Summary of the Project
The project has been innovating the course 'Managing Place and Property' (7ZU3M0) for first-year master students in the Urban Systems & Real Estate (USRE) unit at TU/e. Recognizing the passive nature of current teaching methods, this initiative aims to make the course more interactive and engaging by incorporating practice-based assignments and interactive tools. The project involves redesigning lecture materials to include Mentimeter polls, quizzes, and video lectures to bridge the gap between theory and practice. This approach will provide a more stimulating learning environment and improve the quality of education.
Aim of the Project
The primary aim of this project has been to enhance the educational experience by making the 'Managing Place and Property' course more interactive and aligned with real-world applications. By integrating practice-based assignments and interactive digital tools, the project seeks to actively engage students and improve their understanding of course material. The expected outcomes include the development of new digital and practice-based resources, enhanced student participation, and better alignment between theoretical knowledge and practical applications. This initiative aligns with TU/e’s strategy to foster active learning and improve teaching quality. The project's success will be measured by student feedback, course evaluations, and the effective integration of new materials into the curriculum.
Results and learnings
An evaluation of the recent implementations has been conducted within the course. We have successfully implemented the following components:
1. Developed Mentimeter polls and quizzes to make the lectures more interactive, stimulating students to be actively engaged in the lecture, apply the knowledge they gained, and initiate discussions.
2. Incorporated dynamic 3D models of virtual environments using VR, allowing students to experience interventions aimed at enhancing the health and positive affective experiences of citizens. As part of an assignment, students acted as subjects in the experiment and analyzed the pooled data to evaluate how possible design interventions impact the affective experience of the environment.
As shown by course evaluations, the outcomes indicated that students were more actively engaged and better able to link theory to practice. The integration of these interactive tools and assignments has significantly enhanced the educational experience, fulfilling the project’s objectives and aligning with TU/e's educational strategy.
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