Martijn Klabbers

Martijn Klabbers

Reaching out to teachers that need to teach online. I've worked at a software company from developer to product manager and at the university from project developer to education innovator.

Location Eindhoven Brainport, 'Smartest region in the world', The Netherlands


  • Good to have student participation? Would be good..

  • (Watch out for the deceptive triangles as described in More Urban Myths, De Bruyckere, Kirschner, Hulshof)

  • Interested to see what you can apply from this course into yours.. and what we can learn from that again..

  • Sound like real fun. Block-programming has also my interest in supervising kids for the First LEGO League. Scratch is also an interesting one. I hope that Felienne Hermans will be working on her course again at:, or this one is suitable as well:

  • Note that these approaches are about learning _design_, the teaching is mostly done later:).

  • Thanks for the remark. It is good to have feedback loops, after, during or before execution. The shorter the better most of the time. (That is why Agile is advocating to have the iterations before execution/implementation.) BTW Feedback loops during teaching is explained in week 5 with learning analytics.

  • Great to include examples from outside in your course. (Better well stolen than ill conceived)

  • Agile is referring to the style, as far as I know. Same as Scrum, it is not an acronym. But you can be creative. Like for example: Adaptive Global Innovative Learning Establisher.

  • I like the approach. How big is the overall project, I would ask? (You don't need to test necessarily with your target group if you use Agile; it is recommendable, though.)

  • The ethical/privacy constraints might have been quite a hassle..

  • Glad that you have found a very interesting challenge! Please share your experience here, because it sounds like a really generic solution that could be useful for many teachers.

  • Thanks, please do and share us your experience!

  • Thanks for the remark, changed it, I hope it is working for you now..

  • Thanks for the remark, changed it, I hope it is working for you now..

  • Regarding the video clip: Maybe try it out on a different device? This is the link to the video:

  • @ChristianHowusu What would be a good indicator of deeper engagement? People (children) like experiences better than things. Would the research, that is based upon that insight, maybe motivate s kd

  • Thanks Claus for bringing in these positive points.

  • Elaborating on the topic: Constructing and using rubrics is very important, and should be given attention. We (Saskia included) will consider that this topic would be discussed in a separate video (say 3 minutes) together with an interesting assignment to construct your own rubric. We now have added it to the example, because we are very much in favour of...

  • You mean in the video itself it is not mentioned? You got a point..

  • Good remark. May I add that it depends on what you include in the analytics, specifically in the data or metrics.. but it is often quite a challenge in an institution where the data collection is determined on institution level. Please try to feel free to think outside your 'box' and, preferably, keep it simple.

  • Thanks for the questions and patience. Below some suggestions. Personally like iMovie (if you have an Apple Mac or Phone) but there are others.

    John is testing VideoPad and quite enthusiastic about it. See for example this review from TechRadar to get an independent opinion about VideoPad:

    In a...

  • @RamonaTuna I am in favour of involving students or learners in constructing courses, but that also requires some extra challenges, especially if you want to involve them all. I would separate the creation of the course from the running of the course and not involve (all) students in the construction phase. I am curious about your challenges for teaching...

  • @KarenChallis I agree with you that the achieved learning outcome does not necessarily say how it is achieved*. For the soft skills - interesting term since they are much harder to learn - I think that the way they are learned is through practice and repetition. The end goal - unconsciously competent - takes quite some time.**

    *The extra-functional...

  • @ciaramuldoon I share your concern that it often takes some time before learners have understood that they really need to put effort in the first step. All kind of motivations are helpful to make sure that learners do participate. Starting with a 'practice flipped classroom', just to get learners get used to the concept, sometimes helps.

  • Would effective be captured by: Achieving the intended learning outcomes?

  • How would the method you choose to construct your course influence your audience?

  • Always nice to e-meet an EIT colleague and co-organiser of an DigiEduHack. Enjoy the course.

  • Thanks for the comments. It is always good to work with MVPs. We prepared for a bit more. Soon, there is more to come... you already have 3 weeks and the rest is coming soon.