Science: Choices and Opportunities for Tomorrow’s Education
- Coaching (Individual) Students with Their Written and Oral Assignments
- Collaboration Rooms: a Means to Stimulate Students to Work Together
- Communication Tools in Ufora: an Overview
- Community Service Learning: Connecting Students and Society
- Competence Model for Education Support Services: What Competencies Are Acquired?
- Course Feedback by Students
- Critical thinking: how do you teach that?
- Curios
- Curios or Ufora Quizzes: Which tool should I chose for an online written assessment?
D
- Dare to Think and Multiperspectivism
- Dare to Think and Multiperspectivism
- Deducting Marks for Spelling Mistakes?
- Deferred Examination: When is a Student Entitled to this?
- Demonstration: Visualisation in Class
- Digital Annotation: Tips and Tricks
- Digital tools and methods: a faculty-wide Ufora course Digital Humanities: Learning Paths
- Disciplinary Proceedings for Exams: How Does it Work?
- Diversity Policy: How Can Students Learn About and In Diversity in Your Programme?
- DUGA: a Quiz App for and by Ghent University Staff
- Dyslexia: How Can You Help?
E
- Education and Examination Code
- Education and Quality Assurance Updates
- Education Based on Excellent Research
- Education Based on Excellent Research
- Education in the 22-23 Academic Year: Lecture Recordings and the Transition towards Blend@UGent
- Education Monitors
- Education Support Services Contacts
- Educational Quality Assurance Unit: Procedures and Improvement Policy
- Educational Strategy
- Embedding the External Perspective
- Embedding the External Perspective in Study Programmes
- ENLIGHT: European University
- Entrepreneurial Action: How to Put it Into (Your Teaching) Practice?
- Erasmus+ Projects
- Exam marks: how do you access the distribution of marks in Oasis?
- Exams: Deleting Questions Afterwards
- Exams: What to Do in Case of a Wrong Mark, a Student Complaint or Internal Appeals?
F
- Faculty and institutional ombuds offices
- Faculty Education Innovation Projects: Procedure
- Faculty Education Services (FDO)
- Faculty Ombudspersons: Role and Responsibilities
- Feedback after the Exam Period
- Feedback during Work Placement: How to Professionalize Work Placement Mentors?
- Feedback: (Almost) Everything You Need to Know
- Fieldwork: Students Gaining Real-Life Experience
- Fire Alarm During an Exam: What to Do?
- Flipped Classroom: a Traditional Lecture Revisited
G
- Ghent University Education Support Services
- Ghent University Goes Blended
- Ghent University Practices
- Ghent University’s Competency Model
- Give Your Students a Boost: Awareness of Student Well-Being in Class
- Glossaries: a Uniform Overview of Teaching and Assessment Methods
- Good Practices: Use Them to Illustrate Your Expectations
- Grade Conversion at Ghent University
- Guided Self-Study: Supporting Students to Process Learning Materials Properly
H
- H5P: How to Build Interactive Learning Materials in Ufora
- Heterogeneous student groups: how do you deal with them?
- Higher Cut-off Point or Standard Setting
- How can you align the expectations regarding the work placement with the student and how do you decide on the supervision?
- How can you avoid disputes during a work placement?
- How can you find a suitable work placement?
- How can you hold a supervision or intervision conversation about the work placement?
- How can you let students participate in setting work placement objectives?
- How can you set up entrepreneurial activities in your study programme?
- How to Assess Exemption Requests?
- How to Assess Group Work?
- How to Assess Participation?
- How to Assess Written and Oral Assignments?
- How to Build Learning Paths in Ufora
- How to Communicate with the Host Organisation?
- How to Complete Your Course Sheets Correctly?
- How to Determine the Quality of a Work Placement?
- How to Efficiently Check Work Placement Documents?
- How to Encourage Students to Reflect on Their Work Placement?
- How to Fill in Exam Marks in Oasis
- How to Go About Correct and Efficient Marking?
- How to Hone Students’ Language and Intercultural skills for a Work Placement Abroad?
- How to Integrate Diversity Policy into Your Study Programme
- How to Involve Students during Online Teaching Activities?
- How to Lecture Large Groups?
- How to Make Your Own Knowledge Clip
- How to Moderate Discussions on an Online Forum
- How to Organize (Blended) Practicals?
- How to Organize Group Work?
- How to Organize Work Placement Observations?
- How to Prepare Students for Work Placement Assessment?
- How to Provide Feedback on Work Placement (Activities)?
- How to Put Diversity into (Your Teaching) Practice
- How to Put Internationalization into (Your Teaching) Practice?
- How to Put Language Proficiency into (Your Teaching) Practice?
- How to Put Social Impact into (Your Teaching) Practice?
- How to Register a Work Placement?
- How to Set Up a Feedback Conversation
- How to Set Up Seminars
- How to Stimulate Devoting Attention to Diversity Within Your Lecturing Team?
- How to Stimulate Students' Language Development?
- How to Write Tailor-Made Letters of Recommendation
I
- Institutional Alumni Surveys at Ghent University
- Integrating Social Impact Issues into the Study Programme
- Integrating Sustainability in Your Study Programme
- Interdisciplinary Education: Preconditions for Success
- Interim Assessment: an Overview of the Possibilities
- Internationalization of Students and Lecturers in the Faculty
- Internationalization of Students and Lecturers in the Study Programme
J
K
L
- Language policy UGent: enhancing academic language skills
- Language use as lecturer: what should you pay attention to?
- Learning Analytics: What to Learn from Them as a Lecturer?
- Learning conversation: a teaching method that gets more out of the students
- Learning Materials: How to Make Them Clear and Accessible?
- Learning Network for Programme Committee Chairs
- Learning Pathways: Monitoring the Coherence Between Course Units
- Lecture Recordings At Ghent University
- Lecturers’ Surveys at Ghent University
- Lectures: Activate Your Students
- Lectures: How Do You Keep the Students' Attention?
M
- Master's Dissertation Survey
- Master's Dissertation: Points to Consider for the Study Programme
- Master’s Dissertation during Study Abroad: How to Guide and Assess it?
- Master’s Dissertation: How to Coach Students?
- Master’s Dissertation: What Are the Conditions?
- Microteaching: Putting Students in Front of the Class
- Mobile Set: Camera and Headset
- Moderating Class Discussions
- MOOC Projects at Ghent University
- MOOCs: Massive Open Online Courses
- Motivational Teaching: Where to Begin?
- MS Teams for online lectures
N
O
- Oasis
- Omeka S: improving digital literacy through virtual exhibitions
- On-Campus Exams: How to Avoid Trouble?
- On-campus Oral Exams
- On-Campus Written Exam: Closed Questions
- On-Campus Written Exams: Open-Ended Questions
- Online Lecture: Tips and Tricks for Interactive Lecturing
- Online Oral Assessments
- Online Oral Presentations by Students
- Online Teaching Community
- Online Written Assessments (with Open and/or Multiple Choice Questions)
- Open-book Exams: Assessing Complex Competencies
- Opencast and Capture Agents
- Overview Faculties' Education Innovation Projects: from 1997 till Present
P
- Panopto: Ghent University’s New Video Platform
- Partial Results: to Round Off or not to Round Off?
- Peer Assessment: Students Assessing Each Other
- Peer Feedback: Learn More From a Peer
- Peer Support: the Basics (What and Why)
- Plagiarism Tool: SimCheck or Ephorus
- Portfolio: a Versatile Teaching and Assessment Method
- PowerPoint in Lectures: Less is More
- Preparing for the lecture: how do you stimulate that?
- Problem-based education: learning independently in a group
- Proctorio: Surveillance of an Online Exam
- Programme Committee (PC): Procedures and Improvement Policy
- Project-based Education: a Cross-curricular Solution to a Complex Problem
- Providing Lectures
- Publicly Available Information: a Style Guide
- Putting Diversity Consciousness into (Teaching) Practice
R
- Referral Card: What Referral Services Are There?
- Research Integrity: Knowledge Clips and Ready To Use Learning Materials
- Response Lecture (Online)
- Right of Inspection for Students
- Rubrics: a Tool to Assess Papers or Skills
S
- Sharing Lecture Recordings and Learning Materials: Dos and Don’ts
- Short-term Internationalisation Initiatives for Students
- Simulation education: a realistic, safe learning environment
- Skills Test: an Assessment Situation Close to Professional Practice
- Some Inspirational Blueprints for a Blended Redesign of Your Course Unit
- Special Status and (Examination) Facilities: Procedures via OASIS
- Staff Talent Development
- Staff Talent Development
- Stakeholder Participation
- Stakeholder Participation
- Structural Contact with Minors during the Work Placement: Mandatory Check of the Criminal Record Certificate
- Structuring lecture series: from the bigger picture to the syllabus
- Student Insurance During Work Placement
- Student Reflection
- Student Talent Development
- Students’ Diversity Competencies: How to Put Them into (Teaching) Practice?
- Study Coaches
- Study Groups
- Study Programme Competencies (Programme-specific Learning Outcomes - OLRs)
- Study Programme Feedback by Students
- Study Visits: Introducing Your Students to Real Contexts
- Surveillance of Online Written Assessments with MS Teams
- Sustainability: how can you implement this into your teaching practice?
T
- Talent development for students in the study programme
- Teaching in a Hybrid Setting
- Teaching methods and activating learning in a study programme
- The Answer Key: a Tool to Objectively Mark Open-Ended Questions
- The Basics of Designing a Course Unit
- The Basics of Designing a Course Unit
- The Buddy System
- The Captain System
- The Faculty’s Education Policy
- The Master’s Dissertation: How to Assess it?
- The Study Programme Monitor's Quality Manual
- The Study Programme’s Vision, Mission Statement and Context
- Translating the Programme-Specific Competencies (Learning Outcomes) into the Curriculum
- Transparency and Communication
- Transparency and communication within study programmes
- Tricky Situations with Students: How to Deal with Them?
U
- UCare: help with a traumatic event
- Ufora tool: Assignments
- Ufora Tool: Chat
- Ufora Tool: Discussions
- Ufora Tool: Quizzes
- UGI
- Using Humour in Class? No Laughing Matter!
V
- Virtual Classrooms
- Virtual Reality? For Real! A Education Innovation Project
- Vision on Education Support
- Voice problems: how do you prevent them?
- Voluntary work placements: operational framework
W
- Warm Welcome: The Basics (What and Why)
- Web Lectures: a Practical Example from the Faculty of Sciences
- What are the access requirements for a work placement?
- What are the Specific Points to Consider for Work Placements in the Global South?
- What do the risk analysis, the workstation file and the health assessment include?
- What does Ghent University consider as “work placement”?
- What does the COP Work Placement do?
- What is a Training Agreement?
- What is a Work Placement Manual?
- What Is Constructive Alignment and Why Is It So Important?
- What is New in the Education and Examination Code (OER) 2022-2023?
- What Is Our No-Show Policy?
- What is the financial support for a work placement abroad?
- What minimum quality requirements should a work placement meet?
- What role do work placements have in the Ghent University vision on education and the educational monitor?
- What should you know about a work placement in the French-speaking part of Belgium or abroad?
- What to assess during the work placement?
- What to Communicate about Your Course Unit on Ufora at the Start of Term?
- What to Do in Case of Blank Exams or the "Absent" Code?
- What to Do in Case of Lost Exam Copies or Papers?
- What to Do with Old Exam Papers?
- What to Expect of Students' Language Skills?
- Where to Find a Mobile Set for Streaming and Recording My Lecture?
- Which administrative steps should be taken before the work placement?
- Which administrative steps should be taken when a student does a work placement at Ghent University?
- Which assessment forms can be used?
- Which points of attention exist for work placement competencies?
- Who assesses the work placement?
- Who supervises the work placements?
- Why does Ghent University think work placements are important?
- Wooclap: a Digital Voting System
- Work placement abroad
- Work Placement Allowance: Can Trainees Receive a Compensation for their Work?
- Work placement Glossary
- Work Placement: Points to Consider for Study Programmes
- Work Placements Abroad: Tackling Practicalities and Adminstration
- Working on internationalisation in your programme
- Worried about a Student? Tips for Ghent University Staff
- Written and Oral Assignments: How to Give Language Feedback and Assess Language Skills?