Pedagogische Studiën

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International Cognitive Load Theory Conference

Maastricht University organizes the 12th International Cognitive Load Theory Conference.

The ICLTC is a meeting place where researchers in cognitive load theory can inspire each other and share knowledge about further developments of the theory. The theme for this year is:

CLT in health professions education

As in previous years, ICLTC2019 will provide a venue encouraging early-stage researchers and students as well as experienced researchers to present and share their research outcomes.

The conference will provide an excellent opportunity to present and share your research and experiences with Cognitive Load Theory.

The main theme of this year’s conference is Cognitive Load Theory in Health Professions Education. Although we will accept papers dealing with Cognitive Load Theory in all different learning domains, keynotes and special sessions will focus on applications in health professions education.

Experienced educational researcher

The professorship is part of the Hanze University of Applied Sciences Groningen (HG) Hanze Honors College (HHC). The HHC aims to offer talented students the option to become excellent professionals.

The professorship in Excellence in Higher Education and Society (EHOS) currently has a vacancy for an

Experienced educational researcher
0.6 FTE, vacancy number v18.0203; AT

Job description
As a researcher, you contribute to the professorship's research theme, centred around teaching staff and honors-level didactics. Research concerns honors-level teaching methods aimed at promoting excellence, curriculum development and assessment and student-lecturer interactions.

EuroACS invites you to submit a paper to the 4th EUROPEAN CONFERENCE ON CURRICULUM STUDIES

EuroACS invites you to submit a paper to the



in Maynooth University, Ireland on 7th and 8th of June 2019.

The 2019 EuroACS conference in Ireland comes at a time when curriculum studies as a field is arguably burgeoning, fuelled by  the proliferation of new discourses and practices about and around curriculum. This is evident, for example,  at a supra-level through the publications of transnational organisations such as the EU, UNESCO and OECD; at a macro level through the ongoing emergence of new forms of curriculum policy addressing such transnational and local forces; and at meso/micro levels as teachers and other practitioners are increasingly expected to become engaged as professional curriculum makers, rather than as technicians delivering policy products. In short, conversations about curriculum are back where they should be – at the heart of educational discourse and practice.


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